Becoming reflective early intervention practitioners in an urban area

Becoming reflective early intervention practitioners in an urban area This chapter examines how preservice early intervention (EI) practitioners become empowered as reflective practitioners through their internship, coursework, and their real-world experiences in an urban early childhood inclusive education program where over 70% of the students are from minoritized and underrepresented groups. The authors draw on two studies about students using professional, practical, and personal experiences to make their decisions in their EI and early childhood settings and use feedback and reflective practice. They examine how the reflective practice and feedback support non-traditional students who are entering EI after other educational work.