Building Belonging and Resilience: An Early Childhood Special Education Practicum Model to Support Teacher Preparation

Sufficient and meaningful clinical practice is a critical factor in special education teacher retention, yet it often occurs late in the credential programs and varies in quality. This article presents an early practicum model for early childhood special education (ECSE) candidates that introduces an earlier, structured fieldwork experience embedded within the coursework. The Relationship-Based Skill Building Model comprises six key components: reflective readings and assignments, professional development, on-site supervision and coaching, peer support and teaming, small- and large-group discussions, and individual feedback. The practicum model emphasizes relationship-based, culturally responsive strategies and builds on candidates’ social-emotional competence, fostering peer relationships that may become protective factors contributing to retention in the field. The model, which can be generalized across content areas, offers a developmental approach to workforce preparation that aims not only to meet teacher competencies but also to promote long-term persistence and resilience in the field of special education.