Young Exceptional Children最新文献_第3页

Supporting STEM Learning Within Routines for Infants and Toddlers With Developmental Delays 在有发育迟缓的婴幼儿的日常生活中支持STEM学习

Young Exceptional Children Pub Date : 2022-12-29 DOI: 10.1177/10962506221145674

Hsiu-wen Yang, P. Campbell, Chih-Ing Lim

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An Evidence-Based Guide to Toilet Training in the Early Childhood Classroom 幼儿课堂厕所训练循证指南

Young Exceptional Children Pub Date : 2022-11-17 DOI: 10.1177/10962506221138542

Rachel R. Cagliani

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Follow Their Lead: A Conversation About Person-First and Identity-First Language in Early Childhood Settings 跟随他们的脚步：关于幼儿环境中的人称优先和身份优先语言的对话

Young Exceptional Children Pub Date : 2022-10-13 DOI: 10.1177/10962506221130745

Chelsea W. Morgan, Gregory A. Cheatham, Kyunghwa Kay Park

{"title":"Follow Their Lead: A Conversation About Person-First and Identity-First Language in Early Childhood Settings","authors":"Chelsea W. Morgan, Gregory A. Cheatham, Kyunghwa Kay Park","doi":"10.1177/10962506221130745","DOIUrl":"https://doi.org/10.1177/10962506221130745","url":null,"abstract":"221 Vol. 25, No. 4, December 2022 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506221130745 DOI: 10.1177/10962506221130745 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2022 Division for Early Childhood We, my son, and family members, have experienced different ways of referring to my son, who has cerebral palsy, autism, and epilepsy. We are Korean immigrants and are familiar with the Korean language in which there is only one way to refer a child with disabilities, “장애아동,” which translates to “a disabled child.” Korean grammar does not allow for other ways in which the person comes first before the disability label. Interestingly, I learned from my Latino friends that descriptive words commonly follow nouns in Spanish, unlike in Korean. For example, “person with autism” is “persona con autismo,” while “Autistic person” becomes “persona autística.” In both cases, autism/ Autistic follows the person. Many individuals with disabilities and other marginalized identities, and their families, encounter experiences similar to those that Kyunghwa shares in this column. The use of person-first and identity-first language has become increasingly important as we as a field have moved to respect individuality, including honoring how children and their families want to be identified by others. The importance of individuals’ identities (e.g., disability, race, class, language, gender identity) have come to the forefront. At times, this may leave 1130745 YECXXX10.1177/10962506221130745YOUNG EXCEPTIONAL CHILDREN Vol. X, No. X, Month XXXXShort Title / Morgan et al. other2022","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"25 1","pages":"221 - 225"},"PeriodicalIF":0.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49480206","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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Message From the Executive Board 执行局寄语

Young Exceptional Children Pub Date : 2022-07-30 DOI: 10.1177/10962506211116296

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EI/ECSE Personnel Practice-Based Preparation Standards: What Are They Good for? EI/ECSE人员基于实践的准备标准:它们有什么好处?

Young Exceptional Children Pub Date : 2022-07-12 DOI: 10.1177/10962506221111189

Eva‐Maria Horn, M. Purcell, Susan M. Connor, V. Stayton, L. Dejong

引用次数: 1

“I’m New Here”: Leveraging Responsibilities, Relationships, and Resources for New Faculty Leaders “我是新来的”：为新的学院领导利用责任、关系和资源

Young Exceptional Children Pub Date : 2022-07-11 DOI: 10.1177/10962506221111362

M. Mitsch, Jenna M. Weglarz-Ward, J. Branch

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Using the EI/ECSE Personnel Preparation Standards to Inform In-Service Professional Development in Early Intervention 使用EI/ECSE人员准备标准为早期干预的在职专业发展提供信息

Young Exceptional Children Pub Date : 2022-07-01 DOI: 10.1177/10962506221108952

S. Tomchek, S. Wheeler

{"title":"Using the EI/ECSE Personnel Preparation Standards to Inform In-Service Professional Development in Early Intervention","authors":"S. Tomchek, S. Wheeler","doi":"10.1177/10962506221108952","DOIUrl":"https://doi.org/10.1177/10962506221108952","url":null,"abstract":"146 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 3, September 2022 https://doi.org/10.1177/10962506221108952 DOI: 10.1177/10962506221108952 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2022 Division for Early Childhood The US Department of Education, Office of Special Education Programs (OSEP) recently deemed a state Part C Program as “Needs Intervention,” the lowest performance rating. The early intervention system (EIS) was over budget and failed to meet several compliance indicators, as well as child and family outcomes targets on the State Performance Plan/ Annual Performance Report (SPP/ APR). Targets for timely access to eligibility and/or early intervention (EI) services and seamless transition to Part B were not met for significant populations of children. These factors served as the call to action for systemic change. The state program, organized through regional networks with dedicated intake, evaluation/ assessment, and service coordination, offered comprehensive EI services through a variety of community agencies by a cross-disciplinary group of vendor-based providers. The independent and regional nature of the state system provider pool created challenges for consistency in the EI service delivery. The state program convened a diverse stakeholder group of EI providers, families, and community partners to articulate a new vision that prioritized family-centered practices; individualized, evidence-based 1108952 YECXXX10.1177/10962506221108952Young Exceptional ChildrenProfessional Preparation Standards Informed In-Service PD / Tomchek and Wheeler research-article2022","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"25 1","pages":"146 - 157"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48597259","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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From Article to Action: Opportunities for Integrating Math and Shared Storybook Readings 从文章到行动:整合数学和共享故事书阅读的机会

Young Exceptional Children Pub Date : 2022-06-01 DOI: 10.1177/10962506221091853

Camille Catlett

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Using the EI/ECSE Personnel Preparation Standards to Develop and Revise EI/ECSE Teacher Preparation Programs 利用EI/ECSE人员准备标准制定和修订EI/ECSE教师准备计划

Young Exceptional Children Pub Date : 2022-05-19 DOI: 10.1177/10962506221099950

Hailey R. Love, Z. An, Beverly J. Trezek, Heather Dahl

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Child Interest Activity Plan (CIAP): An Implementation Driver to Bridge the Research to Practice Gap in Early Childhood Intervention 儿童兴趣活动计划(CIAP):在儿童早期干预中弥合研究与实践差距的实施驱动

Young Exceptional Children Pub Date : 2022-05-14 DOI: 10.1177/10962506221099955

Frances A. Davis, S. Sexton, Kristen Everhart, M. Shelden

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引用次数: 0