Young Exceptional Children最新文献

英文中文

From Article to Action: Supporting Peer-Mediated Interventions (PMI) 从文章到行动：支持同行调解干预（PMI）

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-06-01 DOI: 10.1177/10962506211006956

Gillian Lake

引用次数: 0

Message From the Executive Board 执董会致辞

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-06-01 DOI: 10.1177/10962506211006955

Jenna M. Weglarz-Ward

引用次数: 0

Responding to Difference: Enacting Inclusive Early Childhood Education Through the Social-Relations Approach 应对差异:通过社会关系方法实施全纳幼儿教育

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-05-12 DOI: 10.1177/10962506211010719

Chelsea W. Morgan, Karina Du, Amber Friesen

170 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 3, September 2021 https://doi.org/10.1177/10962506211010719 DOI: 10.1177/10962506211010719 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Mr. Kyle is an inclusive preschool teacher at a public elementary school located within an urban community. He serves children and families who are workingand middle-class; represent various races and ethnicities, including Black, White, and Latino; communicate through a constellation of languages, such as African American Vernacular English, Spanish, English, and American Sign Language; as well as demonstrate a range of abilities across all developmental domains. During a recent anti-bias in-service training, the facilitator asked early educators to reflect on how they can honor all forms of difference that children bring to their classrooms. The facilitator emphasized that early educators can support children’s identities, social justice, and activism by intentionally creating opportunities for children to meaningfully engage in positive interactions with others as they learn about difference. Mr. Kyle and his colleagues discussed how they value the diverse constellation of children within their classrooms and indicated that they often prioritize content knowledge, such as literacy and math concepts, but less frequently consider social aspects of learning, such as learning about and from each other’s differences. Mr. Kyle thought, “Each 1010719 YECXXX10.1177/10962506211010719Young Exceptional ChildrenSocial-Relations Framework / Morgan et al. research-article2021

170《杰出儿童》第24卷第3期，2021年9月https://doi.org/10.1177/10962506211010719DOI:10.1177/10962506211010719 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2021幼儿部Kyle先生是城市社区一所公立小学的包容性学前教师。他为工人阶级和中产阶级的儿童和家庭服务；代表各种种族和民族，包括黑人、白人和拉丁裔；通过一系列语言进行交流，如非裔美国人白话英语、西班牙语、英语和美国手语；以及在所有发展领域展示一系列能力。在最近的一次反偏见在职培训中，辅导员要求早期教育工作者反思如何尊重孩子们给课堂带来的各种形式的差异。主持人强调，早期教育工作者可以通过有意为儿童创造机会，让他们在了解差异时与他人进行有意义的积极互动，来支持儿童的身份、社会正义和行动主义。Kyle先生和他的同事讨论了他们如何重视课堂上不同的孩子群体，并表示他们经常优先考虑内容知识，如识字和数学概念，但很少考虑学习的社会方面，如学习彼此的差异。Kyle先生认为，“每个1010719 YECXXX10.1177/10962506211010719青少年特殊儿童社会关系框架/Morgan等人研究文章2021

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引用次数: 1

Translanguaging in Inclusive Classrooms: Learning With Children and Families 包容性课堂中的跨语言:与儿童和家庭一起学习

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-04-22 DOI: 10.1177/10962506211002536

Lindsay Beatty, Serra Acar, Gregory A. Cheatham

154 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 3, September 2021 https://doi.org/10.1177/10962506211002536 DOI: 10.1177/10962506211002536 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Ms. Corinne is a preschool teacher with licensure in early childhood education at Hillside Elementary, a public school with an inclusive, universal preschool program enrolling children aged 4 to 5 years old. The school’s main office distributed forms about language use that families can complete at the beginning of the school year. As children returned the completed forms, Ms. Corinne carefully read the information and scheduled a meeting with the family of Daniel, a 4-year-old in her class with a multilingual background. Ms. Corinne wanted to learn more about Daniel’s linguistic repertoire and his family’s priorities for his language use. Daniel’s mother, Vanessa, and Daniel’s grandmother, Roseline, primarily speak to Daniel in Haitian Creole; his father, Manuel, speaks to him in Spanish; and Daniel is also exposed to English regularly through television and interactions within his community. Daniel’s multilingual household exposes him to Haitian Creole, Spanish, Haitian French, and English. Daniel’s caregivers fluidly share their full linguistic repertoire with him, drawing from four language systems to communicate with him, each other, and others. Vanessa receives the language use form that was sent home with Daniel after his first day of preschool. Vanessa fills out the form and returns it to the school. She is 1002536 YECXXX10.1177/10962506211002536YOUNG EXCEPTIONAL CHILDRENShort Title / Beatty et al. research-article2021

154 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 3, 2021年9月https://doi.org/10.1177/10962506211002536 DOI: 10.1177/10962506211002536 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2021 Division for Early Childhood科琳娜女士是希尔赛德小学(Hillside Elementary)的一名学前教师，拥有幼儿教育执照，这是一所公立学校，提供包容性的，普遍的学前教育计划，招收4至5岁的儿童。学校的主要办公室分发了关于语言使用的表格，家庭可以在学年开始时完成。当孩子们把填好的表格交回来时，科琳仔细阅读了上面的信息，并安排了一次与丹尼尔(Daniel)家人的会面。丹尼尔是她班上一个4岁的孩子，拥有多种语言背景。科琳娜想更多地了解丹尼尔的语言能力，以及他的家人对他语言使用的优先考虑。丹尼尔的母亲瓦妮莎和祖母罗莎琳主要用海地克里奥尔语和丹尼尔交谈;他的父亲曼努埃尔用西班牙语和他说话;丹尼尔还经常通过电视和社区内的互动接触英语。丹尼尔的多语种家庭使他接触到海地克里奥尔语、西班牙语、海地法语和英语。丹尼尔的照顾者流畅地与他分享他们的全部语言技能，利用四种语言系统与他、彼此和他人交流。凡妮莎收到了丹尼尔第一天学前班后寄回家的语言使用表。凡妮莎填好表格，并把它交回学校。她是1002536 yeecxxx10 .1177/10962506211002536 young EXCEPTIONAL children短标题/ Beatty et al. research-article2021

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引用次数: 6

Utilizing Quick Response Codes to Extend Instruction in Early Childhood Contexts 利用快速响应码扩展幼儿环境中的教学

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-04-22 DOI: 10.1177/10962506211006077

Conrad Oh-Young

195 Vol. 25, No. 4, December 2022 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211006077 DOI: 10.1177/10962506211006077 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Ms. Tracy is a lead preschool teacher in an inclusive, mixed age classroom. Having spent the better half of three years working with young children both with and without disabilities, Tracy has observed her students learn new skills as they grow and develop. One trend she notices is that many of her students, particularly her newer students, struggle with social interactions and completing routine tasks such as cleaning up. Data she collected suggests that the majority of these conflicts happen in the blocks center. Tracy is also concerned with Jon. Jon is a 5-year-old child with autism spectrum disorder (ASD). Jon continues to struggle to complete routine activities, such as using the toilet, getting dressed, washing hands, and cleaning his area. Jon also struggles with peer social interactions, often preferring to play by himself at the water table. Although Tracy tries her best to meet the instructional needs of all of her students, as well as the specific needs referenced in Jon’s Individualized Education Program, she wonders whether there is more she can do. Visual supports are content provided in a visual manner that help people to navigate and/or make sense of the world around them. Visual supports can be physical items, such as graphic organizers or directional signs, or can be electronic, such as infographic charts on a computer or 1006077 YECXXX10.1177/10962506211006077YOUNG EXCEPTIONAL CHILDRENQuick Response Codes / Oh-Young research-article2021

195第25卷第4期，2022年12月https://doi.org/10.1177/10962506211006077DOI:10.1177/10962506211006077 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2021幼儿部Tracy女士是一名包容性、混合年龄课堂的首席学前教师。在三年的大部分时间里，Tracy都在与残疾儿童和非残疾儿童一起工作，她观察到她的学生在成长和发展过程中学习新技能。她注意到的一个趋势是，她的许多学生，尤其是新来的学生，在社交和完成日常任务（如打扫卫生）方面都很吃力。她收集的数据表明，这些冲突大多发生在街区中心。特蕾西也很关心乔恩。Jon是一名患有自闭症谱系障碍（ASD）的5岁儿童。乔恩继续努力完成日常活动，比如上厕所、穿衣服、洗手和打扫自己的区域。Jon也很难与同伴进行社交，经常更喜欢在地下水位独自玩耍。尽管Tracy尽力满足所有学生的教学需求，以及Jon的个性化教育计划中提到的具体需求，但她想知道自己是否还能做更多的事情。视觉支持是以视觉方式提供的内容，帮助人们导航和/或理解周围的世界。视觉支持可以是物理项目，如图形组织者或方向标志，也可以是电子项目，如计算机上的信息图表或1006077 YECXXX10.1177/10962506211006077YOUNG EXCEPTIONAL CHILDRENQuick响应代码/Oh Young research-article2021

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引用次数: 1

Collaborative Strategies for Supporting the Well-Being of Fathers of Young Children With Complex Disabilities 支持有复杂残疾幼儿父亲幸福的合作战略

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-04-22 DOI: 10.1177/10962506211006060

Nadya Pancsofar, Jerry G. Petroff, Joshuah Carlani

184 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 4, December 2022 https://doi.org/10.1177/10962506211006060 DOI: 10.1177/10962506211006060 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Shortly after the birth of his second daughter, Mr. Malone learned that she had CHARGE syndrome, a genetic condition often associated with deafblindness. During the first years of Caroline’s life, she had multiple surgeries to address a range of medical issues, including being born with one kidney, cardiac abnormalities, and difficulties breathing and swallowing. Caroline is deafblind and delayed across multiple domains, including language, cognitive, and motor development. She has received early intervention services in her home since birth. When she soon turns 3 years old, she will begin attending preschool, possibly at a School of the Deaf. Mr. Malone works full time in the building and construction industry with rotating shifts. His wife had worked as an office manager prior to Caroline’s birth, but now stays at home to provide full-time care to Caroline and her older sister, Gretchen. The early intervention primary service provider, Mrs. Odom, working with Caroline told Mr. Malone’s wife that he should be taking American Sign Language (ASL) classes, so that he can communicate with Caroline and support her language development. Mr. Malone would do anything for his daughters, but when will he find 1006060 YECXXX10.1177/10962506211006060Young Exceptional ChildrenSupporting Fathers / Pancsofar et al. research-article2021

184杰出儿童第25卷第4期，2022年12月https://doi.org/10.1177/10962506211006060DOI:10.1177/10962506211006060 journals.sagepub.com/home/yec文章重复使用指南：sagepub.com/journals-permissions©2021幼儿部在他的第二个女儿出生后不久，Malone先生得知她患有CHARGE综合征，这是一种经常与聋哑有关的遗传病。在卡罗琳生命的最初几年，她做了多次手术来解决一系列医疗问题，包括出生时只有一个肾脏、心脏异常以及呼吸和吞咽困难。卡罗琳是聋哑人，在语言、认知和运动发育等多个领域都有延迟。她从出生起就在家中接受早期干预服务。当她快满3岁时，她将开始上幼儿园，可能是在聋人学校。Malone先生在建筑行业全职工作，轮班工作。他的妻子在卡罗琳出生前曾担任办公室经理，但现在留在家里为卡罗琳和她的姐姐格雷琴提供全职护理。与卡罗琳一起工作的早期干预初级服务提供商Odom女士告诉Malone先生的妻子，他应该参加美国手语课程，这样他就可以与Caroline交流并支持她的语言发展。Malone先生愿意为他的女儿们做任何事，但他什么时候才能找到1006060 YECXXX10.1177/10962506211006060年轻的杰出儿童支持父亲/Pancsofar等人研究文章2021

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引用次数: 1

From Article to Action: Responding to Young Children’s Social–Emotional Needs Through Video Modeling 从文章到行动：通过视频建模回应幼儿的社会情感需求

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-03-01 DOI: 10.1177/1096250620978011

Jennifer M. Amilivia

引用次数: 0

Message from the DEC Executive Board DEC执行委员会的致辞

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2021-03-01 DOI: 10.1177/1096250620982821

M. Vinh

引用次数: 0

IFSP Child and Family Outcomes: Creating Clarity With a Team-Based Approach IFSP儿童和家庭成果:以团队为基础的方法创造清晰度

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-12-10 DOI: 10.1177/1096250620972716

Stephanie N. DeSpain, Laura R. Hedin

171 Vol. 25, No. 4, December 2022 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620972716 DOI: 10.1177/1096250620972716 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Mrs. Alvarez, a service coordinator for Child and Family Connections, works with new parents, Mr. and Mrs. Vero to facilitate early intervention services (EIS) for their son. Fernando is a 22-month-old boy with Down syndrome and developmental delays in speech-language, fine and gross motor skills, and cognition. Mrs. Alvarez, an experienced coordinator, knows the importance of family engagement in the Individualized Family Service Plan (IFSP) process and building responsive partnerships. As a result, she dedicates time— beginning with their first meeting— to learning about the family’s strengths, needs, and priorities. Mrs. Alvarez and the family notice that Fernando’s current IFSP includes present levels of development (PLOD) and associated outcome statements that are vague and outdated. They begin to update and improve Fernando’s IFSP and his EIS through a team-based approach. The Individuals with Disabilities Education Act Part C (IDEA, 2004) is a federal program that assists states with delivering EIS for infants and toddlers with developmental delay up until their third birthday and their families (Early Childhood Technical Assistance Center [ECTA], 2019). Through IDEA Part C, EIS are coordinated through a collaborative 972716 YECXXX10.1177/1096250620972716Young Exceptional ChildrenIFSP Child and Family Outcomes / DeSpain and Hedin research-article2020

171第25卷第4期，2022年12月https://doi.org/10.1177/1096250620972716DOI:10.1177/1096250620972716 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2020儿童和家庭关系服务协调员Alvarez女士与新父母Vero先生和夫人合作，为他们的儿子提供早期干预服务（EIS）。Fernando是一名22个月大的男孩，患有唐氏综合症，言语、精细和大体运动技能以及认知方面的发育迟缓。Alvarez女士是一位经验丰富的协调员，她知道家庭参与个性化家庭服务计划进程和建立响应性伙伴关系的重要性。因此，从他们第一次见面开始，她就把时间花在了解家庭的优势、需求和优先事项上。阿尔瓦雷斯夫人和家人注意到，费尔南多目前的IFSP包括目前的发展水平（PLOD）和相关的结果声明，这些声明是模糊和过时的。他们开始通过基于团队的方法来更新和改进费尔南多的IFSP和他的EIS。《残疾人教育法》第C部分（IDEA，2004）是一项联邦计划，旨在帮助各州为发育迟缓至三岁的婴幼儿及其家人提供EIS（幼儿技术援助中心[ECTA]，2019）。通过IDEA第C部分，EIS通过合作972716 YECXXX10.1177/1096250620972716特殊儿童IFSP儿童和家庭结果/DeSpanand Hedin research-article2020进行协调

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引用次数: 2

Message from the DEC Executive Board DEC执行委员会的致辞

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-12-01 DOI: 10.1177/1096250620956559

Cori Hill

引用次数: 0

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