Young Exceptional Children最新文献

英文中文

An Evidence-Based Guide to Toilet Training in the Early Childhood Classroom 幼儿课堂厕所训练循证指南

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2022-11-17 DOI: 10.1177/10962506221138542

Rachel R. Cagliani

引用次数: 0

Follow Their Lead: A Conversation About Person-First and Identity-First Language in Early Childhood Settings 跟随他们的脚步：关于幼儿环境中的人称优先和身份优先语言的对话

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2022-10-13 DOI: 10.1177/10962506221130745

Chelsea W. Morgan, Gregory A. Cheatham, Kyunghwa Kay Park

221 Vol. 25, No. 4, December 2022 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506221130745 DOI: 10.1177/10962506221130745 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2022 Division for Early Childhood We, my son, and family members, have experienced different ways of referring to my son, who has cerebral palsy, autism, and epilepsy. We are Korean immigrants and are familiar with the Korean language in which there is only one way to refer a child with disabilities, “장애아동,” which translates to “a disabled child.” Korean grammar does not allow for other ways in which the person comes first before the disability label. Interestingly, I learned from my Latino friends that descriptive words commonly follow nouns in Spanish, unlike in Korean. For example, “person with autism” is “persona con autismo,” while “Autistic person” becomes “persona autística.” In both cases, autism/ Autistic follows the person. Many individuals with disabilities and other marginalized identities, and their families, encounter experiences similar to those that Kyunghwa shares in this column. The use of person-first and identity-first language has become increasingly important as we as a field have moved to respect individuality, including honoring how children and their families want to be identified by others. The importance of individuals’ identities (e.g., disability, race, class, language, gender identity) have come to the forefront. At times, this may leave 1130745 YECXXX10.1177/10962506221130745YOUNG EXCEPTIONAL CHILDREN Vol. X, No. X, Month XXXXShort Title / Morgan et al. other2022

221第25卷第4期，2022年12月https://doi.org/10.1177/10962506221130745DOI:10.1177/10962506221130745 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2022幼儿部我们，我的儿子和家人，经历了不同的方式来指代我的儿子，他患有脑瘫、自闭症和癫痫。我们是韩国移民，熟悉韩语，只有一种方式可以称呼残疾儿童。”장애아동,” 翻译过来就是“残疾儿童”。韩语语法不允许以其他方式将人排在残疾标签之前。有趣的是，我从我的拉丁裔朋友那里了解到，与韩语不同，西班牙语中的名词后面通常是描述性单词。例如，“自闭症患者”是“自闭症人格”，而“自闭症者”则是“自闭者人格”。在这两种情况下，自闭症/自闭症都会跟随这个人。许多残疾人和其他边缘化身份的人及其家人都遇到了与Kyunghwa在本专栏中分享的类似的经历。随着我们作为一个领域开始尊重个性，包括尊重儿童及其家人希望被他人认同的方式，使用人称优先和身份优先的语言变得越来越重要。个人身份（例如残疾、种族、阶级、语言、性别认同）的重要性已经凸显出来。有时，这可能会留下1130745 YECXXX10.1177/10962506221130745年轻的异常儿童第X卷，第X号，第XXX个月短标题/Morgan等人其他2022

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引用次数: 0

Message From the Executive Board 执行局寄语

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2022-07-30 DOI: 10.1177/10962506211116296

引用次数: 0

EI/ECSE Personnel Practice-Based Preparation Standards: What Are They Good for? EI/ECSE人员基于实践的准备标准:它们有什么好处?

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2022-07-12 DOI: 10.1177/10962506221111189

Eva‐Maria Horn, M. Purcell, Susan M. Connor, V. Stayton, L. Dejong

119 Vol. 25, No. 3, September 2022 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506221111189 DOI: 10.1177/10962506221111189 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2022 Division for Early Childhood Latest News: The Council for Exceptional Children (CEC), in partnership with CEC’s Division for Early Childhood (DEC), releases the Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (EI/ ECSE) (birth through age 8) in 2020 (See Table 1). As DEC members received the news, much celebration was heard. These standards represent the first standards to focus specifically on the preparation of early interventionists and early childhood special educators who work with young children ages birth through 8 who have or are at-risk for developmental delays and disabilities and their families, across home, classroom, and community settings. While celebrating, members representing a variety of roles and perspectives also contemplated just exactly how these standards might fit into their work.

119第25卷第3期，2022年9月https://doi.org/10.1177/10962506221111189DOI:10.1177/10962506221111189 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2022幼儿部最新消息：特殊儿童委员会（CEC）与CEC幼儿部（DEC）合作，2020年发布了《早期干预医生/幼儿特殊教育工作者（EI/ECE）（出生至8岁）基于初始实践的专业准备标准》（见表1）。当DEC成员收到这个消息时，人们听到了很多庆祝的声音。这些标准是第一个专门关注早期干预主义者和幼儿特殊教育者的准备工作的标准，他们在家庭、课堂和社区环境中为出生至8岁的有或有发育迟缓和残疾风险的幼儿及其家人工作。在庆祝的同时，代表各种角色和观点的成员们也在思考这些标准如何融入他们的工作。

引用次数: 1

“I’m New Here”: Leveraging Responsibilities, Relationships, and Resources for New Faculty Leaders “我是新来的”：为新的学院领导利用责任、关系和资源

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2022-07-11 DOI: 10.1177/10962506221111362

M. Mitsch, Jenna M. Weglarz-Ward, J. Branch

引用次数: 0

Using the EI/ECSE Personnel Preparation Standards to Inform In-Service Professional Development in Early Intervention 使用EI/ECSE人员准备标准为早期干预的在职专业发展提供信息

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2022-07-01 DOI: 10.1177/10962506221108952

S. Tomchek, S. Wheeler

146 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 3, September 2022 https://doi.org/10.1177/10962506221108952 DOI: 10.1177/10962506221108952 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2022 Division for Early Childhood The US Department of Education, Office of Special Education Programs (OSEP) recently deemed a state Part C Program as “Needs Intervention,” the lowest performance rating. The early intervention system (EIS) was over budget and failed to meet several compliance indicators, as well as child and family outcomes targets on the State Performance Plan/ Annual Performance Report (SPP/ APR). Targets for timely access to eligibility and/or early intervention (EI) services and seamless transition to Part B were not met for significant populations of children. These factors served as the call to action for systemic change. The state program, organized through regional networks with dedicated intake, evaluation/ assessment, and service coordination, offered comprehensive EI services through a variety of community agencies by a cross-disciplinary group of vendor-based providers. The independent and regional nature of the state system provider pool created challenges for consistency in the EI service delivery. The state program convened a diverse stakeholder group of EI providers, families, and community partners to articulate a new vision that prioritized family-centered practices; individualized, evidence-based 1108952 YECXXX10.1177/10962506221108952Young Exceptional ChildrenProfessional Preparation Standards Informed In-Service PD / Tomchek and Wheeler research-article2022

146青少年例外儿童第25卷，第3期，2022年9月https://doi.org/10.1177/10962506221108952DOI:10.1177/10962506221108952 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2022幼儿部美国教育部特殊教育项目办公室（OSEP）最近将州C部分项目视为“需要干预”，这是最低的绩效评级。早期干预系统（EIS）超出预算，未能达到几个合规指标，以及国家绩效计划/年度绩效报告（SPP/APR）中的儿童和家庭结果目标。大量儿童没有实现及时获得资格和/或早期干预服务以及无缝过渡到B部分的目标。这些因素呼吁采取行动进行系统性变革。该州计划通过专门的招生、评估/评估和服务协调的区域网络组织，由供应商组成的跨学科提供者小组通过各种社区机构提供全面的EI服务。国家系统提供商池的独立性和区域性对EI服务提供的一致性提出了挑战。该州计划召集了一个由EI提供者、家庭和社区合作伙伴组成的多元化利益相关者小组，以阐明一个优先考虑以家庭为中心的做法的新愿景；个性化、循证1108952 YECXXX10.1177/10962506221108952年轻特殊儿童在职知情专业准备标准PD/Tomchek和Wheeler研究2022

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引用次数: 0

From Article to Action: Opportunities for Integrating Math and Shared Storybook Readings 从文章到行动:整合数学和共享故事书阅读的机会

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2022-06-01 DOI: 10.1177/10962506221091853

Camille Catlett

引用次数: 0

Using the EI/ECSE Personnel Preparation Standards to Develop and Revise EI/ECSE Teacher Preparation Programs 利用EI/ECSE人员准备标准制定和修订EI/ECSE教师准备计划

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2022-05-19 DOI: 10.1177/10962506221099950

Hailey R. Love, Z. An, Beverly J. Trezek, Heather Dahl

引用次数: 0

Child Interest Activity Plan (CIAP): An Implementation Driver to Bridge the Research to Practice Gap in Early Childhood Intervention 儿童兴趣活动计划(CIAP):在儿童早期干预中弥合研究与实践差距的实施驱动

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2022-05-14 DOI: 10.1177/10962506221099955

Frances A. Davis, S. Sexton, Kristen Everhart, M. Shelden

170 YOUNG EXCEPTIONAL CHILDREN Vol. 26, No. 3, September 2023 https://doi.org/10.1177/10962506221099955 DOI: 10.1177/10962506221099955 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2022 Division for Early Childhood Nick, an early childhood intervention speechlanguage pathologist with 4 years of experience, attended a 2-day training designed to promote awareness and use of evidence-based practices, specifically the use of caregiver coaching during typical family routines and activities. Nick arrived at the training with some knowledge and experience with the topic. He listened to the presenters and quickly understood there was a disconnect between the information being shared and his typical workday practices. Nick found the training to be lively, engaging, and very informative, but at the conclusion was unresolved about certain aspects. He questioned how he would use these new practices with families who preferred he work directly with the child, how the child would get enough practice, and how he would implement the practices with families whose children have very complex needs. On Monday morning, Nick thought about how he could begin making changes in his practice with his first visit for the day. Nick had been working with Leila and her 2-year-old son, Dom. Nick’s visits with Leila and Dom had always been on Monday afternoons and typically involved Nick and Dom playing 1099955 YECXXX10.1177/10962506221099955YOUNG EXCEPTIONAL CHILDRENShort Title / Davis et al. research-article2022

170杰出儿童第26卷，第3期，2023年9月https://doi.org/10.1177/10962506221099955DOI:10.1177/10962506221099955 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2022幼儿部Nick，一位有4年经验的幼儿干预言语病理学家，参加了为期两天的培训，旨在提高对循证实践的认识和使用，特别是在典型的家庭日常生活和活动中使用护理人员辅导。尼克带着一些关于这个主题的知识和经验参加了培训。他听了主持人的话，很快就明白了分享的信息与他典型的工作习惯之间存在脱节。尼克发现这次训练生动、引人入胜，而且内容丰富，但最后在某些方面还没有解决。他质疑他将如何在那些希望他直接与孩子合作的家庭中使用这些新做法，孩子将如何获得足够的实践，以及他将如何对孩子有非常复杂需求的家庭实施这些做法。周一早上，尼克考虑如何在当天的第一次访问中开始改变自己的训练。尼克一直在和莱拉和她2岁的儿子多姆一起工作。尼克与莱拉和多姆的会面总是在周一下午，通常是尼克和多姆玩1099955 YECXXX10.1177/10962506221099955 YOUNG EXCEPTIONAL CHILDRONS Short Title/Davis等人research-article2022

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引用次数: 0

Using the EI/ECSE Standards to Inform Families’ Expectations and Advocacy Efforts 使用EI/ECSE标准告知家庭期望和倡导工作

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2022-05-14 DOI: 10.1177/10962506221099020

Chelsea Guillen, M. Burke, Natalie Andrus, Karrie Potter

158 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 3, September 2022 https://doi.org/10.1177/10962506221099020 DOI: 10.1177/10962506221099020 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2022 Division for Early Childhood Maria and her family started receiving early intervention services 3 months ago due to delays in her development. Maria’s mom, Giselle, had been concerned for some time that Maria was not using as many words as her peers. During the initial evaluation, the early intervention team noted that some of Maria’s motor skills weren’t as developed as those of other 2-yearolds. Since becoming eligible for early intervention services, Giselle has been working with an occupational therapist, a special instructor, and a speech-language pathologist to learn new ways that she can support Maria’s development. Giselle has noticed, however, that the early interventionists vary in their approaches to supporting her family and is wondering why. Giselle finds it helpful when the interventionists ask about recent changes in their family and Maria’s development. She also appreciates when they provide her with information about child development and help her find ways to embed the intervention strategies in her family’s routines. When this does not happen, she finds it more difficult to help Maria between visits. She wonders how to get more information about what she should expect from these visits and how to get the kind of support she finds most helpful. 1099020 YECXXX10.1177/10962506221099020YOUNG EXCEPTIONAL CHILDREN Vol. X, No. X, Month XXXXInform Families’ Expectations/ Guillen et al. research-article2022

158青少年例外儿童第25卷，第3期，2022年9月https://doi.org/10.1177/10962506221099020DOI:10.1177/10962506221099020 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2022幼儿部Maria和她的家人3个月前开始接受早期干预服务，原因是她的发育迟缓。一段时间以来，玛丽亚的妈妈吉赛尔一直担心玛丽亚用词不如同龄人多。在最初的评估中，早期干预团队注意到，玛丽亚的一些运动技能不如其他2岁的孩子那么发达。自从有资格获得早期干预服务以来，Giselle一直在与一名职业治疗师、一名特殊讲师和一名言语语言病理学家合作，学习支持Maria发展的新方法。然而，吉赛尔注意到，早期的干预主义者在支持她的家庭方面各不相同，并想知道为什么。当干预主义者询问他们家庭最近的变化和玛丽亚的发展时，吉赛尔发现这很有帮助。她也很感激他们为她提供有关儿童发展的信息，并帮助她找到将干预策略融入家庭日常生活的方法。当这种情况没有发生时，她发现在两次访问之间帮助玛丽亚会更加困难。她想知道如何从这些访问中获得更多信息，了解她应该期待什么，以及如何获得她认为最有帮助的支持。1099200 YECXXX10.1177/10962506221099020青少年异常儿童第X卷，第X号，第XXX个月了解家庭期望/Guillen等人研究文章2022

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