Dr. Lillian Durán (Special Education and Clinical Sciences) and Dr. Lauren Cycyk (Communication Disorders and Sciences) co-direct a student training program called Interdisciplinary Interventionists and Clinicians Improving Outcomes (Project INICIO). Project INICIO is funded by the Office of Special Education to support the training of EI/ECSE master’s students alongside master’s students in Communication Disorders and Sciences to serve young children from culturally- and linguistically-diverse backgrounds with disabilities.
A total of forty-six INICIO scholars will be recruited to participate in this specialized training. Students participating in the program gain specialized training in:
- typical and atypical language development in diverse language contexts
- birth to 5 developmental assessment in diverse cultural and linguistic contexts
- culturally-responsive family involvement and engagement
- implementation of culturally- and linguistically-appropriate interventions
- interdisciplinary collaboration
- leadership and advocacy
In addition, INICIO scholars will also complete two field placements, one coaching caregivers of infants and toddlers from bilingual backgrounds and a second with preschoolers in a bilingual preschool program.
Courses include Foundations in EI/ECSE, Family-Guided Early Intervention, Language Disorders in Young Children, Building On Opportunities for Student Teaching (BOOST) Planning, and Interdisciplinary Teaming. INICIO scholars will also complete two field placements, one in the CDS young child lab with bilingual infants and toddlers and a second with preschoolers in a bilingual preschool program.
This project will provide 4 students with tuition assistance for 4 terms. If you are interested in supporting children and families who speak languages other than English and you want to become an early interventionist or early childhood special education teacher please contact: Lillian Durán, email@example.com. Preference awarded to students who speak languages other than English, who identify as with a traditionally underrepresented background, who are non-traditional students, and who have a disability or are a parent of a child with a disability.