Young Exceptional Children最新文献_第5页

Embedding Culturally Responsive Evaluation Within Implementation Science in Early Intervention 在早期干预的实施科学中嵌入文化反应性评价

Young Exceptional Children Pub Date : 2021-08-13 DOI: 10.1177/10962506211039904

Sarah D. Wiegand, Jennifer A. Brown

{"title":"Embedding Culturally Responsive Evaluation Within Implementation Science in Early Intervention","authors":"Sarah D. Wiegand, Jennifer A. Brown","doi":"10.1177/10962506211039904","DOIUrl":"https://doi.org/10.1177/10962506211039904","url":null,"abstract":"92 YOUNG EXCEPTIONAL CHILDREN Vol. 26, No. 2, June 2023 https://doi.org/10.1177/10962506211039904 DOI: 10.1177/10962506211039904 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood The Individuals with Disabilities Education Act (IDEA) Part C Early Intervention Lead Agency in a southeastern state recently updated the list of approved assessment packages for local programs to use when completing eligibility evaluations and Individualized Family Service Plan (IFSP) development assessments. The Early Childhood Development Center Infant/Toddler Early Intervention Program (I/TEIP) was situated in an urban district with high diversity in socioeconomic status, race, ethnicity, and home language. In the past, I/TEIP providers had expressed their frustrations with the current assessment tools, noting that many of the tools presented cultural biases. They were also concerned because the majority of assessments were only standardized in English. As they headed into the selection process, administrators in the program agreed upon the importance of adopting an authentic assessment package that was developed with a diverse population to provide an equitable evaluation process for children of all cultures, races, and ethnic backgrounds. There was, however, hesitation from both administrators and providers about the possibility of “just another innovation.” Administrators such as Mrs. Garcia had seen many innovations begin strongly only to encounter decreasing 1039904 YECXXX10.1177/10962506211039904Young Exceptional ChildrenEmbedding Culturally Responsive Evaluation / Wiegand and Brown research-article2021","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"26 1","pages":"92 - 102"},"PeriodicalIF":0.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49126568","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}

引用次数: 0

Assessing and Improving Preverbal Social Communication: Teacher-Led Naturalistic Behavioral Developmental Interventions 评估及改善言语前社会沟通:教师主导的自然主义行为发展干预

Young Exceptional Children Pub Date : 2021-08-13 DOI: 10.1177/10962506211039829

K. Sterrett, S. Freeman, Kristen Hayashida, Joanne J. Kim, Tanya Paparella

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引用次数: 1

Supporting Male Caregivers During EI Home Visits 在EI家访期间支持男性照顾者

Young Exceptional Children Pub Date : 2021-08-12 DOI: 10.1177/10962506211039524

Megan Schumaker-Murphy

{"title":"Supporting Male Caregivers During EI Home Visits","authors":"Megan Schumaker-Murphy","doi":"10.1177/10962506211039524","DOIUrl":"https://doi.org/10.1177/10962506211039524","url":null,"abstract":"63 Vol. 26, No. 2, June 2023 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211039524 DOI: 10.1177/10962506211039524 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Devin is a toddler with communication delays. He lives with his mother, Roshni, and maternal grandfather, Naveen. Roshni is a single mother. Naveen moved in with them to help Roshni care for Devin shortly after he was born. Just before Devin turned two, he started EI services. The family works with an SLP and an early childhood special educator (ECSE). Each of the weekly EI sessions takes place in the family home. Naveen travels for work every few weeks but is present at most EI sessions. When EI started, Naveen wasn’t sure what to expect. He assumed that Roshni would be responsible for working with the EI team and Devin. When the EI providers first came into the home, Naveen was surprised by their friendly manner and conversations aimed at getting to know the family. The EI providers invited Naveen to come and sit with them during sessions. Then, the EI providers encouraged Naveen to try using new strategies to facilitate Devin’s language development. The SLP and ECSE asked questions about Devin’s home culture, including what words the family used to address important adults in Devin’s life. The EI providers helped Devin learn to address Naveen as Tata. The EI team helped support Devin’s participation in Hindu celebrations like Holi by learning color names in English and 1039524 YECXXX10.1177/10962506211039524Young Exceptional ChildrenSupporting Male Caregivers During EI Home Visits / Schumaker-Murphy research-article2021","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"26 1","pages":"63 - 76"},"PeriodicalIF":0.0,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41967349","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}

引用次数: 0

Moving Toward More Meaningful Family Participation During Home Visit Decision-Making 在家访决策中迈向更有意义的家庭参与

Young Exceptional Children Pub Date : 2021-07-30 DOI: 10.1177/10962506211035362

C. L. Hancock

{"title":"Moving Toward More Meaningful Family Participation During Home Visit Decision-Making","authors":"C. L. Hancock","doi":"10.1177/10962506211035362","DOIUrl":"https://doi.org/10.1177/10962506211035362","url":null,"abstract":"42 YOUNG EXCEPTIONAL CHILDREN Vol. 26, No. 1, March 2023 https://doi.org/10.1177/10962506211035362 DOI: 10.1177/10962506211035362 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Dee is an early intervention (EI) practitioner committed to partnering with families. She believes all families have expertise, and she aims to engage that expertise in making shared decisions with families. Her home visits are often filled with lively discussion and parent–child engagement. However, Dee has noticed that even parents who confidently share observations of their child rarely suggest their own ideas to further promote their child’s development, or engage with her in evaluating possible strategies. Dee has also noticed occasions when despite a family’s seeming interest in implementing a new strategy, plans are not carried out. As Dee reflects, she wonders: Just how shared were those decisions? What might I be missing? Decision-making between professionals and families is an integral part of early intervention (EI), as reflected by family-centered philosophies and practices embodied in the Division for Early Childhood’s (DEC, 2014) Recommended Practices. In particular, the DEC (2014) Family Recommended Practices incorporate practices that “promote the active participation of families in decision-making related to their child” (p. 9), including ensuring that decisions reflect family priorities and concerns (F4). Moreover, 1035362 YECXXX10.1177/10962506211035362YOUNG EXCEPTIONAL CHILDRENHome Visit Decision-Making / Hancock research-article2021","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"26 1","pages":"42 - 54"},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10962506211035362","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44696954","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}

引用次数: 0

Using DEC-Recommended Practices to Support Virtual Classrooms and Remote Learning 使用DEC推荐做法支持虚拟教室和远程学习

Young Exceptional Children Pub Date : 2021-07-19 DOI: 10.1177/10962506211028573

Angel Fettig, Lori E. Meyer, Brandy Locchetta, E. Barton

引用次数: 0

Circle Is for Everyone: Using UDL to Promote Inclusion During Circle Times 圈子适合每个人：利用UDL促进圈子时代的包容性

Young Exceptional Children Pub Date : 2021-07-16 DOI: 10.1177/10962506211028576

Ariane N. Gauvreau, Marla J. Lohmann, Katrina A. Hovey

{"title":"Circle Is for Everyone: Using UDL to Promote Inclusion During Circle Times","authors":"Ariane N. Gauvreau, Marla J. Lohmann, Katrina A. Hovey","doi":"10.1177/10962506211028576","DOIUrl":"https://doi.org/10.1177/10962506211028576","url":null,"abstract":"3 Vol. 26, No. 1, March 2023 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211028576 DOI: 10.1177/10962506211028576 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Louise and Ben, co-teachers in an inclusive preschool classroom, have a lively, creative, and very diverse class of 3to 5-year-old children. Several learners have recently immigrated and are learning English, several other children qualify for special education services and have Individual Education Plans (IEPs), and two children recently transitioned from Part C to Part B services and are new to the preschool structure. Louise and Ben are specifically struggling with circle time and how to support a diverse range of young learners during this routine. They know circle time is important but worry that not all children are able to fully participate or access the instruction. While some children participate by singing songs, attending and commenting on books, and sharing their ideas during discussions, other children engage in challenging behavior, have a difficult time transitioning to the circle time area, or simply sit quietly on their mats without actively participating. The teachers recently participated in a webinar on Universal Design for Learning (UDL) in Preschool and are eager to try out some new strategies. They choose to start small with UDL implementation and begin by developing a lesson plan for circle time, the first activity of their day, focusing on ways to implement UDL within this routine. 1028576 YECXXX10.1177/10962506211028576Young Exceptional ChildrenShort Title / Gauvreau et al. research-article2021","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"26 1","pages":"3 - 15"},"PeriodicalIF":0.0,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10962506211028576","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49405011","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}

引用次数: 4

Strategies to Support Community Inclusion of Young Children With Disabilities 支持残疾幼儿融入社区的策略

Young Exceptional Children Pub Date : 2021-07-16 DOI: 10.1177/10962506211028575

Kyunghwa Kay Park, E. Horn, Jennifer A. Kurth

{"title":"Strategies to Support Community Inclusion of Young Children With Disabilities","authors":"Kyunghwa Kay Park, E. Horn, Jennifer A. Kurth","doi":"10.1177/10962506211028575","DOIUrl":"https://doi.org/10.1177/10962506211028575","url":null,"abstract":"16 YOUNG EXCEPTIONAL CHILDREN Vol. 26, No. 1, March 2023 https://doi.org/10.1177/10962506211028575 DOI: 10.1177/10962506211028575 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Kate and Bob are the parents of two young children, Eugene (38 months) and June (18 months). Their son, Eugene, was diagnosed with cerebral palsy, received early intervention services, and is now attending an inclusive preschool in their local school. Kate, noticing Eugene’s growing interest in participating in activities with peers, arranged for her parents to take both children to their community’s public library story time. Eugene’s grandparents reported how much both Eugene and June enjoyed the outing and have added this to their weekly schedule of outings with the grandchildren. Kate began to wonder about other activities and places in the community that he would enjoy. She was, however, not sure about where to turn for ideas for activities and how to get support for ensuring that Eugene could safely access the activity and successfully participate. She reached out to Mandy, the early childhood special education teacher of Eugene’s preschool co-teaching team. Mandy is excited about the potential benefits for Eugene as he participates in activities with his family, however she is not sure about her role and exactly where to start. Inclusion is central to our work in early intervention and early childhood special education (EI/ ECSE) and reflected in the core beliefs and recommended practices of the field (Division for Early 1028575 YECXXX10.1177/10962506211028575Young Exceptional ChildrenCommunity Inclusion of Children With Disabilties / Park et al. research-article2021","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"26 1","pages":"16 - 28"},"PeriodicalIF":0.0,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10962506211028575","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43890715","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}

引用次数: 1

Coaching Early Interventionists: Responsive Interactions for Social-Emotional Development of Children With Autism 指导早期干预者：自闭症儿童社会情感发展的反应性互动

Young Exceptional Children Pub Date : 2021-07-16 DOI: 10.1177/10962506211028584

Stephanie Y. Shire, Ya-Chih Chang

{"title":"Coaching Early Interventionists: Responsive Interactions for Social-Emotional Development of Children With Autism","authors":"Stephanie Y. Shire, Ya-Chih Chang","doi":"10.1177/10962506211028584","DOIUrl":"https://doi.org/10.1177/10962506211028584","url":null,"abstract":"207 Vol. 25, No. 4, December 2022 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211028584 DOI: 10.1177/10962506211028584 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Positive social-emotional development in young children has been linked to better school age social and academic skills (Nix et al., 2013). An important aspect of social-emotional development is emotional regulation, the ability to recognize emotions and respond to situations with appropriate behavior (California Department of Education, 2017). However, for many young children with autism spectrum disorder (ASD), both caregivers and educators report challenges with emotion regulation including periods of dysregulation that get in the way of the child’s ability to learn (Weiss et al., 2014). Dysregulation can manifest in the form of repetitive behaviors (e.g., object-focused, vocal stims), challenging behaviors (e.g., hitting, throwing objects), sensory sensitivity (e.g., sound or texture), increased arousal/activity level, and/ or flat affect or disinterest, which can all impede the child’s learning and social interactions (Weiss et al., 2014). Due to these challenges in regulation, young children require co-regulatory supports from adults (e.g., scaffolding, emotional coaching, etc.) to learn to selfregulate (e.g., Ting & Weiss, 2017). For new and less experienced early intervention (EI) practitioners, providing co-regulatory supports to 1028584 YECXXX10.1177/10962506211028584Young Exceptional ChildrenCoaching Early Interventionists / Shire and Chang research-article2021","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"25 1","pages":"207 - 220"},"PeriodicalIF":0.0,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10962506211028584","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49618765","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}

引用次数: 0

Parrhesia Regarding Early Intervention Birth to Five: Rethinking the Order of Things 关于早期干预的直言:从出生到五岁:重新思考事物的秩序

Young Exceptional Children Pub Date : 2021-06-25 DOI: 10.1177/10962506211019347

R. McWilliam, Pau García-Grau, C. P. Morales-Murillo, C. Stevenson

{"title":"Parrhesia Regarding Early Intervention Birth to Five: Rethinking the Order of Things","authors":"R. McWilliam, Pau García-Grau, C. P. Morales-Murillo, C. Stevenson","doi":"10.1177/10962506211019347","DOIUrl":"https://doi.org/10.1177/10962506211019347","url":null,"abstract":"124 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 3, September 2021 https://doi.org/10.1177/10962506211019347 DOI: 10.1177/10962506211019347 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Parrhesia, as we will see, is about speaking the truth. William Faulkner (1951) said, “Never be afraid to raise your voice for honesty and truth and compassion against injustice and lying and greed. If people all over the world . . . would do this, it would change the earth.” In this article, we rethink the order of things in early intervention for children birth through 5 years of age and we present a model for the present and future. When I was editor of the Journal of Early Intervention (JEI), the Division for Early Childhood of the Council for Exceptional Children (DEC) established Young Exceptional Children (YEC). The idea was to have practical articles for early intervention and early childhood special education (EI/ ECSE) practitioners. YEC has successfully provided this service to DEC members and the humanistic and social-scientific disciplines through articles that translate research to practice. The editors of this special issue of YEC have provided a translation of theory to practice, which has allowed us to step outside the typical nuts and bolts article of our EI/ECSE field, and to present practitioners with some philosophical ideas about why the field had to change. We do end with a model of extremely concrete ideas (see www.eieio.ua.edu). 1019347 YECXXX10.1177/10962506211019347Young Exceptional ChildrenParrhesia / McWilliam et al. research-article2021","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"24 1","pages":"124 - 137"},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10962506211019347","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47642335","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}

引用次数: 2

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

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

Hailey R. Love

{"title":"Administrators as Heterotopia Architects: Supporting Expansive Possibilities of Inclusive Early Childhood Education","authors":"Hailey R. Love","doi":"10.1177/10962506211018968","DOIUrl":"https://doi.org/10.1177/10962506211018968","url":null,"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","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"24 1","pages":"138 - 153"},"PeriodicalIF":0.0,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10962506211018968","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46086443","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}

引用次数: 2