About NPDCI
The National Professional Development Center on Inclusion (NPDCI) is working with states to ensure that early childhood teachers are prepared to educate and care for young children with disabilities in settings with their typically developing peers.
By bringing together the leaders within a state who provide professional development related to inclusion to groups as diverse as child care providers, Head Start teachers, pre-kindergarten teachers, preschool disability specialists, higher education students, and family members.
And assisting states in creating a state system of high quality, cross-sector professional development to support inclusion. The “cross-sector” approach means that diverse perspectives—agencies, organizations, higher education and families—will be incorporated in all aspects of the system.
NPDCI is working with states to develop, implement and monitor a statewide plan for professional development that crosses traditional boundaries.
Conceptual Framework
The conceptual framework that guides
NPDCI’s work with states is organized around three key
components:
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the characteristics and contexts of the adult learners and the children and families they serve (the “who” of professional development);
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the content (the “what” of professional development; what professionals should know and be able to do); and
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the organization and facilitation of learning experiences (the “how” of professional development).
Rationale
The number of three- to five-year-olds with disabilities in regular classrooms has been on the rise for the past decade, according to the U.S. Office of Special Education Programs. But teacher preparation programs have not kept up. A study by FPG researchers published in the Journal of Early Intervention found that while early intervention and special education is part of the mission of many programs, coursework and training often fall short. The majority of early childhood personnel are not adequately prepared to modify teaching methods and curriculum to ensure full participation of children with disabilities.
There is a national need for an integrated, cross-sector system of professional development to define what is meant by highly qualified personnel in inclusive settings.
State Partnerships
NPDCI is collaborating with eight states to develop a structure and
process for bringing cross-sector partners together in a planning
process. We began partnerships with Georgia, Minnesota, Oregon, and Pennsylvania
in 2007. In 2008 we began partnerships with New Mexico, North
Carolina, Illinois, and Virginia.
A National Resource
NPDCI is taking advantage of the many resources the Internet now provides to collaborate on a larger scale to build a knowledge base around professional development and inclusion. We have launched a Community of Practice which serves as a forum for people to come together and share challenges, ask questions, and contribute ideas on issues related to early childhood professional development and inclusion. We host webinars on a variety of topics related to inclusion, and all NPDCI products, position statements and planning are available on the website.
