Pub Date : 2024-06-13DOI: 10.1177/02711214241257845
Jessica K. Hardy, A. K. Terol
Early mathematics skills are predictive of later achievement, but there is evidence teachers generally provide little mathematics instruction in preschool classrooms. We conducted this survey study to better understand teachers’ reported beliefs about their own mathematics skills, expectations, and practices for children with and without disabilities, and the impact of these reported beliefs and practices on the perceived effectiveness of their instruction. We found teachers had less confidence in their own mathematics skills than their mathematics teaching abilities and had differing expectations for children with and without disabilities. Their beliefs about their own mathematics abilities predicted their perceived effectiveness for typically developing children only, but their beliefs about their teaching abilities predicted their perceived effectiveness for children with and without disabilities. Implications include the need to better prepare and support teachers to teach mathematics to all children and collect data from varied sources on teachers’ practices.
{"title":"Preschool Teachers’ Perceived Efficacy Providing Mathematics Instruction to Young Children With and Without Disabilities: A Survey Study","authors":"Jessica K. Hardy, A. K. Terol","doi":"10.1177/02711214241257845","DOIUrl":"https://doi.org/10.1177/02711214241257845","url":null,"abstract":"Early mathematics skills are predictive of later achievement, but there is evidence teachers generally provide little mathematics instruction in preschool classrooms. We conducted this survey study to better understand teachers’ reported beliefs about their own mathematics skills, expectations, and practices for children with and without disabilities, and the impact of these reported beliefs and practices on the perceived effectiveness of their instruction. We found teachers had less confidence in their own mathematics skills than their mathematics teaching abilities and had differing expectations for children with and without disabilities. Their beliefs about their own mathematics abilities predicted their perceived effectiveness for typically developing children only, but their beliefs about their teaching abilities predicted their perceived effectiveness for children with and without disabilities. Implications include the need to better prepare and support teachers to teach mathematics to all children and collect data from varied sources on teachers’ practices.","PeriodicalId":504213,"journal":{"name":"Topics in Early Childhood Special Education","volume":"59 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141348919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-07DOI: 10.1177/02711214241259366
C. L. Hancock, Chelsea W. Morgan
Though families are recognized as educational decision-makers for their children, inequitable family-professional partnerships persist in early childhood and early childhood special education (EC/ECSE), particularly for marginalized families. In this article, we argue that to promote equitable decision-making and best meet the needs of young children from birth through age five and their families, EC/ECSE professionals can reframe family-professional partnerships through an alternate lens to disrupt and transform entrenched power dynamics. To this end, we first introduce two perspectives of knowledge and power, functionalism and humanism, and discuss how they contribute to decision-making in EC/ECSE. Then, we present a model to examine power and apply the model to contrast decision-making rooted in functionalist and humanist framings. To conclude, we provide recommendations for policy, research, and practice through the humanist frame.
{"title":"Disrupting Inequitable Family-Professional Decision-Making in EC/ECSE: Alternate Possibilities Through the Humanist Frame","authors":"C. L. Hancock, Chelsea W. Morgan","doi":"10.1177/02711214241259366","DOIUrl":"https://doi.org/10.1177/02711214241259366","url":null,"abstract":"Though families are recognized as educational decision-makers for their children, inequitable family-professional partnerships persist in early childhood and early childhood special education (EC/ECSE), particularly for marginalized families. In this article, we argue that to promote equitable decision-making and best meet the needs of young children from birth through age five and their families, EC/ECSE professionals can reframe family-professional partnerships through an alternate lens to disrupt and transform entrenched power dynamics. To this end, we first introduce two perspectives of knowledge and power, functionalism and humanism, and discuss how they contribute to decision-making in EC/ECSE. Then, we present a model to examine power and apply the model to contrast decision-making rooted in functionalist and humanist framings. To conclude, we provide recommendations for policy, research, and practice through the humanist frame.","PeriodicalId":504213,"journal":{"name":"Topics in Early Childhood Special Education","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141372778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-21DOI: 10.1177/02711214241255045
Gospel Y. Kim, Kathleen N. Tuck, Elisabeth J. Malone, Kathryn M. Bigelow
We examined the effectiveness of coaching on caregiver implementation of responding to joint attention (RJA) intervention for toddlers with autism. We used a nonconcurrent multiple-baseline across participants single-case research design to examine the relation between coaching practices and caregivers’ RJA intervention implementation behaviors. Results indicated caregiver coaching that incorporated a behavioral skills training model was an effective approach for coaching caregivers on RJA intervention and resulted in caregivers’ improved use of intervention procedures. All three toddlers with autism demonstrated an increased number of correct RJA behaviors; however, the level of behavioral change varies across children.
{"title":"Coaching Caregivers to Teach Responding to Joint Attention for Toddlers with Autism","authors":"Gospel Y. Kim, Kathleen N. Tuck, Elisabeth J. Malone, Kathryn M. Bigelow","doi":"10.1177/02711214241255045","DOIUrl":"https://doi.org/10.1177/02711214241255045","url":null,"abstract":"We examined the effectiveness of coaching on caregiver implementation of responding to joint attention (RJA) intervention for toddlers with autism. We used a nonconcurrent multiple-baseline across participants single-case research design to examine the relation between coaching practices and caregivers’ RJA intervention implementation behaviors. Results indicated caregiver coaching that incorporated a behavioral skills training model was an effective approach for coaching caregivers on RJA intervention and resulted in caregivers’ improved use of intervention procedures. All three toddlers with autism demonstrated an increased number of correct RJA behaviors; however, the level of behavioral change varies across children.","PeriodicalId":504213,"journal":{"name":"Topics in Early Childhood Special Education","volume":"115 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141115897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-01DOI: 10.1177/02711214231221188
{"title":"Future Topics","authors":"","doi":"10.1177/02711214231221188","DOIUrl":"https://doi.org/10.1177/02711214231221188","url":null,"abstract":"","PeriodicalId":504213,"journal":{"name":"Topics in Early Childhood Special Education","volume":"37 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139814174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-01DOI: 10.1177/02711214231221188
{"title":"Future Topics","authors":"","doi":"10.1177/02711214231221188","DOIUrl":"https://doi.org/10.1177/02711214231221188","url":null,"abstract":"","PeriodicalId":504213,"journal":{"name":"Topics in Early Childhood Special Education","volume":"54 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139874089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-11DOI: 10.1177/02711214231220800
Tiffany J. Foster, Laura Justice, Hugo Gonzalez Villasanti, Dwight Irvin, Daniel Messinger
Sensing technologies that provide continuous, real-time information about teachers’ and students’ individual experiences are increasingly being applied to classroom-based research. Sensing technologies provide a possible alternative to costly and time-intensive in-person or hand-coded observations and have the potential to increase our present understanding of the vastly different experiences students within the same classroom often have. The goal of the present article is to provide an overview of sensing technologies, an explanation of how these technologies can be applied in early childhood classroom-based research, and examples of existing studies that have successfully implemented sensing technologies in the classroom environment.
{"title":"Classroom Sensing Tools: Revolutionizing Classroom-Based Research in the 21st Century","authors":"Tiffany J. Foster, Laura Justice, Hugo Gonzalez Villasanti, Dwight Irvin, Daniel Messinger","doi":"10.1177/02711214231220800","DOIUrl":"https://doi.org/10.1177/02711214231220800","url":null,"abstract":"Sensing technologies that provide continuous, real-time information about teachers’ and students’ individual experiences are increasingly being applied to classroom-based research. Sensing technologies provide a possible alternative to costly and time-intensive in-person or hand-coded observations and have the potential to increase our present understanding of the vastly different experiences students within the same classroom often have. The goal of the present article is to provide an overview of sensing technologies, an explanation of how these technologies can be applied in early childhood classroom-based research, and examples of existing studies that have successfully implemented sensing technologies in the classroom environment.","PeriodicalId":504213,"journal":{"name":"Topics in Early Childhood Special Education","volume":"15 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139438816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-09DOI: 10.1177/02711214231224417
Lisa N. Butterworth, Miranda L. Denham, Linda Hestenes
Disproportionality and inequity exist in the special education services that children receive based on factors such as race, geographic location, and resources of the school system. Overrepresentation and underrepresentation are both prevalent issues and can vary by region or school district and are likely due to multiple factors. Although several areas of special education services have been examined critically, one missing piece in the literature seems to be the writing and revising of the Individualized Education Program (IEP). The purpose of this paper is to examine the literature and background of special education services and the IEP, followed by an examination of the required portions of the IEP form and where the existing law might allow for implicit biases, specifically racism, to surface in the development of this program and its implementation.
{"title":"Exploring the Structural Inequalities of the Individualized Education Program: A Dis/Ability Critical Race Theory Perspective","authors":"Lisa N. Butterworth, Miranda L. Denham, Linda Hestenes","doi":"10.1177/02711214231224417","DOIUrl":"https://doi.org/10.1177/02711214231224417","url":null,"abstract":"Disproportionality and inequity exist in the special education services that children receive based on factors such as race, geographic location, and resources of the school system. Overrepresentation and underrepresentation are both prevalent issues and can vary by region or school district and are likely due to multiple factors. Although several areas of special education services have been examined critically, one missing piece in the literature seems to be the writing and revising of the Individualized Education Program (IEP). The purpose of this paper is to examine the literature and background of special education services and the IEP, followed by an examination of the required portions of the IEP form and where the existing law might allow for implicit biases, specifically racism, to surface in the development of this program and its implementation.","PeriodicalId":504213,"journal":{"name":"Topics in Early Childhood Special Education","volume":"10 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139444201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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