Young people with emotional and behavioural disorders (EBD) comprise a unique group of students involved in school bullying. The present case study examined the bullying experiences of a group of students, aged 10–14 years, identified as having EBD. A total of ten students participated in self-report questionnaires and interview-style journaling. The main research questions were related to type of involvement in bullying and the bullying experiences in this population. Questionnaires and journaling gathered information about involvement in bullying, as well as about psychological risk factors including normative beliefs about anti-social acts, impulsivity, problem solving, and coping strategies. The overall results indicated that all ten students had participated in bullying as either a bully, a victim, or both. They described their experiences involving both external and internal aggression. These personal accounts offer insight into implications for intervention and educational practices.
{"title":"A Bully and a Victim: The Bullying Experiences of Youth with Emotional and Behavioural Disorders","authors":"Monique Somma, Z. Marini","doi":"10.5206/EEI.V30I1.10913","DOIUrl":"https://doi.org/10.5206/EEI.V30I1.10913","url":null,"abstract":"Young people with emotional and behavioural disorders (EBD) comprise a unique group of students involved in school bullying. The present case study examined the bullying experiences of a group of students, aged 10–14 years, identified as having EBD. A total of ten students participated in self-report questionnaires and interview-style journaling. The main research questions were related to type of involvement in bullying and the bullying experiences in this population. Questionnaires and journaling gathered information about involvement in bullying, as well as about psychological risk factors including normative beliefs about anti-social acts, impulsivity, problem solving, and coping strategies. The overall results indicated that all ten students had participated in bullying as either a bully, a victim, or both. They described their experiences involving both external and internal aggression. These personal accounts offer insight into implications for intervention and educational practices.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"30 1","pages":"25-41"},"PeriodicalIF":0.0,"publicationDate":"2020-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46803806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Drawn from an investigation of the emergent technological practices of post-secondary students with mathematics learning disabilities, this case study employs an enactivist framework in considering the bootstrapping processes our participants report engaging in when using personal electronic devices for academic support. Video-recorded, semi-structured interviews were conducted with nine post-secondary participants with mathematics learning disabilities in two western Canadian urban centres. Findings suggest that participants used technology to control and improve sensory input in order to better access mathematics course content and monitor the accuracy of their work, engage with alternate presentations of mathematical concepts to enhance their level of understanding, reduce workload, and improve organization. We discuss how their strategies in using technology relate to Bereiter’s categorization of bootstrapping resources (1985), including imitation, chance by selection, learning support systems, and piggybacking. Grounded in a “learner’s perspective,” this case study identifies technological adaptations and strategies that may be helpful to others with mathematics learning disabilities.
{"title":"Bootstrapping: The Emergent Technological Practices of Post-secondary Students with Mathematics Learning Disabilities","authors":"Alayne Armstrong, Mirela Gutica","doi":"10.5206/EEI.V30I1.10912","DOIUrl":"https://doi.org/10.5206/EEI.V30I1.10912","url":null,"abstract":"Drawn from an investigation of the emergent technological practices of post-secondary students with mathematics learning disabilities, this case study employs an enactivist framework in considering the bootstrapping processes our participants report engaging in when using personal electronic devices for academic support. Video-recorded, semi-structured interviews were conducted with nine post-secondary participants with mathematics learning disabilities in two western Canadian urban centres. Findings suggest that participants used technology to control and improve sensory input in order to better access mathematics course content and monitor the accuracy of their work, engage with alternate presentations of mathematical concepts to enhance their level of understanding, reduce workload, and improve organization. We discuss how their strategies in using technology relate to Bereiter’s categorization of bootstrapping resources (1985), including imitation, chance by selection, learning support systems, and piggybacking. Grounded in a “learner’s perspective,” this case study identifies technological adaptations and strategies that may be helpful to others with mathematics learning disabilities.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47217510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lori Geist, K. Erickson, Claire W. Greer, Penelope Hatch
Many students with significant disabilities have complex communication needs and are not yet able to express themselves using speech, sign language, or other symbolic forms. These students rely on nonsymbolic forms of communication like facial expressions, body movements, and vocalizations. They benefit from responsive partners who interpret and honour these forms and teach symbolic alternatives. The purpose of this article is to describe ways in which classroom teachers and other classroom staff can be responsive partners using three targeted teaching practices: (a) attributing meaning and honouring early communication behaviours, (b) giving students personal access to aided augmentative and alternative communication (AAC) systems with a core vocabulary, and (c) using aided language input strategies to show students what is possible and how to use graphic symbols on aided AAC systems. These teaching practices are discussed using scenarios to illustrate how each can be integrated into typical academic and non-academic classroom activities.
{"title":"Enhancing Classroom-Based Communication Instruction for Students with Signifificant Disabilities and Limited Language","authors":"Lori Geist, K. Erickson, Claire W. Greer, Penelope Hatch","doi":"10.5206/EEI.V30I1.10914","DOIUrl":"https://doi.org/10.5206/EEI.V30I1.10914","url":null,"abstract":"Many students with significant disabilities have complex communication needs and are not yet able to express themselves using speech, sign language, or other symbolic forms. These students rely on nonsymbolic forms of communication like facial expressions, body movements, and vocalizations. They benefit from responsive partners who interpret and honour these forms and teach symbolic alternatives. The purpose of this article is to describe ways in which classroom teachers and other classroom staff can be responsive partners using three targeted teaching practices: (a) attributing meaning and honouring early communication behaviours, (b) giving students personal access to aided augmentative and alternative communication (AAC) systems with a core vocabulary, and (c) using aided language input strategies to show students what is possible and how to use graphic symbols on aided AAC systems. These teaching practices are discussed using scenarios to illustrate how each can be integrated into typical academic and non-academic classroom activities.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"30 1","pages":"42-54"},"PeriodicalIF":0.0,"publicationDate":"2020-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46864057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kimberly Maich, Adam W. J. Davies, Sharon Penney, Emily Butler, Gabrielle Young, D. Philpott
High quality early intervention is a crucial component of supportive and inclusive early childhood education and care (ECEC) and crucial for children with autism spectrum disorder (ASD). For children with ASD, there is limited access to ECEC services and there is little research or writing on the importance of bridging even conversations between the fields of ECEC and special education needs. This paper addresses the importance of starting a conversation by delineating current literature on ASD and early intervention services while making recommendations for how practitioners and policy-makers can consider the needs of young children with ASD in ECEC programming, bringing together clinicians and educators in ECEC settings into broader and closer collaborations. Through investigating current wide-scale reports on ASD in ECEC and inclusive settings, screening, early intervention, and evidence-based interventions, as well as the specific needs of parents of children with ASD, we seek to bring such essential discussions to the forefront. In turn, practitioners can provide supportive early-years environments for children with ASD, as well as early intervention and identification services that support inclusive practices.
{"title":"Young Children with Autism Spectrum Disorder in Early Education and Care","authors":"Kimberly Maich, Adam W. J. Davies, Sharon Penney, Emily Butler, Gabrielle Young, D. Philpott","doi":"10.5206/EEI.V29I3.9388","DOIUrl":"https://doi.org/10.5206/EEI.V29I3.9388","url":null,"abstract":"\u0000High quality early intervention is a crucial component of supportive and inclusive early childhood education and care (ECEC) and crucial for children with autism spectrum disorder (ASD). For children with ASD, there is limited access to ECEC services and there is little research or writing on the importance of bridging even conversations between the fields of ECEC and special education needs. This paper addresses the importance of starting a conversation by delineating current literature on ASD and early intervention services while making recommendations for how practitioners and policy-makers can consider the needs of young children with ASD in ECEC programming, bringing together clinicians and educators in ECEC settings into broader and closer collaborations. Through investigating current wide-scale reports on ASD in ECEC and inclusive settings, screening, early intervention, and evidence-based interventions, as well as the specific needs of parents of children with ASD, we seek to bring such essential discussions to the forefront. In turn, practitioners can provide supportive early-years environments for children with ASD, as well as early intervention and identification services that support inclusive practices. \u0000","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46962257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sharon Penney, Gabrielle Young, Emily Butler, Kimberly Maich, D. Philpott
This article explores trends and statistics specific to the mental health status of children from both the Canadian and the global contexts to inform a conversation on the environmental conditions and experiences that impact the mental health of young children. The research described here focused on the intersection between mental health and early child education (ECE), along with the educational and professional development experiences of early childhood educators, in an attempt to identify mitigating factors that can ensure social-emotional development in children. The article argues that while ECE can help the social-emotional development of young children, there needs to be a focus on ensuring quality of experience with explicit social-emotional learning outcomes, delivered by highly educated professionals. It concludes with a call to focus on the mental health of young children, early child educators, and the critical importance of healthy relationships in the lives of these children.
{"title":"The Role of Quality ECE in Facilitating Mental Health and Well-Being in Children","authors":"Sharon Penney, Gabrielle Young, Emily Butler, Kimberly Maich, D. Philpott","doi":"10.5206/EEI.V29I3.9387","DOIUrl":"https://doi.org/10.5206/EEI.V29I3.9387","url":null,"abstract":"This article explores trends and statistics specific to the mental health status of children from both the Canadian and the global contexts to inform a conversation on the environmental conditions and experiences that impact the mental health of young children. The research described here focused on the intersection between mental health and early child education (ECE), along with the educational and professional development experiences of early childhood educators, in an attempt to identify mitigating factors that can ensure social-emotional development in children. The article argues that while ECE can help the social-emotional development of young children, there needs to be a focus on ensuring quality of experience with explicit social-emotional learning outcomes, delivered by highly educated professionals. It concludes with a call to focus on the mental health of young children, early child educators, and the critical importance of healthy relationships in the lives of these children.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44551120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Melhuish, J. Barnes, Julian Gardiner, I. Siraj, P. Sammons, K. Sylva, B. Taggart
Specialized preschool programs can enhance the development of vulnerable young children at risk of special educational needs (SEN). Less is known about the potential of early childhood education and care (ECEC) provided for the general population. This study includes 2,857 children attending 141 ECEC centres in England and 310 with no ECEC. ECEC quality and effectiveness were assessed. Children’s scores on assessments of cognitive development, numeracy, and literacy, and teacher reports of socio-emotional problems at ages 5, 7, 11, and 16 years were used to identify risk of SEN (1 standard deviation beyond the mean). Trend analyses (none vs. low, medium, and high ECEC quality or effectiveness) examined impact of ECEC on risk for cognitive or socio-emotional SEN. Better quality and more effective ECEC reduced risk of cognitive SEN at 5, 11, and 16 years of age, with similar results for socio-emotional SEN. The discussion considers the consistency of the association between children’s ECEC experience and risk for SEN, which is found for alternative measures of ECEC, quality derived from observations and effectiveness derived from progress in child outcomes. These different sources for the ECEC measures add credibility to the results. Also the implications for policy and practice are discussed including the recommendation for universal provision of high quality ECEC and ensuring that the most at-risk populations receive the best ECEC available.
{"title":"A Study of the Long-Term Influence of Early Childhood Education and Care on the Risk for Developing Special Educational Needs","authors":"E. Melhuish, J. Barnes, Julian Gardiner, I. Siraj, P. Sammons, K. Sylva, B. Taggart","doi":"10.5206/EEI.V29I3.9385","DOIUrl":"https://doi.org/10.5206/EEI.V29I3.9385","url":null,"abstract":"Specialized preschool programs can enhance the development of vulnerable young children at risk of special educational needs (SEN). Less is known about the potential of early childhood education and care (ECEC) provided for the general population. This study includes 2,857 children attending 141 ECEC centres in England and 310 with no ECEC. ECEC quality and effectiveness were assessed. Children’s scores on assessments of cognitive development, numeracy, and literacy, and teacher reports of socio-emotional problems at ages 5, 7, 11, and 16 years were used to identify risk of SEN (1 standard deviation beyond the mean). Trend analyses (none vs. low, medium, and high ECEC quality or effectiveness) examined impact of ECEC on risk for cognitive or socio-emotional SEN. Better quality and more effective ECEC reduced risk of cognitive SEN at 5, 11, and 16 years of age, with similar results for socio-emotional SEN. The discussion considers the consistency of the association between children’s ECEC experience and risk for SEN, which is found for alternative measures of ECEC, quality derived from observations and effectiveness derived from progress in child outcomes. These different sources for the ECEC measures add credibility to the results. Also the implications for policy and practice are discussed including the recommendation for universal provision of high quality ECEC and ensuring that the most at-risk populations receive the best ECEC available.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44591993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tricia van Rhijn, Kimberly Maich, D. Lero, S. Irwin
Recent advances in policy development and professional practice in the field of early learning and child care have led to the expectation that it is appropriate and advantageous to include children with disabilities and extra support needs in early child care and learning programs. Yet, to date, evidence-based research on the effects of experiences in inclusive programs has been hampered by the lack of appropriate measures to assess inclusion quality that are reliable, valid, and relatively easy to administer. The purpose of the current study was to examine a newer measure, the SpeciaLink Early Childhood Inclusion Quality Scale (SECIQS), using data from 588 classrooms in child care centres and preschool programs across Canada. Through examination of inter-item consistency and reliability, along with exploratory and confirmatory factor analyses, evidence is provided for the utility and reliability of the measure. In addition, the validity of using both subscales is supported. Implications for policy and practice include recommending the use of all items in the SECIQS and scoring for all three factors in research studies. Further, separate subscale scores for the Inclusion Principles and Inclusion Practices subscales are recommended as useful for centre assessments, quality improvement initiatives, and for educating the field about the contributors to inclusion effectiveness.
{"title":"Assessing Inclusion Quality","authors":"Tricia van Rhijn, Kimberly Maich, D. Lero, S. Irwin","doi":"10.5206/EEI.V29I3.9389","DOIUrl":"https://doi.org/10.5206/EEI.V29I3.9389","url":null,"abstract":"Recent advances in policy development and professional practice in the field of early learning and child care have led to the expectation that it is appropriate and advantageous to include children with disabilities and extra support needs in early child care and learning programs. Yet, to date, evidence-based research on the effects of experiences in inclusive programs has been hampered by the lack of appropriate measures to assess inclusion quality that are reliable, valid, and relatively easy to administer. The purpose of the current study was to examine a newer measure, the SpeciaLink Early Childhood Inclusion Quality Scale (SECIQS), using data from 588 classrooms in child care centres and preschool programs across Canada. Through examination of inter-item consistency and reliability, along with exploratory and confirmatory factor analyses, evidence is provided for the utility and reliability of the measure. In addition, the validity of using both subscales is supported. Implications for policy and practice include recommending the use of all items in the SECIQS and scoring for all three factors in research studies. Further, separate subscale scores for the Inclusion Principles and Inclusion Practices subscales are recommended as useful for centre assessments, quality improvement initiatives, and for educating the field about the contributors to inclusion effectiveness.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"29 1","pages":"92-112"},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46047312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gabrielle Young, D. Philpott, J. Bertrand, K. McCuaig
This article introduces the special issue: Linking Quality Early Child Education and Special Education Needs.
这篇文章介绍了特刊：将优质幼儿教育与特殊教育需求联系起来。
{"title":"Linking Quality Early Child Education and Special Education Needs","authors":"Gabrielle Young, D. Philpott, J. Bertrand, K. McCuaig","doi":"10.5206/eei.v29i3.9383","DOIUrl":"https://doi.org/10.5206/eei.v29i3.9383","url":null,"abstract":"This article introduces the special issue: Linking Quality Early Child Education and Special Education Needs.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43564293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, parents were asked for their thoughts on the documentation provided to them by early childhood educators (ECEs), which focused on their young children’s learning experiences in early learning settings. Forty-five parents completed questionnaires focusing on their understandings and experiences with documentation. Seven parents were interviewed at the beginning and the end of the six-month research period. All parents stated that pedagogical documentation contributed to their understanding of how their children learned through play, saying that, among other things, it provided insight into “the mystery that is my child’s day” (parent participant). This was true, as well, for the parents who had children with a diagnosed or suspected disability. Although parents saw pedagogical documentation as adding value to their experience as parents of children in an early learning setting, they noted several challenges in accessing this documentation. This article explores pedagogical documentation from a parents’ perspective, with an emphasis on how the process of accessing documentation has the potential to build relationships between parent and educator and parent and child. The implication that this has for the successful transition of children from early learning settings into school settings is explored.
{"title":"Co-constructed Pedagogical Documentation in Early Learning Settings","authors":"C. McLean","doi":"10.5206/EEI.V29I3.9390","DOIUrl":"https://doi.org/10.5206/EEI.V29I3.9390","url":null,"abstract":"In this study, parents were asked for their thoughts on the documentation provided to them by early childhood educators (ECEs), which focused on their young children’s learning experiences in early learning settings. Forty-five parents completed questionnaires focusing on their understandings and experiences with documentation. Seven parents were interviewed at the beginning and the end of the six-month research period. All parents stated that pedagogical documentation contributed to their understanding of how their children learned through play, saying that, among other things, it provided insight into “the mystery that is my child’s day” (parent participant). This was true, as well, for the parents who had children with a diagnosed or suspected disability. Although parents saw pedagogical documentation as adding value to their experience as parents of children in an early learning setting, they noted several challenges in accessing this documentation. This article explores pedagogical documentation from a parents’ perspective, with an emphasis on how the process of accessing documentation has the potential to build relationships between parent and educator and parent and child. The implication that this has for the successful transition of children from early learning settings into school settings is explored.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45949685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Underwood, E. Frankel, Gillian Parekh, M. Janus
This study examines transitions to school from the standpoint of the work of families. We identify systemic differences constructed through state responses to childhood disability. Based on data from a longitudinal institutional ethnography conducted in Ontario, Canada, these differences illuminate the ways in which ability and disability are constructed in early childhood, and how these constructs are reinforced through procedures, policies, and documentation. Ultimately, we identify five key phenomena in the study: implicit messages of exclusion, the work of families, the supremacy of labels, a fallacy of choice, and the flexibility of institutions to adapt for children. These findings are taken up in the context of broader discourses of school readiness and transition to school with the intention of expanding our conversation about transitions. Researchers and advocates in early childhood education, care, and intervention have long held that positive child outcomes require that services for young children and families be comprehensive, inclusive, integrated, and family-centered (Bricker, Xie, & Bohjanen, 2018). Yet, many early childhood and kindergarten programs are excluding children from important sites of social, cultural, and community participation. Of particular interest to researchers has been the transition from early years services into school kindergarten programs. Transitions into kindergarten happen at an important developmental time in Underwood, Frankel, Parekh, & Janus 136 Exceptionality Education International, 2019, Vol. 29, No. 3 children’s lives, and research shows that children’s development at school entry can be directly linked to later school outcomes (Brownell et al., 2016; Caspe, Lopez, & Chattrabhuti, 2015; Janus, Labonté, Kirkpatrick, Davies, & Duku, 2017). This research is translating into international interest in early years programs and the potential to impact inequality through early intervention and inclusive early childhood services (Lombardi, 2018; The Lancet, 2016; Wertlieb, 2018; World Health Organisation, 2018). We hypothesize that the transition to school provides an opportunity to understand the power that institutions hold over children and their families, particularly for children who are perceived to have development outside of what is conceived as a normal or typical developmental trajectory. This article presents findings about transitions to kindergarten, gleaned from the Inclusive Early Childhood Service System (IECSS) project, a Canadian longitudinal investigation, which seeks to understand broader social responses to disability through mapping institutional interactions from the standpoint of families. In this article, we examine institutional practice in early childhood and kindergarten programs and the transitions between these two state-organized stages of life. We argue that these institutional procedures illuminate important sites of power and dominant ways of thinking about disability that
本研究从家庭工作的角度考察了向学校的过渡。我们通过国家对儿童残疾的反应来确定系统差异。基于在加拿大安大略省进行的纵向制度人种学的数据，这些差异阐明了在儿童早期构建能力和残疾的方式，以及这些构建如何通过程序、政策和文件得到加强。最后，我们在研究中确定了五个关键现象:隐含的排斥信息、家庭的工作、标签至上、选择谬误以及机构适应儿童的灵活性。这些发现是在更广泛的关于入学准备和向学校过渡的话语的背景下进行的，目的是扩大我们关于过渡的对话。长期以来，幼儿教育、护理和干预领域的研究人员和倡导者一直认为，积极的儿童成果要求为幼儿和家庭提供全面、包容、综合和以家庭为中心的服务(Bricker, Xie， & Bohjanen, 2018)。然而，许多幼儿和幼儿园项目将儿童排除在社会、文化和社区参与的重要场所之外。研究人员特别感兴趣的是从早期服务到学校幼儿园项目的转变。在Underwood, Frankel, Parekh， & Janus中，进入幼儿园的过渡发生在一个重要的发展时期(136 Exceptionality Education International, 2019, Vol. 29, No. 3 children 's life)，研究表明，儿童入学时的发展可以直接与后来的学业成绩挂钩(Brownell et al.， 2016;Caspe, Lopez， & Chattrabhuti, 2015;Janus, labont<e:1>， Kirkpatrick, Davies， & Duku, 2017)。这项研究正在转化为国际上对早期教育项目的兴趣，以及通过早期干预和包容性幼儿服务影响不平等的潜力(Lombardi, 2018;《柳叶刀》，2016;Wertlieb, 2018;世界卫生组织，2018年)。我们假设，向学校的过渡提供了一个机会来理解机构对儿童及其家庭的影响力，特别是对那些被认为在正常或典型发展轨迹之外发展的儿童。本文介绍了从包容性幼儿服务系统(IECSS)项目中收集到的关于向幼儿园过渡的发现，该项目是加拿大的一项纵向调查，旨在通过从家庭的角度绘制机构互动图，了解更广泛的社会对残疾的反应。在这篇文章中，我们研究了幼儿和幼儿园项目的制度实践以及这两个国家组织的生活阶段之间的过渡。我们认为，这些制度程序阐明了重要的权力场所和对残疾的主要思考方式，最终影响了家庭在过渡过程中的管理和包容程度。对学校转型的研究通常集中在两个关键领域。第一个是教育工作者实施的过渡活动，第二个是使儿童在过渡到学校内外取得成功的技能或能力。教育者过渡活动通常包括通过定向活动或将信息发送回家分享信息，有时还包括家访(Little, Cohen-Vogel， & Chris Curran, 2016)。然而，高强度的活动，如去家里看望孩子或提前对教室进行长时间的探访，就不太常见了(Little等，2016)。对于有特殊需要儿童的家庭来说，过渡到幼稚园尤其值得关注(注意，这个词在机构中广泛用于描述残疾儿童和接受非典型服务的儿童;McIntyre, Eckert, Fiese, DiGennaro Reed， & Wildenger, 2010)。在这些情况下，高强度的过渡活动可能对参与早期干预服务的家庭特别重要，部分原因是他们的期望是通过与专业人员的较长历史建立起来的，并且因为早期与专业人员的关系通常比学校的关系更受家庭欢迎(Janus, Cameron, Lefort， & Kopechanski, 2007)。该研究将过渡活动与更好的结果联系起来，这些结果通常由学业成就(Schulting, Malone， & Dodge, 2005)或社交技能(Wildenger Welchons & McIntyre, 2015a, 2015b)来定义。目前关于围绕转换活动的最佳实践的研究很少。任何与过渡相关的活动的实施似乎都是有益的，特别是从父母满意度的角度来看(Kang, 2010;McIntyre et al.， 2010)。 然而，在一项研究中，发现被描述为资源不足的学校参与的过渡活动较少(Little et al.， 2016)。此外，McIntyre等人(2010)发现，那些孩子被认为有特殊需要的家庭对过渡有更多的担忧。此外，McIntyre等人在《家庭过渡工作》(transition Work of Families Exceptionality Education International, 2019, Vol. 29, No. 3 137)中发现，这些家庭更有可能被种族化，受教育程度更低，收入更低，这引发了人们对残疾儿童家庭在过渡阶段关系交叉性的担忧。除了对教育者活动的研究之外，还有大量关于儿童、家庭和教育者成功过渡到学校可能需要的技能的文献。对于儿童来说，这些技能通常被描述为入学准备，这是一个受到广泛批评的概念，但它包括社会和发展能力，对规则的理解以及行为倾向(Dockett & Perry, 2001)。对入学准备话语的批评引发了人们的担忧，即它没有“认识到差异和多样性是教育社区的积极方面”(Evans, 2013, p. 172)。例如，研究将入学准备与家庭和儿童层面的特征联系起来，包括性别、年龄和社会经济地位(例如，Janus & Duku, 2007)。在早期小学项目中，个体特征，特别是儿童行为，比学校过渡实践更能预测学校的成功(McIntyre, Blacher， & Baker, 2006)。父母也会对孩子交朋友、听从指示和表达自己的需求感到担忧(McIntyre et al.， 2010)。除了关于过渡的国际文献外，加拿大的研究人员已经开始研究可能导致对早期儿童残疾经历更复杂思考的结构性因素。对于那些早年经历过残疾的孩子和他们的家庭来说，过渡到幼儿园可能充满了焦虑、矛盾和不确定性。Janus等人(2007)指出，这些孩子进入幼儿园的复杂过渡过程鲜为人知。文献告诉我们，制度、行政和个人障碍加剧了家庭在这些转变过程中面临的挑战(Janus等人，2007;Siddiqua & Janus, 2017)。患有发育障碍和发育迟缓儿童的父母表示，他们在过渡到幼儿园时缺乏信息和沟通，迫使他们扮演倡导角色(Villeneuve et al.， 2013)。这些家长注意到，在入学前，在最初的跨专业会议上计划过渡之后，他们几乎没有从学校联系到跟进计划决定的人，他们也不知道应该联系学校的哪个专业人员来促进这些计划。家长也会关注日程安排和员工的开放性(Kang, 2010)。最后，虽然过渡时期对所有儿童和家庭来说都是一个巨大的变化，但残疾儿童的父母比非残疾儿童的家庭更关心过渡时期(McIntyre et al.， 2010)。父母对关系和服务质量的满意度也与过渡服务有关(Siddiqua & Janus, 2017)。然而，最具挑战性的可能是，这些可能与专业人士有更多互动的家庭(如上所述)处于必须重新学习新角色对他们的期望的位置，这是过渡的关键部分(Hirst, Jervis, Visa
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