학술논문

Trauma-Informed Care: The Professional Development Needs of Early Childhood Special Education Teachers.
Document Type
Article
Source
Journal of Early Intervention. Mar2024, Vol. 46 Issue 1, p113-129. 17p.
Subject
*PREVENTION of injury
*SPECIAL education
*PROFESSIONAL employee training
*CHILD development
*PSYCHOLOGY of teachers
*CHILDREN with disabilities
*INTERVIEWING
*LABOR supply
*QUALITATIVE research
*EARLY intervention (Education)
*TEACHER development
Language
ISSN
1053-8151
Abstract
It has been well documented that experiencing trauma impacts all aspects of child development. Young children experience trauma at high rates, and children with disabilities are at an increased risk of experiencing trauma. One way to mitigate the effects of trauma is through the implementation of trauma-informed care, which requires a well-trained workforce. Yet, to date, minimal research has been conducted about the professional development needs of early childhood special education (ECSE) teachers related to trauma. The purpose of this qualitative study was to understand ECSE teachers' professional development needs related to trauma and trauma-informed care. Eighteen ECSE teachers participated in interviews. Results indicate that while ECSE teachers are familiar with the basics of trauma-informed care, more training is needed, specifically in the areas of working with families, implementing trauma-informed classroom strategies, and supporting children with disabilities who have experienced trauma. [ABSTRACT FROM AUTHOR]