Search results for: Hanline Mary Frances

The goal of this study was to identify events in the field experiences of Early Childhood Special Education (ECSE) preservice teachers that were perceived by the preservice teachers as influencing their thinking about intervention practices.The assumption was that preservice teachers would write and talk about those experiences that most affected them during their field experience. The data reveal that preservice teachers provided the most information in the strand of child-focused practices, since the focus of their fieldwork related to interventions with individual children. Findings from this study have three implications for the preparation of ECSE teachers.