Anne H. Widerstrom

The School Psychologist's Role in the Early Childhood Special Education Program:

As part of a study to determine what role school psychologists might best fill in infant and preschool programs, a survey was conducted of school psychologists currently working with elementary- and high school-age children and of early childhood special educators employed in preschool and infant programs. The survey endeavored to ascertain how each of these groups viewed the school psychologists role, and what each group thought the school psychologist could best contribute to early childhood and infant programs. Two sets of questionnaires were analyzed representing 50 early childhood special educators and 82 school psychologists. The first examined the possible situations in which early childhood special educators might request assistance from a school psychologist. The second questionnaire asked participants to rank order their preference of consultation models. Results indicated that the two groups hold very different perceptions concerning the role of the school psychologist in early intervention programs. Implications of the survey are discussed in terms of service delivery and of school psychology training.

Philosophical differences between early childhood education and special education: Issues for school psychologists

Increasingly, professional psychologists are extending their services from school-age children to young handicapped children. Psychological intervention and education issues regarding this group of children are complicated by the fact that the field of early childhood special education itself is in its infancy. This article presents the emerging field of early childhood special education, clarifies some major concerns in educating young handicapped children, and raises issues for school psychologists working in this area.

Sex and Race Differences in the Identification of Communicative Disorders in Preschool Children as Measured by the Miller Assessment for Preschoolers.

Twelve hundred four preschool children were administered the Miller Assessment for Preschoolers (MAP), a screening test for children aged 2.5 to 5.5 years designed to identify children at risk for learning problems. Scores on the Verbal Index of the MAP were analyzed for each of six age groups by sex and race, using six 2-way ANOVAs. Results indicated that boys and girls in all six age groups were equally identified as being at risk for communication disorders. In three of six age groups, black children had a greater likelihood of being identified at risk than white children. Results are discussed in terms of cultural and gender bias and compared with other language screening tests.

Rural Outreach Training in Early Childhood Special Education: A Cooperative Model

In order to provide comprehensive services to young handicapped children (ages birth to five) in a state characterized by great geographic expanses and inaccessible mountain regions, with resulting difficulties in communication and service delivery, a cooperative effort was launched by the state university and the state education agency for the assessment of need and the provision of teacher training in remote areas. This model, which makes use of such cost-effective measures as telephone and mail surveys, on-site follow-up interviews, a micro-teaching module for practicum supervision, and short, intensive courses in remote areas of the state, is presented as having implications for other states with similar geographic problems. It is suggested that in order fully to implement the spirit of P.L. 94-142, training for certification must be made available on a state-wide basis to all specialists who work with young handicapped children.

Who Should Be Served, Where and Why Local Special Education Administrators' Views

While research and policy trends have been moving toward serving a broader range of younger handicapped children in public schools and integrated settings, little information has been available regarding the perceptions of local special education administrators regarding these issues. This study surveyed the views of local special education directors in terms of which populations and ages should be served, in what settings, and for what purposes. The findings indicate that administrators see an emerging role for the public schools, are willing to serve a broader range of young handicapped children, and see the need for far more integrated settings for such children.