Young Exceptional Children最新文献_第6页

From Article to Action: Supporting Peer-Mediated Interventions (PMI) 从文章到行动：支持同行调解干预（PMI）

Young Exceptional Children Pub Date : 2021-06-01 DOI: 10.1177/10962506211006956

Gillian Lake

引用次数: 0

Young Exceptional Children Pub Date : 2021-06-01 DOI: 10.1177/10962506211006955

Jenna M. Weglarz-Ward

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Responding to Difference: Enacting Inclusive Early Childhood Education Through the Social-Relations Approach 应对差异:通过社会关系方法实施全纳幼儿教育

Young Exceptional Children Pub Date : 2021-05-12 DOI: 10.1177/10962506211010719

Chelsea W. Morgan, Karina Du, Amber Friesen

{"title":"Responding to Difference: Enacting Inclusive Early Childhood Education Through the Social-Relations Approach","authors":"Chelsea W. Morgan, Karina Du, Amber Friesen","doi":"10.1177/10962506211010719","DOIUrl":"https://doi.org/10.1177/10962506211010719","url":null,"abstract":"170 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 3, September 2021 https://doi.org/10.1177/10962506211010719 DOI: 10.1177/10962506211010719 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Mr. Kyle is an inclusive preschool teacher at a public elementary school located within an urban community. He serves children and families who are workingand middle-class; represent various races and ethnicities, including Black, White, and Latino; communicate through a constellation of languages, such as African American Vernacular English, Spanish, English, and American Sign Language; as well as demonstrate a range of abilities across all developmental domains. During a recent anti-bias in-service training, the facilitator asked early educators to reflect on how they can honor all forms of difference that children bring to their classrooms. The facilitator emphasized that early educators can support children’s identities, social justice, and activism by intentionally creating opportunities for children to meaningfully engage in positive interactions with others as they learn about difference. Mr. Kyle and his colleagues discussed how they value the diverse constellation of children within their classrooms and indicated that they often prioritize content knowledge, such as literacy and math concepts, but less frequently consider social aspects of learning, such as learning about and from each other’s differences. Mr. Kyle thought, “Each 1010719 YECXXX10.1177/10962506211010719Young Exceptional ChildrenSocial-Relations Framework / Morgan et al. research-article2021","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"24 1","pages":"170 - 186"},"PeriodicalIF":0.0,"publicationDate":"2021-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10962506211010719","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49060559","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

Translanguaging in Inclusive Classrooms: Learning With Children and Families 包容性课堂中的跨语言:与儿童和家庭一起学习

Young Exceptional Children Pub Date : 2021-04-22 DOI: 10.1177/10962506211002536

Lindsay Beatty, Serra Acar, Gregory A. Cheatham

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引用次数: 6

Utilizing Quick Response Codes to Extend Instruction in Early Childhood Contexts 利用快速响应码扩展幼儿环境中的教学

Young Exceptional Children Pub Date : 2021-04-22 DOI: 10.1177/10962506211006077

Conrad Oh-Young

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引用次数: 1

Collaborative Strategies for Supporting the Well-Being of Fathers of Young Children With Complex Disabilities 支持有复杂残疾幼儿父亲幸福的合作战略

Young Exceptional Children Pub Date : 2021-04-22 DOI: 10.1177/10962506211006060

Nadya Pancsofar, Jerry G. Petroff, Joshuah Carlani

{"title":"Collaborative Strategies for Supporting the Well-Being of Fathers of Young Children With Complex Disabilities","authors":"Nadya Pancsofar, Jerry G. Petroff, Joshuah Carlani","doi":"10.1177/10962506211006060","DOIUrl":"https://doi.org/10.1177/10962506211006060","url":null,"abstract":"184 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 4, December 2022 https://doi.org/10.1177/10962506211006060 DOI: 10.1177/10962506211006060 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Shortly after the birth of his second daughter, Mr. Malone learned that she had CHARGE syndrome, a genetic condition often associated with deafblindness. During the first years of Caroline’s life, she had multiple surgeries to address a range of medical issues, including being born with one kidney, cardiac abnormalities, and difficulties breathing and swallowing. Caroline is deafblind and delayed across multiple domains, including language, cognitive, and motor development. She has received early intervention services in her home since birth. When she soon turns 3 years old, she will begin attending preschool, possibly at a School of the Deaf. Mr. Malone works full time in the building and construction industry with rotating shifts. His wife had worked as an office manager prior to Caroline’s birth, but now stays at home to provide full-time care to Caroline and her older sister, Gretchen. The early intervention primary service provider, Mrs. Odom, working with Caroline told Mr. Malone’s wife that he should be taking American Sign Language (ASL) classes, so that he can communicate with Caroline and support her language development. Mr. Malone would do anything for his daughters, but when will he find 1006060 YECXXX10.1177/10962506211006060Young Exceptional ChildrenSupporting Fathers / Pancsofar et al. research-article2021","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"25 1","pages":"184 - 194"},"PeriodicalIF":0.0,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10962506211006060","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42780708","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

From Article to Action: Responding to Young Children’s Social–Emotional Needs Through Video Modeling 从文章到行动：通过视频建模回应幼儿的社会情感需求

Young Exceptional Children Pub Date : 2021-03-01 DOI: 10.1177/1096250620978011

Jennifer M. Amilivia

引用次数: 0

Message from the DEC Executive Board DEC执行委员会的致辞

Young Exceptional Children Pub Date : 2021-03-01 DOI: 10.1177/1096250620982821

M. Vinh

引用次数: 0

IFSP Child and Family Outcomes: Creating Clarity With a Team-Based Approach IFSP儿童和家庭成果:以团队为基础的方法创造清晰度

Young Exceptional Children Pub Date : 2020-12-10 DOI: 10.1177/1096250620972716

Stephanie N. DeSpain, Laura R. Hedin

{"title":"IFSP Child and Family Outcomes: Creating Clarity With a Team-Based Approach","authors":"Stephanie N. DeSpain, Laura R. Hedin","doi":"10.1177/1096250620972716","DOIUrl":"https://doi.org/10.1177/1096250620972716","url":null,"abstract":"171 Vol. 25, No. 4, December 2022 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620972716 DOI: 10.1177/1096250620972716 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Mrs. Alvarez, a service coordinator for Child and Family Connections, works with new parents, Mr. and Mrs. Vero to facilitate early intervention services (EIS) for their son. Fernando is a 22-month-old boy with Down syndrome and developmental delays in speech-language, fine and gross motor skills, and cognition. Mrs. Alvarez, an experienced coordinator, knows the importance of family engagement in the Individualized Family Service Plan (IFSP) process and building responsive partnerships. As a result, she dedicates time— beginning with their first meeting— to learning about the family’s strengths, needs, and priorities. Mrs. Alvarez and the family notice that Fernando’s current IFSP includes present levels of development (PLOD) and associated outcome statements that are vague and outdated. They begin to update and improve Fernando’s IFSP and his EIS through a team-based approach. The Individuals with Disabilities Education Act Part C (IDEA, 2004) is a federal program that assists states with delivering EIS for infants and toddlers with developmental delay up until their third birthday and their families (Early Childhood Technical Assistance Center [ECTA], 2019). Through IDEA Part C, EIS are coordinated through a collaborative 972716 YECXXX10.1177/1096250620972716Young Exceptional ChildrenIFSP Child and Family Outcomes / DeSpain and Hedin research-article2020","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"25 1","pages":"171 - 183"},"PeriodicalIF":0.0,"publicationDate":"2020-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250620972716","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47182407","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

Message from the DEC Executive Board DEC执行委员会的致辞

Young Exceptional Children Pub Date : 2020-12-01 DOI: 10.1177/1096250620956559

Cori Hill

引用次数: 0