Young Exceptional Children最新文献_第5页

Embedding Culturally Responsive Evaluation Within Implementation Science in Early Intervention 在早期干预的实施科学中嵌入文化反应性评价

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-08-13 DOI: 10.1177/10962506211039904

Sarah D. Wiegand, Jennifer A. Brown

92 YOUNG EXCEPTIONAL CHILDREN Vol. 26, No. 2, June 2023 https://doi.org/10.1177/10962506211039904 DOI: 10.1177/10962506211039904 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood The Individuals with Disabilities Education Act (IDEA) Part C Early Intervention Lead Agency in a southeastern state recently updated the list of approved assessment packages for local programs to use when completing eligibility evaluations and Individualized Family Service Plan (IFSP) development assessments. The Early Childhood Development Center Infant/Toddler Early Intervention Program (I/TEIP) was situated in an urban district with high diversity in socioeconomic status, race, ethnicity, and home language. In the past, I/TEIP providers had expressed their frustrations with the current assessment tools, noting that many of the tools presented cultural biases. They were also concerned because the majority of assessments were only standardized in English. As they headed into the selection process, administrators in the program agreed upon the importance of adopting an authentic assessment package that was developed with a diverse population to provide an equitable evaluation process for children of all cultures, races, and ethnic backgrounds. There was, however, hesitation from both administrators and providers about the possibility of “just another innovation.” Administrators such as Mrs. Garcia had seen many innovations begin strongly only to encounter decreasing 1039904 YECXXX10.1177/10962506211039904Young Exceptional ChildrenEmbedding Culturally Responsive Evaluation / Wiegand and Brown research-article2021

92《特殊儿童》第26卷第2期，2023年6月https://doi.org/10.1177/10962506211039904DOI:10.1177/10962506211039904 journals.sagepub.com/home/yec文章重复使用指南：sagepub.com/journals-permissions©2021幼儿部东南部一个州的《残疾人教育法》（IDEA）C部分早期干预领导机构最近更新了当地项目在完成资格评估时使用的批准评估包列表以及个性化家庭服务计划发展评估。幼儿发展中心婴幼儿早期干预计划（I/TEIP）位于社会经济地位、种族、民族和家庭语言高度多样的城市地区。过去，I/TEIP提供者曾对目前的评估工具表示不满，指出许多工具存在文化偏见。他们还感到关切，因为大多数评估都只是用英语标准化的。在进入选拔过程时，该项目的管理人员一致认为，采用一个针对不同人群制定的真实评估包的重要性，以为所有文化、种族和民族背景的儿童提供公平的评估过程。然而，管理者和提供者都对“只是另一项创新”的可能性犹豫不决。Garcia女士等管理者看到许多创新开始时表现强劲，但却遇到了1039904 YECXXX10.1177/10962506211039904年轻的特殊儿童嵌入文化响应评估/Wiegand and Brown研究文章2021

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引用次数: 0

Assessing and Improving Preverbal Social Communication: Teacher-Led Naturalistic Behavioral Developmental Interventions 评估及改善言语前社会沟通:教师主导的自然主义行为发展干预

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-08-13 DOI: 10.1177/10962506211039829

K. Sterrett, S. Freeman, Kristen Hayashida, Joanne J. Kim, Tanya Paparella

Mrs. Parra is an experienced special education co-teacher in an inclusive kindergarten–first grade classroom. Her classroom has a number of students with autism spectrum disorder (ASD) who are at the very early developmental stages of language, cognitive, and adaptive learning. For these children, Mrs. Parra uses Discrete Trial Training (DTT) to instruct preacademic and adaptive goals, but does not feel these same methodologies are appropriate to improve preverbal social communication targets (e.g., pointing to request) because the improvements did not often generalize outside of her lessons. She is uncertain about how to choose appropriate social communication goals for her students with complex communication needs (CCNs), allotting time to address these important needs in a direct way, and finding a way to write lesson plans for these goals that fit in an inclusive classroom setting. She also feels the students who are neurotypical are eager to have meaningful opportunities to socially engage with their classmates and wants to support these interactions. Mrs. Parra 1039829 YECXXX10.1177/10962506211039829Young Exceptional ChildrenImproving Early Social Communication / Sterrett et al. research-article2021

帕拉女士是一位经验丰富的特殊教育联合教师，在一所包容性幼儿园一年级的教室里工作。她的教室里有许多患有自闭症谱系障碍（ASD）的学生，他们正处于语言、认知和适应性学习的早期发展阶段。对于这些孩子，Parra女士使用离散试验训练（DTT）来指导教学前和适应性目标，但她认为这些方法不适合提高口语前的社会沟通目标（例如，指向请求），因为这些改进通常不会在她的课程之外推广。她不确定如何为有复杂沟通需求的学生选择合适的社交沟通目标，如何分配时间直接解决这些重要需求，以及如何为这些目标制定适合包容性课堂环境的课程计划。她还认为，神经正常的学生渴望有有意义的机会与同学进行社交，并希望支持这些互动。Parra女士1039829 YECXXX10.1177/10962506211039829年轻的特殊儿童改善早期社会沟通/Sterrett等人研究文章2021

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引用次数: 1

Supporting Male Caregivers During EI Home Visits 在EI家访期间支持男性照顾者

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-08-12 DOI: 10.1177/10962506211039524

Megan Schumaker-Murphy

63 Vol. 26, No. 2, June 2023 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211039524 DOI: 10.1177/10962506211039524 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Devin is a toddler with communication delays. He lives with his mother, Roshni, and maternal grandfather, Naveen. Roshni is a single mother. Naveen moved in with them to help Roshni care for Devin shortly after he was born. Just before Devin turned two, he started EI services. The family works with an SLP and an early childhood special educator (ECSE). Each of the weekly EI sessions takes place in the family home. Naveen travels for work every few weeks but is present at most EI sessions. When EI started, Naveen wasn’t sure what to expect. He assumed that Roshni would be responsible for working with the EI team and Devin. When the EI providers first came into the home, Naveen was surprised by their friendly manner and conversations aimed at getting to know the family. The EI providers invited Naveen to come and sit with them during sessions. Then, the EI providers encouraged Naveen to try using new strategies to facilitate Devin’s language development. The SLP and ECSE asked questions about Devin’s home culture, including what words the family used to address important adults in Devin’s life. The EI providers helped Devin learn to address Naveen as Tata. The EI team helped support Devin’s participation in Hindu celebrations like Holi by learning color names in English and 1039524 YECXXX10.1177/10962506211039524Young Exceptional ChildrenSupporting Male Caregivers During EI Home Visits / Schumaker-Murphy research-article2021

63 Vol. 26, No. 2, 2023年6月YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211039524 DOI: 10.1177/10962506211039524 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2021 Division for Early Childhood Devin是一个有沟通迟缓的幼儿。他和他的母亲Roshni以及外祖父Naveen住在一起。Roshni是一位单身母亲。Devin出生后不久，Naveen就搬去和他们一起住，帮助Roshni照顾Devin。就在德文快到两岁的时候，他开始了EI服务。这个家庭与一名特殊教师和一名幼儿特殊教育者(ECSE)一起工作。每周的情商课程都在家里进行。纳文每隔几周就出差一次，但他出席了大多数EI会议。当EI开始的时候，纳文不确定会发生什么。他认为Roshni将负责EI团队和Devin的工作。当EI提供者第一次来到这个家庭时，纳文对他们友好的态度和旨在了解这个家庭的谈话感到惊讶。EI提供者邀请纳文来和他们坐在一起。然后，EI提供者鼓励纳文尝试使用新的策略来促进德文的语言发展。SLP和ECSE询问了关于Devin的家庭文化的问题，包括家庭用什么词来称呼Devin生活中重要的成年人。EI供应商帮助Devin学会称呼Naveen为塔塔。EI团队通过学习英语颜色名称和1039524 yecxxx10.1177 /10962506211039524特殊儿童在EI家庭访问期间支持男性照顾者，帮助Devin参与印度教庆祝活动，如胡里节

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引用次数: 0

Moving Toward More Meaningful Family Participation During Home Visit Decision-Making 在家访决策中迈向更有意义的家庭参与

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-07-30 DOI: 10.1177/10962506211035362

C. L. Hancock

42 YOUNG EXCEPTIONAL CHILDREN Vol. 26, No. 1, March 2023 https://doi.org/10.1177/10962506211035362 DOI: 10.1177/10962506211035362 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Dee is an early intervention (EI) practitioner committed to partnering with families. She believes all families have expertise, and she aims to engage that expertise in making shared decisions with families. Her home visits are often filled with lively discussion and parent–child engagement. However, Dee has noticed that even parents who confidently share observations of their child rarely suggest their own ideas to further promote their child’s development, or engage with her in evaluating possible strategies. Dee has also noticed occasions when despite a family’s seeming interest in implementing a new strategy, plans are not carried out. As Dee reflects, she wonders: Just how shared were those decisions? What might I be missing? Decision-making between professionals and families is an integral part of early intervention (EI), as reflected by family-centered philosophies and practices embodied in the Division for Early Childhood’s (DEC, 2014) Recommended Practices. In particular, the DEC (2014) Family Recommended Practices incorporate practices that “promote the active participation of families in decision-making related to their child” (p. 9), including ensuring that decisions reflect family priorities and concerns (F4). Moreover, 1035362 YECXXX10.1177/10962506211035362YOUNG EXCEPTIONAL CHILDRENHome Visit Decision-Making / Hancock research-article2021

42 YOUNG EXCEPTIONAL CHILDREN Vol. 26 No. 1, 2023年3月https://doi.org/10.1177/10962506211035362 DOI: 10.1177/10962506211035362 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2021 Division for Early Childhood Dee是一名早期干预(EI)从业者，致力于与家庭合作。她相信所有的家庭都有专业知识，她的目标是利用这些专业知识与家庭共同做出决定。她的家访经常充满了热烈的讨论和亲子互动。然而，迪伊注意到，即使是那些自信地分享孩子观察结果的父母，也很少提出自己的想法来进一步促进孩子的发展，或者与她一起评估可能的策略。迪伊还注意到，有些情况下，尽管一个家庭似乎有兴趣实施一项新战略，但计划并没有实施。迪伊思考着，她想知道:这些决定到底有多共同?我可能错过了什么?专业人员和家庭之间的决策是早期干预(EI)的一个组成部分，这反映在幼儿司(DEC, 2014)建议实践中体现的以家庭为中心的理念和实践中。特别是，DEC(2014)《家庭建议做法》纳入了“促进家庭积极参与与其子女有关的决策”的做法(第9页)，包括确保决策反映家庭的优先事项和关切(F4)。此外，1035362 yeecxxx10 .1177/10962506211035362 young EXCEPTIONAL CHILDRENHome Visit decision / Hancock research-article2021

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引用次数: 0

Using DEC-Recommended Practices to Support Virtual Classrooms and Remote Learning 使用DEC推荐做法支持虚拟教室和远程学习

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-07-19 DOI: 10.1177/10962506211028573

Angel Fettig, Lori E. Meyer, Brandy Locchetta, E. Barton

引用次数: 0

Circle Is for Everyone: Using UDL to Promote Inclusion During Circle Times 圈子适合每个人：利用UDL促进圈子时代的包容性

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-07-16 DOI: 10.1177/10962506211028576

Ariane N. Gauvreau, Marla J. Lohmann, Katrina A. Hovey

3 Vol. 26, No. 1, March 2023 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211028576 DOI: 10.1177/10962506211028576 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Louise and Ben, co-teachers in an inclusive preschool classroom, have a lively, creative, and very diverse class of 3to 5-year-old children. Several learners have recently immigrated and are learning English, several other children qualify for special education services and have Individual Education Plans (IEPs), and two children recently transitioned from Part C to Part B services and are new to the preschool structure. Louise and Ben are specifically struggling with circle time and how to support a diverse range of young learners during this routine. They know circle time is important but worry that not all children are able to fully participate or access the instruction. While some children participate by singing songs, attending and commenting on books, and sharing their ideas during discussions, other children engage in challenging behavior, have a difficult time transitioning to the circle time area, or simply sit quietly on their mats without actively participating. The teachers recently participated in a webinar on Universal Design for Learning (UDL) in Preschool and are eager to try out some new strategies. They choose to start small with UDL implementation and begin by developing a lesson plan for circle time, the first activity of their day, focusing on ways to implement UDL within this routine. 1028576 YECXXX10.1177/10962506211028576Young Exceptional ChildrenShort Title / Gauvreau et al. research-article2021

3第26卷第1期，2023年3月https://doi.org/10.1177/10962506211028576DOI:10.1177/10962506211028576 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2021幼儿部Louise和Ben是一个包容性学前课堂的联合教师，他们有一个活泼、有创造力、非常多样化的3至5岁儿童班。一些学习者最近移民并正在学习英语，其他几个孩子有资格获得特殊教育服务并拥有个人教育计划（IEP），还有两个孩子最近从C部分服务过渡到B部分服务，是学前教育结构的新手。Louise和Ben特别努力解决绕圈时间以及如何在这一日常活动中支持各种各样的年轻学习者。他们知道绕圈时间很重要，但担心并不是所有的孩子都能完全参与或获得指导。当一些孩子通过唱歌、参加和评论书籍以及在讨论中分享他们的想法来参与时，其他孩子则从事具有挑战性的行为，难以过渡到圆圈时间区域，或者只是安静地坐在垫子上而不积极参与。老师们最近参加了一个关于学前教育通用学习设计（UDL）的网络研讨会，并渴望尝试一些新的策略。他们选择从小处着手实施UDL，并从制定一个循环时间的课程计划开始，这是他们一天中的第一项活动，重点关注在这一常规中实施UDL的方法。1028576 YECXXX10.1177/10962506211028576年轻特殊儿童短标题/Gauvreau等人研究文章2021

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引用次数: 4

Strategies to Support Community Inclusion of Young Children With Disabilities 支持残疾幼儿融入社区的策略

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-07-16 DOI: 10.1177/10962506211028575

Kyunghwa Kay Park, E. Horn, Jennifer A. Kurth

16 YOUNG EXCEPTIONAL CHILDREN Vol. 26, No. 1, March 2023 https://doi.org/10.1177/10962506211028575 DOI: 10.1177/10962506211028575 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Kate and Bob are the parents of two young children, Eugene (38 months) and June (18 months). Their son, Eugene, was diagnosed with cerebral palsy, received early intervention services, and is now attending an inclusive preschool in their local school. Kate, noticing Eugene’s growing interest in participating in activities with peers, arranged for her parents to take both children to their community’s public library story time. Eugene’s grandparents reported how much both Eugene and June enjoyed the outing and have added this to their weekly schedule of outings with the grandchildren. Kate began to wonder about other activities and places in the community that he would enjoy. She was, however, not sure about where to turn for ideas for activities and how to get support for ensuring that Eugene could safely access the activity and successfully participate. She reached out to Mandy, the early childhood special education teacher of Eugene’s preschool co-teaching team. Mandy is excited about the potential benefits for Eugene as he participates in activities with his family, however she is not sure about her role and exactly where to start. Inclusion is central to our work in early intervention and early childhood special education (EI/ ECSE) and reflected in the core beliefs and recommended practices of the field (Division for Early 1028575 YECXXX10.1177/10962506211028575Young Exceptional ChildrenCommunity Inclusion of Children With Disabilties / Park et al. research-article2021

16 YOUNG EXCEPTIONAL CHILDREN Vol. 26, No. 1, 2023年3月https://doi.org/10.1177/10962506211028575 DOI: 10.1177/10962506211028575 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2021 Division for Early Childhood Kate和Bob是两个年幼孩子Eugene(38个月)和June(18个月)的父母。他们的儿子尤金(Eugene)被诊断出患有脑瘫，接受了早期干预服务，现在正在当地一所学校的包容性幼儿园上学。凯特注意到尤金对和同龄人一起参加活动越来越感兴趣，于是安排她的父母带两个孩子去社区的公共图书馆听故事。尤金的祖父母报告说，尤金和琼都非常喜欢这次郊游，并把它添加到他们每周和孙子孙女们一起郊游的计划中。凯特开始想知道他会喜欢社区里的其他活动和地方。然而，她不确定从哪里寻求活动的想法，以及如何获得支持，以确保尤金能够安全进入活动并成功参与。她联系了曼迪，她是尤金幼儿园联合教学团队的早期儿童特殊教育老师。当尤金和家人一起参加活动时，曼迪对尤金的潜在好处感到兴奋，但她不确定自己的角色，也不确定从哪里开始。包容是我们早期干预和早期儿童特殊教育(EI/ ECSE)工作的核心，并反映在该领域的核心信念和建议实践中(早期部门1028575 yecxxx10.1177 /10962506211028575特殊儿童残疾儿童社区包容/ Park等研究文章2021)

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引用次数: 1

Coaching Early Interventionists: Responsive Interactions for Social-Emotional Development of Children With Autism 指导早期干预者：自闭症儿童社会情感发展的反应性互动

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-07-16 DOI: 10.1177/10962506211028584

Stephanie Y. Shire, Ya-Chih Chang

207 Vol. 25, No. 4, December 2022 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211028584 DOI: 10.1177/10962506211028584 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Positive social-emotional development in young children has been linked to better school age social and academic skills (Nix et al., 2013). An important aspect of social-emotional development is emotional regulation, the ability to recognize emotions and respond to situations with appropriate behavior (California Department of Education, 2017). However, for many young children with autism spectrum disorder (ASD), both caregivers and educators report challenges with emotion regulation including periods of dysregulation that get in the way of the child’s ability to learn (Weiss et al., 2014). Dysregulation can manifest in the form of repetitive behaviors (e.g., object-focused, vocal stims), challenging behaviors (e.g., hitting, throwing objects), sensory sensitivity (e.g., sound or texture), increased arousal/activity level, and/ or flat affect or disinterest, which can all impede the child’s learning and social interactions (Weiss et al., 2014). Due to these challenges in regulation, young children require co-regulatory supports from adults (e.g., scaffolding, emotional coaching, etc.) to learn to selfregulate (e.g., Ting & Weiss, 2017). For new and less experienced early intervention (EI) practitioners, providing co-regulatory supports to 1028584 YECXXX10.1177/10962506211028584Young Exceptional ChildrenCoaching Early Interventionists / Shire and Chang research-article2021

207第25卷第4期，2022年12月https://doi.org/10.1177/10962506211028584DOI:10.1177/10962506211028584 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2021幼儿积极的社会情感发展与更好的学龄社交和学术技能有关（Nix等人，2013）。社会情绪发展的一个重要方面是情绪调节，即识别情绪并以适当行为应对情况的能力（加州教育部，2017）。然而，对于许多患有自闭症谱系障碍（ASD）的幼儿，照顾者和教育者都报告了情绪调节方面的挑战，包括阻碍儿童学习能力的调节障碍期（Weiss等人，2014）。调节障碍可以表现为重复行为（如聚焦物体、声音刺激）、挑战行为（如击打、投掷物体）、感官敏感性（如声音或质地）、唤醒/活动水平增加和/或平淡的情感或不感兴趣，这些都会阻碍孩子的学习和社交互动（Weiss等人，2014）。由于监管方面的这些挑战，幼儿需要成年人的共同监管支持（例如，脚手架、情绪辅导等）来学习自我监管（例如，Ting&Weiss，2017）。对于新的和经验不足的早期干预（EI）从业者，为1028584 YECXXX10.1177/10962506211028584年轻的特殊儿童提供联合监管支持辅导早期干预学家/Shire和Chang研究-文章2021

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引用次数: 0

Parrhesia Regarding Early Intervention Birth to Five: Rethinking the Order of Things 关于早期干预的直言:从出生到五岁:重新思考事物的秩序

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-06-25 DOI: 10.1177/10962506211019347

R. McWilliam, Pau García-Grau, C. P. Morales-Murillo, C. Stevenson

124 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 3, September 2021 https://doi.org/10.1177/10962506211019347 DOI: 10.1177/10962506211019347 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Parrhesia, as we will see, is about speaking the truth. William Faulkner (1951) said, “Never be afraid to raise your voice for honesty and truth and compassion against injustice and lying and greed. If people all over the world . . . would do this, it would change the earth.” In this article, we rethink the order of things in early intervention for children birth through 5 years of age and we present a model for the present and future. When I was editor of the Journal of Early Intervention (JEI), the Division for Early Childhood of the Council for Exceptional Children (DEC) established Young Exceptional Children (YEC). The idea was to have practical articles for early intervention and early childhood special education (EI/ ECSE) practitioners. YEC has successfully provided this service to DEC members and the humanistic and social-scientific disciplines through articles that translate research to practice. The editors of this special issue of YEC have provided a translation of theory to practice, which has allowed us to step outside the typical nuts and bolts article of our EI/ECSE field, and to present practitioners with some philosophical ideas about why the field had to change. We do end with a model of extremely concrete ideas (see www.eieio.ua.edu). 1019347 YECXXX10.1177/10962506211019347Young Exceptional ChildrenParrhesia / McWilliam et al. research-article2021

124例外儿童第24卷第3期，2021年9月https://doi.org/10.1177/10962506211019347DOI:10.1177/10962506211019347 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2021幼儿Parrhesia分部，正如我们将看到的，是关于说实话。威廉·福克纳（William Faulkner，1951）说：“永远不要害怕为诚实、真理发声，对不公正、谎言和贪婪表示同情。如果全世界的人……都这样做，这将改变地球。”在这篇文章中，我们重新思考了对5岁以下儿童进行早期干预的顺序，我们为现在和未来提供了一个模型。当我担任《早期干预杂志》（JEI）的编辑时，特殊儿童委员会（DEC）的幼儿司成立了“特殊幼儿”（YEC）。其想法是为早期干预和幼儿特殊教育（EI/ESE）从业者编写实用文章。YEC通过将研究转化为实践的文章，成功地为DEC成员以及人文和社会科学学科提供了这项服务。本期《YEC》特刊的编辑们提供了一个从理论到实践的翻译，这让我们走出了EI/ESE领域的典型细节文章，并向从业者展示了为什么这个领域必须改变的一些哲学思想。我们确实以一个极其具体的想法模型结束（见www.ieio.ua.edu）。1019347 YECXXX10.1177/10962506211019347年轻的特殊儿童Parrhesia/McWilliam等人研究文章2021

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引用次数: 2

Administrators as Heterotopia Architects: Supporting Expansive Possibilities of Inclusive Early Childhood Education 作为异托邦建筑师的管理者:支持包容性幼儿教育的扩展可能性

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-06-04 DOI: 10.1177/10962506211018968

Hailey R. Love

138 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 3, September 2021 https://doi.org/10.1177/10962506211018968 DOI: 10.1177/10962506211018968 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Mrs. Cecilia is the preschool special education coordinator for a large, urban school district that serves a culturally and linguistically diverse population. She works with many early childhood programs to ensure high-quality inclusive education for young children served by the district. Accordingly, Mrs. Cecilia supervises early childhood education (ECE) teachers as well as itinerant early childhood special education (ECSE) teachers. Because of the diverse classroom contexts and the teachers’ different educational backgrounds and perspectives, Mrs. Cecilia has been struggling with how to support high-quality inclusive education for all children. Many program administrators may find themselves in Mrs. Cecilia’s position as they work across a variety of early childhood contexts and service delivery models. This can be challenging because stakeholders often hold divergent definitions of inclusive education that inform their practice (Kurth & Foley, 2014; Lalvani, 2013). Moreover, inclusive practices and processes in early childhood may differ based on classroom and program contextual features, including teachers’ educational preparation, program standards, class make-up, and instructional practices (Love & 1018968 YECXXX10.1177/10962506211018968Young Exceptional ChildrenHeterotopia Supporting Inclusion / Love research-article2021

138例外儿童第24卷第3期，2021年9月https://doi.org/10.1177/10962506211018968DOI:10.1177/10962506211018968 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2021幼儿部Cecilia女士是一个大型城市学区的学前特殊教育协调员，该学区为文化和语言多样的人群服务。她与许多幼儿项目合作，以确保该地区为幼儿提供高质量的包容性教育。因此，Cecilia女士负责监督幼儿教育（ECE）教师以及流动幼儿特殊教育（ECSE）教师。由于不同的课堂环境以及教师不同的教育背景和观点，Cecilia女士一直在努力为所有儿童提供高质量的包容性教育。许多项目管理员可能会发现自己处于Cecilia女士的位置，因为他们在各种幼儿环境和服务提供模式中工作。这可能具有挑战性，因为利益相关者往往对包容性教育持有不同的定义，为他们的实践提供信息（Kurth&Foley，2014；Lalvani，2013）。此外，幼儿期的包容性实践和过程可能因课堂和项目背景特征而有所不同，包括教师的教育准备、项目标准、课堂组成和教学实践（Love&1018968 YECXXX10.1177/10962506211018968特殊幼儿支持包容性/爱的异质性研究文章2021

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引用次数: 2