Young Exceptional Children最新文献

英文中文

Message From the DEC Executive Board DEC执行委员会致辞

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2022-04-06 DOI: 10.1177/10962506221091854

Amanda C. Quesenberry

引用次数: 0

From Article to Action: Engaging in Policy Through Advocacy 从文章到行动：通过倡导参与政策

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2022-01-05 DOI: 10.1177/10962506211068246

Camille Catlett

引用次数: 0

Stopping Suspension in Early Childhood: Suggestions and Strategies 停止幼儿期停学:建议与策略

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-12-24 DOI: 10.1177/10962506211068069

Courtney E. O’Grady, Erin M. Jackle, M. Ostrosky

157 Vol. 26, No. 3, September 2023 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211068069 DOI: 10.1177/10962506211068069 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Anthony is an energetic boy who is happiest building with blocks or showing off his dance moves. He loves to compete with his friends on the playground to see who can run the fastest or swing the highest. Melissa, a preschool teacher in an inclusive half-day program, is frustrated that Anthony does not listen to directions and frequently tells her “No,” especially when asked to participate in large group. Every year it seems she has at least one child whose behavior she finds persistently challenging, and this year she increasingly feels there is rarely a time throughout the morning when Anthony’s behavior meets her expectations. Recently, after Anthony hit another child twice during morning meeting, Melissa called his grandfather to pick him up early. She did not know what else to do and thought that going home might help Anthony learn that he cannot hit the other children. Unfortunately, Melissa’s experience with Anthony is a common occurrence in countless early childhood programs. Many early educators struggle with how to address challenging behaviors that they feel are persistent, and in fact, challenging behavior is identified as teachers’ most pressing training need (Stormont & Young-Walker, 2017). Feeling unprepared to prevent and intervene on challenging behavior 1068069 YECXXX10.1177/10962506211068069YOUNG EXCEPTIONAL CHILDREN Vol. X, No. X, Month XXXXShort Title / O’Grady et al. research-article2021

157 Vol. 26, No. 3, 2023年9月YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211068069 DOI: 10.1177/10962506211068069 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2021 Division for Early Childhood Anthony是一个精力充沛的男孩，他最喜欢用积木或展示他的舞蹈动作。他喜欢和他的朋友在操场上比赛，看谁跑得最快或秋千荡得最高。梅利莎(Melissa)是一名幼儿园老师，在一个包容性的半日课程中工作。她对安东尼不听指示感到沮丧，经常对她说“不”，尤其是当她被要求参加一个大团体的时候。似乎每年她都至少有一个孩子，她发现他的行为一直具有挑战性，而今年她越来越觉得，整个早上，安东尼的行为几乎没有达到她的期望。最近，安东尼在早会上两次打了另一个孩子，梅丽莎打电话给他的祖父，让他早点去接他。她不知道还能做什么，她想回家也许能让安东尼明白他不能打其他孩子。不幸的是，梅丽莎和安东尼的经历在无数早期儿童项目中很常见。许多早期教育工作者都在努力解决他们认为持续存在的具有挑战性的行为，事实上，具有挑战性的行为被认为是教师最迫切的培训需求(Stormont & Young-Walker, 2017)。感觉没有准备好预防和干预具有挑战性的行为1068069 yeecxxx10.1177 /10962506211068069 young EXCEPTIONAL CHILDREN Vol. X, No。短标题/ O 'Grady et al. research-article2021

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引用次数: 0

Translating Research to Practice 将研究成果转化为实践

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-12-21 DOI: 10.1177/10962506211068247

Justin D. Lane

引用次数: 0

Enhancing Comprehension of Informational Text by Young Children With Autism Spectrum Disorders 提高自闭症谱系障碍幼儿对信息文本的理解

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-11-01 DOI: 10.1177/10962506211056026

Elizabeth M. Jackson, M. Hanline, Jennifer Eldridge

144 YOUNG EXCEPTIONAL CHILDREN Vol. 26, No. 3, September 2023 https://doi.org/10.1177/10962506211056026 DOI: 10.1177/10962506211056026 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Ms. Charlotte’s inclusive kindergarten classroom is bright and inviting. She uses evidence-based and developmentally appropriate practices to create a well-rounded and effective educational experience. She understands the importance of children learning from informational text (IT). With the assistance of her paraprofessional, Ms. Tam, Ms. Charlotte uses a variety of instructional approaches to enhance her students’ abilities to understand IT. However, one of her students, Mark, who has autism spectrum disorders and uses an augmentative and alternative communication (AAC) system on an iPad, has been struggling to understand IT. Ms. Charlotte has decided to modify her instructional strategies to better support Mark’s learning from IT. Informational text (IT) is a type of nonfiction designed to convey information about the natural or social world. Reading IT with young children increases knowledge of content area vocabulary and concepts and helps children build the background knowledge for success with future reading (Pentimonti et al., 2010). However, similar to Mark, children with autism spectrum disorder (ASD) may struggle to understand IT (Marsh, 2015). Therefore, the purpose of this article is to discuss how young children with ASD can be supported to comprehend IT. Instructional 1056026 YECXXX10.1177/10962506211056026YOUNG EXCEPTIONAL CHILDRENComprehension of Informational Text / Jackson et al. research-article2021

144例外儿童第26卷第3期，2023年9月https://doi.org/10.1177/10962506211056026DOI:10.1177/10962506211056026 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2021幼儿部夏洛特女士的包容性幼儿园教室明亮而诱人。她使用循证和适合发展的实践来创造全面有效的教育体验。她理解孩子们从信息文本中学习的重要性。在助理专业人员谭的帮助下，Charlotte女士使用了各种教学方法来提高学生理解信息技术的能力。然而，她的一名学生Mark患有自闭症谱系障碍，在iPad上使用增强和替代通信（AAC）系统，她一直在努力理解信息技术。Charlotte决定修改她的教学策略，以更好地支持Mark从IT中学习。信息文本（IT）是一种旨在传达自然或社会世界信息的非虚构作品。与幼儿一起阅读信息技术可以增加内容领域词汇和概念的知识，并帮助儿童建立未来阅读成功的背景知识（Pentimonti等人，2010）。然而，与Mark类似，患有自闭症谱系障碍（ASD）的儿童可能很难理解IT（Marsh，2015）。因此，本文的目的是讨论如何支持患有自闭症谱系障碍的幼儿理解信息技术。教学1056026 YECXXX10.1177/10962506211056026 young EXCEPTIONAL CHILDRENCOMPENSION of Information Text/Jackson et al.research-article2021

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引用次数: 0

Identifying and Targeting Social-Communication and Play Skills for Preschoolers With Autism 自闭症学龄前儿童的社交和游戏技能识别和定位

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-10-07 DOI: 10.1177/10962506211051389

Jessica Amsbary, Ashwaq Alzamel, Meimei Lin, Melissa N. Savage, Stephanie S. Reszka, E. Crais, L. Watson, Brain Boyd

131 Vol. 26, No. 3, September 2023 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211051389 DOI: 10.1177/10962506211051389 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Mei (teacher), Joyce (instructional assistant), and Lateasha (speech and language pathologist) are practitioners working in an inclusive preschool classroom. They have two children (Luke, age 4 and Delquan, age 5) with autism spectrum disorder (ASD). The practitioners are facing challenges engaging Luke and Delquan in play and social activities. Both children prefer to be alone most of the school day. Mei suggests they explore techniques to purposefully engage Luke and Delquan in social and play activities, to improve these skills. Like many in early education, Mei and the practitioners are seeking ways to include and actively engage all children with ASD in daily routines and activities. Preschool teachers and their administrators are not always adequately trained to work with children with ASD (Loiacono & Allen, 2008; Wilson & Landa, 2019), and have reported barriers to teaching children with ASD, such as challenges faced engaging children in classroom activities and instruction (Wilson & Landa, 2019). These findings suggest preschool teachers would benefit from strategies and resources to better engage all children in classroom activities. Social-communication (SC) and play skills are often challenging for children with ASD, and research 1051389 YECXXX10.1177/10962506211051389YOUNG EXCEPTIONAL CHILDRENTargeting Social-Communication and Play / Amsbary et al. research-article2021

131第26卷第3期，2023年9月https://doi.org/10.1177/10962506211051389DOI:10.1177/10962506211051389 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2021幼儿部梅（教师）、乔伊斯（教学助理）和拉塔莎（言语和语言病理学家）是在包容性学前课堂工作的从业者。他们有两个患有自闭症谱系障碍（ASD）的孩子（4岁的Luke和5岁的Delquan）。从业者面临着让Luke和Delquan参与游戏和社交活动的挑战。两个孩子上学的大部分时间都喜欢独处。梅建议他们探索有目的地让卢克和德泉参与社交和游戏活动的技巧，以提高这些技能。像许多早期教育工作者一样，梅和从业者正在寻求将所有自闭症谱系障碍儿童纳入日常生活和活动并积极参与其中的方法。学前教师及其管理人员并不总是接受过充分的培训，无法与自闭症谱系障碍儿童合作（Loiacono&Allen，2008；Wilson和Landa，2019），并报告了在教授自闭症谱系疾病儿童方面存在的障碍，例如让儿童参与课堂活动和教学所面临的挑战（Wilson和Landda，2019）。这些发现表明，幼儿教师将受益于更好地让所有儿童参与课堂活动的策略和资源。社交交流（SC）和游戏技能对ASD儿童来说往往是一项挑战，研究1051389 YECXXX10.1177/10962506211051389年轻儿童以社交交流和游戏为目标/Amsbary等人研究文章2021

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Enhancing Families’ Capacities to Care for Young Children With Neonatal Abstinence Syndrome Through Division of Early Childhood Recommended Practices 通过划分幼儿推荐做法提高家庭照顾新生儿禁欲综合征幼儿的能力

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-09-28 DOI: 10.1177/10962506211048869

J. Rutland, Sarah Hawkins-Lear, C. Gooden

113 Vol. 26, No. 2, June 2023 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211048869 DOI: 10.1177/10962506211048869 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Mary Anne is an early interventionist and today is her first visit with a new family. This is no ordinary visit for Mary Anne; it is her first experience in a Neonatal Intensive Care Unit (NICU). As she enters the NICU, she is excited to learn more about the new child on her caseload. Mary Anne observes the NICU nurse, Consuela, coaching the baby’s mom, Shayla, in ways to comfort her infant. Consuela is showing Shayla how to swaddle and encourage sucking from her newborn, Jax. Jax was born fullterm and is experiencing neonatal abstinence syndrome (NAS), as diagnosed by the NICU team. Shayla practices the techniques that Consuela shows her, and Jax begins to settle. Mary Anne has not worked with an infant with NAS and is unfamiliar with these calming techniques. She is grateful to have Consuela’s guidance and her own professional development resources as she learns how to support Shayla and Jax. Mary Anne is motivated to increase her skills to use best practice strategies with this family. She knows that the Division for Early Childhood (DEC) of the Council for Exceptional Children Recommended 1048869 YECXXX10.1177/10962506211048869YOUNG EXCEPTIONAL CHILDRENUnderstanding Neonatal Abstinence Syndrome / Rutland et al. research-article2021

113第26卷第2期，2023年6月https://doi.org/10.1177/10962506211048869DOI:10.1177/1096250621104869 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2021幼儿部玛丽·安妮是一位早期干预主义者，今天是她第一次与新家庭见面。对玛丽·安妮来说，这不是一次普通的访问；这是她在新生儿重症监护室（NICU）的第一次经历。当她进入新生儿重症监护室时，她很高兴能在她的案件中了解更多关于这个新孩子的信息。Mary Anne观察到新生儿重症监护室的护士Consuela正在指导婴儿的母亲Shayla如何安慰她的婴儿。Consuela正在向Shayla展示如何襁褓并鼓励她吮吸新生儿Jax。根据新生儿重症监护室团队的诊断，Jax是足月出生的，正在经历新生儿禁欲综合征（NAS）。Shayla练习了Consuela向她展示的技巧，Jax开始适应。玛丽·安妮没有处理过患有NAS的婴儿，她不熟悉这些镇静技巧。在学习如何支持Shayla和Jax的过程中，她很感激有Consuela的指导和自己的专业发展资源。Mary Anne有动力提高自己的技能，与这个家庭一起使用最佳实践策略。她知道，特殊儿童委员会幼儿司（DEC）建议1048869 YECXXX10.1177/10962506211048869年轻特殊儿童了解新生儿禁欲综合征/Rutland等人研究文章2021

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引用次数: 0

From Article to Action: Enhanced Milieu Teaching Strategies 从文章到行动:强化环境教学策略

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-09-04 DOI: 10.1177/10962506211045472

Camille Catlett

引用次数: 0

Rationale for Change: Reconceptualizing Inclusive Early Childhood Education Through Practice 变革的理由：通过实践重新定义包容性幼儿教育

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-09-01 DOI: 10.1177/10962506211020288

Chelsea W. Morgan, Gregory A. Cheatham

115 Vol. 24, No. 3, September 2021 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211020288 DOI: 10.1177/10962506211020288 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Through inclusion, children with disabilities can participate as valued members of a learning community as they receive effective instruction and appropriate supports in general education settings (McLeskey et al., 2014). However, as we describe in this introduction, there are recurring challenges to achieving inclusion. Building on Beneke and Park’s (2019) YEC special issue, in this special issue, we assert that education for all young children must extend beyond the inclusion of children with disabilities in general education settings and, therefore, must inherently encompass and be responsive to all social identities (e.g., ability, race, language) through inclusive education. Thus, we recognize inclusive education as the process of (a) redistributing access to and participation in quality learning opportunities; (b) recognizing and valuing all child differences in learning activities, materials, and interactions; and (c) creating opportunities for non-dominant and underrepresented groups to share their narratives and advance solutions for equity, with particular attention given to the interplay of multiple and intersecting social identities (e.g., ability, race, language) in learning contexts (e.g., home, school, and community settings; Waitoller & Annamma, 2017). 1020288 YECXXX10.1177/10962506211020288YOUNG EXCEPTIONAL CHILDRENRationale for Change / Morgan and Cheatham research-article2021

115 Vol. 24, No. 3, 2021年9月YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211020288 DOI: 10.1177/10962506211020288 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2021幼儿部通过包容，残疾儿童可以作为学习社区的重要成员参与，因为他们在普通教育环境中获得有效的指导和适当的支持(McLeskey et al.， 2014)。然而，正如我们在本引言中所描述的，实现包容性面临着反复出现的挑战。在贝内克和帕克(2019年)《幼儿教育》特刊的基础上，在本期特刊中，我们断言，所有幼儿的教育必须延伸到将残疾儿童纳入普通教育环境之外，因此，必须通过全纳教育内在地涵盖并响应所有社会身份(例如，能力、种族、语言)。因此，我们认为全纳教育是(a)重新分配获得和参与高质量学习机会的过程;(b)认识和重视儿童在学习活动、材料和互动方面的所有差异;(c)为非占主导地位和代表性不足的群体创造机会，分享他们的故事，推进公平的解决方案，特别关注学习环境(如家庭、学校和社区环境)中多重和交叉的社会身份(如能力、种族、语言)的相互作用;Waitoller & Annamma, 2017)。1020288 yeecxxx10 .1177/10962506211020288年轻的特殊儿童变化的基本原理/ Morgan和Cheatham研究-文章2021

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引用次数: 4

Supporting Language Acquisition and Peer Interaction Through Guided Play in a Multilingual Classroom 在多语言课堂中通过引导游戏支持语言习得和同伴互动

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-08-25 DOI: 10.1177/10962506211042346

Christina Bohr, Serra Acar

103 Vol. 26, No. 2, June 2023 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211042346 DOI: 10.1177/10962506211042346 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Carmen, a 3-year-old girl, recently moved with her parents from the Dominican Republic to Boston, Massachusetts. Carmen’s home language is Spanish, and she had limited opportunities to listen to or practice American English before she started preschool in Ms. Hannah’s Head Start classroom. Because of the limited exposure to English and moving to a new country, Carmen feels shy around other children, and she stays to herself for the majority of the day, until her parents pick her up. Ms. Hannah’s classroom represents multiple home languages and cultures, such as Haitian Creole, Mandarin, and Somali. Children in the classroom mostly speak in English with each other and the school’s staff. As Ms. Hannah is a monolingual native English speaker, she responds to all children, including Carmen, mainly in English. However, Ms. Hannah implements linguistically responsive practices (e.g., uses 3–5 survival words, such as “Good morning” or “Thank you” in each child’s home language, provides bilingual story time, or uses role-play to have children practice asking simple questions) to support children to reach their full potential. Children who continue to develop their home language skills, also known as primary language (e.g., Spanish; L1), while learning a 1042346 YECXXX10.1177/10962506211042346Young Exceptional ChildrenPeer Interaction for Children Who Are DLLs / Bohr and Acar research-article2021

103第26卷第2期，2023年6月https://doi.org/10.1177/10962506211042346DOI:10.1177/10962506211042346 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2021幼儿部卡门，一名3岁女孩，最近与父母从多米尼加共和国搬到马萨诸塞州波士顿。卡门的母语是西班牙语，在开始在Hannah女士的Head Start教室上学前教育之前，她听或练习美式英语的机会有限。由于接触英语的机会有限，而且搬到了一个新的国家，卡门在其他孩子面前感到害羞，她一天中的大部分时间都待在家里，直到父母来接她。Hannah女士的课堂代表了多种本土语言和文化，如海地克里奥尔语、普通话和索马里语。教室里的孩子们大多用英语与彼此和学校的工作人员交谈。由于Hannah女士以英语为母语，她对包括Carmen在内的所有孩子都以英语为主。然而，Hannah女士实施了语言反应练习（例如，在每个孩子的家庭语言中使用3-5个生存单词，如“早上好”或“谢谢”，提供双语故事时间，或使用角色扮演让孩子练习问简单的问题），以支持孩子充分发挥他们的潜力。在学习1042346 YECXXX10.1177/10962506211042346 DLL/Bohr和Acar研究的儿童的特殊儿童同伴互动的同时，继续发展他们的家庭语言技能，也称为初级语言（如西班牙语；L1）

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