Administrators as Heterotopia Architects: Supporting Expansive Possibilities of Inclusive Early Childhood Education

Q3 Social Sciences

Young Exceptional Children Pub Date : 2021-06-04 DOI:10.1177/10962506211018968

Hailey R. Love

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引用次数: 2

Abstract

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

查看原文本刊更多论文

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

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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来源期刊

Young Exceptional Children Social Sciences-Education

CiteScore

1.50

自引率

0.00%

发文量

期刊介绍： Young Exceptional Children (YEC) is designed for teachers, early care and education personnel, administrators, therapists, family members, and others who work with or on behalf of children, ages birth to eight, who have identified disabilities, developmental delays, are gifted/talented, or are at risk of future developmental delays or school difficulties. One of the goals of the journal is to translate research findings into effective and useful strategies for practitioners and families. Thus, articles should have a sound base in theory or research, yet be reader-friendly and written for a broad audience.