Legal Issues in Early Childhood Special Education

IF 1.1 4区医学 Q3 REHABILITATION

Journal of Disability Policy Studies Pub Date : 2021-08-01 DOI:10.1177/10442073211023165

S. Etscheidt, Stephanie L. Schmitz, Andi M. Edmister

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引用次数: 1

Abstract

Family and professional collaboration is beneficial to students, families, and educators. The importance of such collaboration was recognized for families of students with disabilities, resulting in provisions in the Individuals with Disabilities Education Act (IDEA) that mandate parental participation in educational planning. Despite the benefits of family and professional collaboration and the IDEA mandate, many parents disagree with the educational planning decisions provided to their children and request due process hearings. Parents perceive a lack of opportunity to provide input and/or to disagree with schools’ perspectives. Parents of early childhood students report significant concerns about their child’s readiness for the transition to kindergarten and their limited role in transition planning as their children prepared to enter preschool programs. The purpose of this article was to examine the issues identified in parental complaints in early childhood special education (ECSE) through a qualitative content analysis of recent court cases. The results revealed six themes related to current issues in ECSE programs. We conclude with several recommendations for state policy makers to improve services in ECSE based on the DEC Recommended Practices.

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幼儿特殊教育中的法律问题

家庭和专业合作对学生、家庭和教育工作者都是有益的。人们认识到这种合作对残疾学生家庭的重要性，从而在《残疾人教育法》(IDEA)中规定，家长必须参与教育规划。尽管家庭和专业合作以及IDEA的授权带来了好处，但许多家长不同意提供给孩子的教育规划决策，并要求进行正当程序听证会。家长认为缺乏提供意见和/或不同意学校观点的机会。幼儿学生的家长报告了他们对孩子是否准备好过渡到幼儿园的重大担忧，以及他们在孩子准备进入学前教育项目的过渡计划中的有限作用。本文的目的是通过对最近法院案件的定性内容分析，研究幼儿特殊教育(ECSE)中父母投诉中确定的问题。结果揭示了与当前ECSE项目相关的六个主题。最后，我们根据DEC的推荐做法，为国家政策制定者提出了几项建议，以改善ECSE的服务。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Disability Policy Studies REHABILITATION-

CiteScore

3.20

自引率

0.00%

发文量

期刊介绍： The Journal of Disability Policy Studies addresses compelling, variable issues in ethics, policy, and law related to individuals with disabilities. A major focus is quantitative and qualitative policy research. Articles have implications in fields such as education, law, sociology, public health, family studies, medicine, social work, and public administration. Occasional special series discuss current problems or areas needing more in-depth research, for example, disability and aging, policy concerning families of children with disabilities, oppression and disability, school violence policies and interventions, and systems change in supporting individuals with disabilities.