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Family-Centered Practice in EI/ECSE Personnel Preparation Survey

1. Family-Centered Practice in EI/ECSE Personnel Preparation

1. To what extent are you satisfied with your program’s current emphasis on
family-centered philosophies, beliefs, and principles as compared to other topics
related to EI/ECSE?
Not satisfied A little satisfied Satisfied Very Satisfied Extremely
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Satisfied

2. Estimate the degree of focus given to family-centered philosophies, beliefs,
and principles as compared to other topics related to EI/ECSE.
<10% 25% 50% 75% >90%
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3. In terms of your beliefs in regards to recommended practice, what degree of
focus should be spent on family-centered principles and philosophies as
compared to other topics related to EI/ECSE?
<10% 25% 50% 75% >90%
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4. When you consider the degree of focus your program places on family-
centered principles and philosophies, what percent of the focus is infused?
<10% 25% 50% 75% >90%
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5. When you consider the degree of focus your program places on family-
centered principles and philosophies, what percent of the focus is taught in an
independent course?
<10% 25% 50% 75% >90%
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6. Family-centered METHODS classes are
Linked to field experience Not linked to field experience
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Family-Centered Practice in EI/ECSE Personnel Preparation Survey

2. TAUGHT - ARTICULATE - APPLY

The following 3 questions (7,8, & 9) relate to whether students are TAUGHT (receive specific instruction),
can ARTICULATE (put into words), and APPLY (use concepts for a particular purpose) family-centered
philosophies, beliefs, and principles. These three concepts are interrelated and represent different stages in
a hierarchy of learning. For the purposes of my study, I am hopeful that in your responses you will distinguish
among these three concepts as you think about your program and coursework.

7. To what extent are students TAUGHT the philosophies, beliefs and principles
that are the foundation of family-centeredness specific to the following topics?
none a little some much extensive
Providing information regarding child
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development

Providing information regarding parent rights j
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Providing information regarding service options j
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Providing information regarding strategies to
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promote development
Providing information regarding resources and
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supports (e.g. Parent-to-Parent or information
regarding disabilities)
Developing a collaborative partnership with
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families

Developing individual plans (IFSP/IEP) j
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Providing individualized and flexible services j
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Responding to family concerns, needs, and
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priorities

Communicating effectively j
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Respecting family values, beliefs, and
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decisions

8. To what extent do students have opportunities to ARTICULATE how the
philosophies, beliefs, and principles of family-centeredness translate into
practice specific to the following topics?
none a little some much extensive
Providing information regarding child
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development

Providing information regarding parent rights j
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Providing information regarding service options j
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Providing information regarding strategies to
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promote development
Providing information regarding resources and
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supports (e.g. Parent-to-Parent or information
regarding disabilities)
Developing a collaborative partnership with
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families

Developing individual plans (IFSP/IEP) j
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Providing individualized and flexible services j
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Responding to family concerns, needs, and
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priorities
Family-Centered Practice in EI/ECSE Personnel Preparation Survey
Communicating effectively j
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Respecting family values, beliefs, and
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decisions

9. What opportunities do students have to APPLY what they have learned in
applied settings?
none a little some much extensive
Providing information regarding child
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development

Providing information regarding parent rights j
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Providing information regarding service options j
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Providing information regarding strategies to
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promote development
Providing information regarding resources and
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supports (e.g. Parent-to-Parent or information
regarding disabilities)
Developing a collaborative partnership with
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families

Developing individual plans (IFSP/IEP) j
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Providing individualized and flexible services j
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Responding to family concerns, needs, and
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priorities

Communicating effectively j
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Respecting family values, beliefs, and
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decisions
In an inclusive classroom (childcare, Head
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Start, Early Head Start, preschool, etc.)
In clinical settings (segregated
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programs/classrooms)

In families' homes j
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In other community settings/activities
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(recreational activities, community programs,
play groups, parks, etc.)
Family-Centered Practice in EI/ECSE Personnel Preparation Survey

3. Strategies & Factors

10. What strategies are you using to promote comprehension and application of
family-centered philosophies, principles, and practices?
Lecture
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Assigned reading
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Portfolios
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Reflection papers/journals
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Case method instruction
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Role-playing
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Video taped interventions
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Field experiences
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Families as co-instructors
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Reflection/dialogue regarding reading
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Reflection/dialogue regarding field experiences
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Other (please specify)
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11. Please provide 3 key factors (institutional, programmatic, individual) that
FACILITATE student comprehension of family-centered philosophy, principles
and practice?

12. Please provide 3 key factors (institutional, programmatic, individual) that
HINDER student comprehension of family-centered philosophy, principles and
practice?
Family-Centered Practice in EI/ECSE Personnel Preparation Survey

4. Institutional Demographics

13. Institution size (number of students enrolled):
Less than 2,500
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2,500-4,999
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5,000-9,999
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10,000-19,999
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20,000-29,999
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30,000-39,999
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More than 40,000
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14. Institution type
Public Private
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15. Institution location
Urban Rural
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16. Region:
New England (CT,MA, ME, NH, RI, VT)
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Middle Atlantic (NJ, NY, PA)
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East North Central (IN, IL, MI, OH, WI)
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West North Central (IA, KS, MO, ND, NE, SD)
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South Atlantic (DC, DE, FL, GA, MD, NC, SC, VA, WV)
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East South Central (AL, KY, MS, TN)
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West South Central (AR, LA, OK, TX)
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Mountain (AZ, CO, ID, MT, NM, NV, UT, WY)
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Pacific (AK, CA, HI, OR, WA)
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17. EI/ECSE training program is housed in the department of:

18. Number of students currently enrolled as EI/ECSE undergraduate majors:
Family-Centered Practice in EI/ECSE Personnel Preparation Survey
<25 26-50 51-100 101-200 >201
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19. Number of courses unique to EI/ECSE required for major:
<3 4-6 7-10 10-14 >15
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20. Please share the link to your EI/ECSE program of study if available.

5. Thank you!

Thank you so much for taking the time to complete this survey. If you are interested in the results of this
survey please send me an e-mail - I will be happy to share with you. tasewell21@tntech.edu

Sincerely,

Tamara A. Sewell, PhD Candidate
PhD Graduate Assistant Instructor
Exceptional Learning - Young Children and Families
Tennessee Technological University
P.O. Box 5074
RM 349 Matthews Daniels Hall
Cookeville, TN 38505