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From Article to Action: Promoting Infant–Toddler Learning Within Everyday Routines 从文章到行动:促进婴幼儿在日常生活中的学习
Q3 Social Sciences Pub Date : 2020-12-01 DOI: 10.1177/1096250620956558
Camille Catlett
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引用次数: 0
Supporting AAC Use for Preschoolers With Complex Communication Needs 支持有复杂沟通需求的学龄前儿童使用AAC
Q3 Social Sciences Pub Date : 2020-11-25 DOI: 10.1177/1096250620959664
Tiantian Sun, R. Bowles, Hope K. Gerde, Sarah N. Douglas
101 Vol. 25, No. 2, June 2022 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620959664 DOI: 10.1177/1096250620959664 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Lucy is a four-year-old in Miss Miriam’s preschool class. She is an extroverted child who loves engaging in play and wants to draw her peers into her favorite activities. She especially likes to work with Play-Doh and pretend play with her toy dog, Lola. Lucy is diagnosed with Down syndrome and uses fewer than 10 words verbally. After a thorough evaluation with a multidisciplinary team including a Speech Language Pathologist (SLP) and Lucy’s family, Lucy has been provided with an AAC system. Miss Miriam was given support to learn how to use the AAC system. Now, Miss Miriam wants to know how she can help Lucy develop stronger communication skills through the use of AAC in the classroom.
101 Vol. 25 No. 2, 2022年6月YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620959664 DOI: 10.1177/1096250620959664 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2020 Division for Early Childhood Lucy是Miriam小姐学前班的一个四岁的孩子。她是一个外向的孩子,喜欢玩,想吸引她的同龄人参加她最喜欢的活动。她特别喜欢玩培乐多,假装和她的玩具狗萝拉玩。露西被诊断出患有唐氏综合症,口头表达能力不足10个单词。经过包括语音语言病理学家(SLP)和露西家人在内的多学科团队的全面评估,露西被提供了一个AAC系统。在学习如何使用AAC系统方面,米里亚姆小姐得到了支持。现在,米里亚姆老师想知道她如何通过在课堂上使用AAC来帮助露西培养更强的沟通技巧。
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引用次数: 0
Easy as 1, 2, 3, ABC: Integrating Number Sense and Shared Storybook Readings 简单如1,2,3,ABC:整合数字意识和共享故事书阅读
Q3 Social Sciences Pub Date : 2020-09-21 DOI: 10.1177/1096250620959660
K. Green, Jacqueline P. Towson
88 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 2, June 2022 https://doi.org/10.1177/1096250620959660 DOI: 10.1177/1096250620959660 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Inclusive preschool teacher, Ms. Abarca, was excited to start the new school year. She had 14 children in her class, with four children who had individualized education programs (IEPs): Charles, Jasmine, Molly, and Dylan. In preparing the first weeks of lesson plans, Ms. Abarca reviewed the classroom curriculum, practitioner journals, and state preschool standards. In past years, she had difficulty fitting in content from all academic areas each day, given the other various requirements of the school day. She set a goal to incorporate daily mathematics activities while engaging all learners. Ms. Abarca specifically had difficulty engaging Charles and Jasmine during storytime and small group activities, as both children resisted storytime and small group instructional work. In addition, she was concerned that both children exhibited signs of difficulties with mathematical concepts. For example, Jasmine only counted to 4 and did not recognize many numerals, while Charles could orally count to 25, yet he did not understand other mathematics concepts such as quantity comparison (e.g., more, less, and same). She searched for solutions for how to integrate mathematics within her daily classroom routine. Preschoolers have the ability to learn complex mathematical concepts (Horn et al., 2016; Sarama & 959660 YECXXX10.1177/1096250620959660YOUNG EXCEPTIONALShort Title / Green and Towson research-article2020
88 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 2, 2022年6月https://doi.org/10.1177/1096250620959660 DOI: 10.1177/1096250620959660 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2020 Division for Early Childhood Inclusive学前教师Abarca女士对新学年的开始感到兴奋。她的班上有14个孩子,其中有4个孩子接受了个性化教育:查尔斯、贾斯敏、莫莉和迪伦。在准备最初几周的课程计划时,阿巴尔卡回顾了课堂课程、从业者期刊和州学前教育标准。在过去的几年里,由于学校的其他各种要求,她每天都很难适应所有学术领域的内容。她设定了一个目标,在吸引所有学习者的同时,融入日常的数学活动。在讲故事时间和小组活动中,阿巴尔卡很难让查尔斯和贾斯敏参与进来,因为两个孩子都抵制讲故事时间和小组教学工作。此外,她担心两个孩子在数学概念方面都表现出困难的迹象。例如,Jasmine只能数到4,不认识很多数字,而Charles可以口头数到25,但他不理解其他数学概念,如数量比较(例如,more, less, and same)。她寻找如何将数学融入日常课堂的解决方案。学龄前儿童具有学习复杂数学概念的能力(Horn et al., 2016;Sarama & 959660 yeecxxx10.1177 /1096250620959660 young exceptionshort Title / Green and Towson research-article2020
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引用次数: 0
Planning for Authentic Assessment Using Unstructured and Structured Observation in the Preschool Classroom 学前课堂中使用非结构化和结构化观察进行真实评估的规划
Q3 Social Sciences Pub Date : 2020-09-01 DOI: 10.1177/1096250619846919
J. Pool, P. K. Hampshire
143 Vol. 23, No. 3, September 2020 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250619846919 DOI: 10.1177/1096250619846919 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Mr. Jeremy is a new preschool teacher in an inclusive classroom in an urban public school system. The school year has just started, and he is preparing to assess the children in his class to further inform his instruction. In Mr. Jeremy’s teacher preparation program, he learned about the importance of authentic assessment practices, such as using curriculum-based assessment (CBA), for gathering information and documenting children’s skills for the purposes of making decisions. He uses a common early childhood CBA that his district has adopted and is aligned with his state’s regulations and recommendations. He likes it because he can administer it using direct observation, it has a family component where goals and objectives are developed as a team, and it directly links to the curriculum in his classroom. In his experience with using the assessment, he has found it to be time consuming to plan for and to administer. With 12 children, four who are currently on Individualized Education Programs (IEPs), Mr. Jeremy and his classroom assistant, Miss Mary, need a more efficient way to systematically assess the children with the CBA across the school year. Situations like that of Mr. Jeremy are all too common in early 846919 YECXXX10.1177/1096250619846919YOUNG EXCEPTIONAL CHILDRENPlanning for Authentic Assessment / Pool and Hampshire research-article2019
143第23卷第3期,2020年9月https://doi.org/10.1177/1096250619846919DOI:10.1177/1096250619846919 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2019幼儿部Jeremy先生是城市公立学校系统包容性课堂的一名新学前教师。学年刚刚开始,他正准备对班上的孩子进行评估,以进一步了解他的教学情况。在Jeremy先生的教师准备项目中,他了解到了真实评估实践的重要性,例如使用基于课程的评估(CBA),以收集信息和记录儿童的技能,从而做出决策。他使用了他所在地区采用的常见幼儿CBA,并符合该州的法规和建议。他喜欢它,因为他可以通过直接观察来管理它,它有一个家庭组成部分,作为一个团队来制定目标,它直接与课堂上的课程联系在一起。根据他使用评估的经验,他发现计划和管理都很耗时。Jeremy先生和他的助教Mary小姐有12个孩子,其中4个目前正在参加个性化教育计划(IEP),他们需要一种更有效的方法来系统地评估整个学年的CBA孩子。像Jeremy先生这样的情况在846919年初太常见了YECXXX10.1177/1096250619846919YOUNG EXCEPTIONAL CHILDERNPLANning for Authentic Assessment/Pool and Hampshire research-article2019
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引用次数: 6
Addressing Trauma in Early Childhood Classrooms: Strategies and Practices for Success 解决幼儿课堂创伤:成功的策略和实践
Q3 Social Sciences Pub Date : 2020-09-01 DOI: 10.1177/1096250619850137
J. Neitzel
157 Vol. 23, No. 3, September 2020 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250619850137 DOI: 10.1177/1096250619850137 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Tatum is a 4-year-old girl who attends a childcare program in a high-poverty community in a large, urban area. On this day, Tatum seems sullen, sad, and very quiet. She rarely interacts with any of the other children or adults in the room. She keeps to herself by sitting in a large, comfortable chair in a quiet area. The teacher, Jess, and the assistant do not interact with Tatum because they are focusing on other children who have more immediate needs. At lunch, Tatum sits next to the teacher. During this time, Tatum says, “My mom whoops me when I am bad. I don’t cry anymore. My mom doesn’t care about me.” The teacher says, “I’m sorry to hear that.” Khiry also is 4 years old and in the same classroom as Tatum. As the children transition to circle time, Jess tells Khiry that he will miss 10 minutes of outdoor time because he did not come to the carpet fast enough. Khiry begins to cry and refuses to sit down. The teaching assistant says to Khiry, “You need to stop crying. There’s no reason for you to be crying because you weren’t listening. You need to stop.” Khiry runs to the bathroom and doesn’t come out for 5 minutes. According the teacher, Khiry’s dad is currently in prison; there is evidence of some physical abuse; and Khiry’s mom is about to have another baby. Both Tatum and Khiry are experiencing trauma in their daily lives; however, their symptoms and 850137 YECXXX10.1177/1096250619850137Young Exceptional ChildrenCreating Trauma-Based Early Childhood Programs / Neitzel research-article2019
157第23卷第3期,2020年9月https://doi.org/10.1177/1096250619850137DOI:10.1177/1096250619850137 journals.sagepub.com/home/yec文章重复使用指南:sagepub.com/journals-permissions©2019幼儿部塔图姆是一名4岁女孩,她在一个大城市地区的高贫困社区参加儿童保育项目。在这一天,塔图姆似乎闷闷不乐,悲伤而安静。她很少与房间里的其他孩子或成年人互动。她在一个安静的地方坐在一把又大又舒服的椅子上,保持安静。老师Jess和助理不与Tatum互动,因为他们关注的是其他有更直接需求的孩子。午餐时,塔图姆坐在老师旁边。在这段时间里,塔图姆说:“当我不好的时候,我妈妈会叫我。我不再哭了。我妈妈不在乎我了。”老师说:“听到这个消息我很难过。”Khiry也4岁了,和塔图姆在同一间教室里。当孩子们进入圆圈时间时,Jess告诉Khiry,他将错过10分钟的户外时间,因为他没有足够快地走到地毯上。Khiry哭了起来,不肯坐下。助教对Khiry说:“你需要停止哭泣。你没有理由因为不听而哭泣。你需要停止。”Khiry跑到浴室,有5分钟没有出来。根据老师的说法,Khiry的父亲目前在监狱里;有证据表明存在一些身体虐待;Khiry的妈妈就要再生一个孩子了。塔图姆和凯里在日常生活中都经历着创伤;然而,他们的症状和850137 YECXXX10.1177/1096250619850137年轻的特殊儿童创建基于创伤的幼儿计划/Neitzel research-article2019
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引用次数: 3
Covering the Bases: Pairing Sign With Spoken Word in Early Childhood Settings 覆盖基础:幼儿环境中的手语与口语配对
Q3 Social Sciences Pub Date : 2020-09-01 DOI: 10.1177/1096250619845644
Chelsea L. Waters
130 YOUNG EXCEPTIONAL CHILDREN Vol. 23, No. 3, September 2020 https://doi.org/10.1177/1096250619845644 DOI: 10.1177/1096250619845644 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Mrs. Gaines, who holds a dual credential in early childhood and early childhood special education, teaches in an inclusive preschool classroom serving children and families from culturally and linguistically diverse backgrounds. At the beginning of the school year, all 15 children in Mrs. Gaines’ classroom sit around a large oval rug as she leads the morning circle time routine by singing familiar songs and clapping to the rhythm. One paraeducator, Mr. Lopez, writes observations, while another paraeducator, Ms. Wilson, models circle time expectations. Most children follow along with Mrs. Gaines’ singing and clapping, while some children engage in other ways. For example, Min Joon voices the beginning sounds of familiar lyrics and rocks his body back and forth. Another child, Julieta, remains silent as her hands rest in her lap and she gazes at peers. A third child, Draymond, listens carefully to the song lyrics as he leans toward Mrs. Gaines, cupping his left hand behind his ear. After circle time, Mrs. Gaines, Mr. Lopez, and Ms. Wilson discuss their observations. Mr. Lopez expresses concern that some children, including Min Joon, Julieta, and Draymond, may not understand the circle time routine. The team identifies that spoken communication 845644 YECXXX10.1177/1096250619845644Pairing Sign With Spoken Word / Waters research-article2019
130杰出儿童第23卷,第3期,2020年9月https://doi.org/10.1177/1096250619845644DOI:10.1177/1096250619845644 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2019幼儿部Gaines女士拥有幼儿和幼儿特殊教育的双重证书,她在一个包容性的学前课堂上授课,为来自不同文化和语言背景的儿童和家庭提供服务。在学年开始时,盖恩斯夫人教室里的15个孩子都坐在一块椭圆形的大地毯旁,她唱着熟悉的歌,随着节奏鼓掌,开始了上午的绕圈活动。一位准教育家Lopez先生写观察,而另一位准教育者Wilson女士则为时间期望做模型。大多数孩子跟随盖恩斯夫人的歌声和掌声,而一些孩子则以其他方式参与其中。例如,Min Joon为熟悉歌词的开头声音配音,并来回摇晃身体。另一个孩子Julieta保持沉默,双手放在腿上,凝视着同龄人。第三个孩子德雷蒙德(Draymond)靠在盖恩斯夫人身边,左手托在耳朵后面,认真地听着歌词。循环时间过后,盖恩斯夫人、洛佩兹先生和威尔逊女士讨论了他们的观察结果。Lopez先生表示担心,包括Min Joon、Julieta和Draymond在内的一些孩子可能不理解绕圈时间的惯例。该团队确定口语交流845644 YECXXX10.1177/1096250619845644手语与口语配对/Waters研究2019
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引用次数: 2
Designing Inclusive Science Activities and Embedding Individualized Instruction 设计包容性科学活动,嵌入个性化教学
Q3 Social Sciences Pub Date : 2020-09-01 DOI: 10.1177/1096250619833988
J. Hardy, M. Hemmeter
119 Vol. 23, No. 3, September 2020 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250619833988 DOI: 10.1177/1096250619833988 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Ms. Cami is a teacher in an inclusive preschool classroom. She carefully plans developmentally appropriate activities to meet her state’s early learning standards and to embed instruction on children’s individualized goals. She has recently realized that she does not provide many activities in her classroom related to science. She wonders how she can provide high-quality science experiences in her classroom and include all children in these activities.
119 Vol. 23 No. 3, September 2020 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250619833988 DOI: 10.1177/1096250619833988 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2019 Division for Early Childhood Cami女士是一所包容性幼儿园的老师。她精心规划适合发展的活动,以满足该州的早期学习标准,并将教学融入到孩子的个性化目标中。她最近意识到,她没有在课堂上提供很多与科学相关的活动。她想知道如何在课堂上提供高质量的科学体验,并让所有的孩子都参与到这些活动中来。
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引用次数: 2
Culturally Responsive Planning, Instruction, and Reflection for Young Children With Significant Disabilities 针对严重残疾幼儿的文化响应性规划、指导和思考
Q3 Social Sciences Pub Date : 2020-09-01 DOI: 10.1177/1096250620951767
Christopher J. Rivera, Kathryn L. Haughney, K. Clark, Robai Werunga
74 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 2, June 2022 https://doi.org/10.1177/1096250620951767 DOI: 10.1177/1096250620951767 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Mrs. Thomas is a secondgrade special education elementary school teacher. She co-teaches in an inclusive classroom that includes two children with significant cognitive disabilities. Recently, Ms. Thomas has been exploring her own identity and reflecting on her own biases with the guidance of professional development coordinators at her school. As a White American monolingual woman, she realizes that her life experiences in the majority culture require her to challenge her initial impressions of her culturally and linguistically diverse children. Three months into the new school year, Ms. Thomas is struggling to connect with one of her students (Isa) despite her best efforts. Isa is a second grader who just moved with her family from Puerto Rico. Her parents are bilingual but feel more comfortable using Spanish. Isa is also bilingual, but most often communicates nonverbally; she has been identified as having a moderate intellectual disability. Isa can communicate using single word responses when provided with a communication device. Ms. Thomas thinks Isa seems lost during lessons, and notes that Isa is not making progress on early literacy skills. She enjoys using technology (e.g., playing games on the class computer, navigating YouTube videos) and demonstrates strengths in early 951767 YECXXX10.1177/1096250620951767YOUNG EXCEPTIONAL CHILDRENCulturally / Rivera et al. research-article2020
74 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 2, 2022年6月https://doi.org/10.1177/1096250620951767 DOI: 10.1177/1096250620951767 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2020 Division for Early Childhood托马斯夫人是一名二年级特殊教育小学教师。她在一个包容的教室里共同教学,其中包括两个患有严重认知障碍的孩子。最近,在学校职业发展协调员的指导下,托马斯一直在探索自己的身份,反思自己的偏见。作为一名只说一种语言的美国白人妇女,她意识到自己在主流文化中的生活经历要求她挑战自己对文化和语言多样化的孩子们的最初印象。新学年开始三个月了,尽管托马斯尽了最大的努力,她还是很难与她的一个学生(伊萨)建立联系。伊萨是一名二年级学生,她刚和家人从波多黎各搬来。她的父母会说两种语言,但更愿意说西班牙语。Isa也会说两种语言,但大多数时候用非语言交流;她被鉴定为有中度智力残疾。Isa在配备通信设备的情况下可以使用单个单词的响应进行通信。托马斯女士认为,伊萨在课堂上似乎迷失了方向,并指出,伊萨在早期识字技能方面没有取得进展。她喜欢使用技术(例如,在课堂电脑上玩游戏,浏览YouTube视频),并在早期951767 YECXXX10.1177/1096250620951767YOUNG EXCEPTIONAL children culture / Rivera等人的研究-文章2020
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引用次数: 3
Message From the DEC Executive Board DEC执行委员会致辞
Q3 Social Sciences Pub Date : 2020-09-01 DOI: 10.1177/1096250620930499
K. Scott
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引用次数: 0
Your Voice Matters: A Practitioner’s Guide for Engaging in Policy Through Advocacy 你的声音很重要:通过倡导参与政策的从业者指南
Q3 Social Sciences Pub Date : 2020-08-28 DOI: 10.1177/1096250620950311
Sondra M. Stegenga, Anna Skubel, Catherine Corr, Sarah A. Nagro
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引用次数: 3
期刊
Young Exceptional Children
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