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Topics in Early Childhood Special Education
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Improving the Sensitivity and Responsivity of Preservice Teachers Toward Young Children with Disabilities

Sara E. Rimm-Kaufman

University of Virginia, serk{at}virginia.edu

Mary D. Voorhees

University of Virginia

Martha E. Snell

University of Virginia

Karen M. La Paro

University of Virginia

Research in developmental and educational psychology points to the importance of sensitive interactions between adult and children in order to promote children's social, emotional, and academic learning. Despite this evidence, there are many conceptual and programmatic challenges that have prevented this emphasis in early childhood special education (ECSE). This article provides a definition of and theoretical framework for teacher sensitivity and responsiveness; describes the evidence that supports this focus; and delineates the research, interventions, and challenges that bear upon the enhancement of teacher—child sensitivity and responsivity in ECSE. This article also discusses and critiques a pilot program for facilitating the development of sensitive teacher—child interactions.

Topics in Early Childhood Special Education, Vol. 23, No. 3, 151-163 (2003)
DOI: 10.1177/02711214030230030501
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S. Etscheidt
Least Restrictive and Natural Environments for Young Children With Disabilities: A Legal Analysis of Issues
Topics in Early Childhood Special Education, January 1, 2006; 26(3): 167 - 178.
[Abstract] [PDF]