DaSy Critical Questions: Practitioner Level Questions

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2.A. Practitioner Characteristics
2.A.1. What are the characteristics of practitioners working in early intervention/early childhood special education (EI/ECSE)? Bread and Butter Icon
2.A.1.a. What are the demographic characteristics of EI/ECSE practitioners (e.g., age, gender, ethnicity/race, language[s] spoken)? Bread and Butter Icon
2.A.1.b. What are the levels of education and years of experience of EI/ECSE practitioners? Bread and Butter Icon
2.A.1.c. How many EI/ECSE practitioners have specific types of credentials/licenses (e.g., EIS, preschool, special education, licensed therapist)? Bread and Butter Icon
2.A.1.d. What is the turnover rate among EI/ECSE practitioners (by year, state, or local program)? Aspirational Climbing Icon
2.A.1.e. What percentage of those working with children with IFSP/IEPs and their families entered the field with the academic preparation and/or experience for working with young children and families? Aspirational Climbing Icon
2.A.2. What are the characteristics of the practitioners working with children with IFSP/IEPs in general early care and education? Aspirational Climbing Icon
2.A.2.a. What are the demographic characteristics of practitioners working with children with IFSP/IEPs in general early care and education (e.g., age, gender, ethnicity/race, language[s] spoken)? Aspirational Climbing Icon
2.A.2.b. What are the levels of education and years of experience of the general early care and education practitioners working with children with IFSP/IEPs? Aspirational Climbing Icon
2.A.2.c. How many general early care and education practitioners working with children with IFSP/IEPs have specific types of credentials/licenses (e.g., early childhood, preschool, Child Development Associate [CDA], special education, licensed therapist)? Aspirational Climbing Icon
2.A.3. What ongoing professional development do early intervention/early childhood special education (EI/ECSE) practitioners receive? Aspirational Climbing Icon
2.A.3.a. What professional development activities do EI/ECSE service providers/teachers participate in during employment? Aspirational Climbing Icon
2.A.3.b. How much professional development (e.g., hours, continuing education units [CEUs]) did EI/ECSE practitioners receive over a given time period (e.g., in a year, over a 5-year period) by role and profession? Aspirational Climbing Icon
2.A.3.c. How much professional development specific to EI/ECSE did EI/ECSE practitioners receive over a given time period (e.g., in a year, over a 5-year period) by role and profession? Aspirational Climbing Icon