Young Exceptional Children最新文献_第7页

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

From Article to Action: Promoting Infant–Toddler Learning Within Everyday Routines 从文章到行动：促进婴幼儿在日常生活中的学习

Young Exceptional Children Pub Date : 2020-12-01 DOI: 10.1177/1096250620956558

Camille Catlett

引用次数: 0

Supporting AAC Use for Preschoolers With Complex Communication Needs 支持有复杂沟通需求的学龄前儿童使用AAC

Young Exceptional Children Pub Date : 2020-11-25 DOI: 10.1177/1096250620959664

Tiantian Sun, R. Bowles, Hope K. Gerde, Sarah N. Douglas

引用次数: 0

Easy as 1, 2, 3, ABC: Integrating Number Sense and Shared Storybook Readings 简单如1，2，3，ABC：整合数字意识和共享故事书阅读

Young Exceptional Children Pub Date : 2020-09-21 DOI: 10.1177/1096250620959660

K. Green, Jacqueline P. Towson

{"title":"Easy as 1, 2, 3, ABC: Integrating Number Sense and Shared Storybook Readings","authors":"K. Green, Jacqueline P. Towson","doi":"10.1177/1096250620959660","DOIUrl":"https://doi.org/10.1177/1096250620959660","url":null,"abstract":"88 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 2, June 2022 https://doi.org/10.1177/1096250620959660 DOI: 10.1177/1096250620959660 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Inclusive preschool teacher, Ms. Abarca, was excited to start the new school year. She had 14 children in her class, with four children who had individualized education programs (IEPs): Charles, Jasmine, Molly, and Dylan. In preparing the first weeks of lesson plans, Ms. Abarca reviewed the classroom curriculum, practitioner journals, and state preschool standards. In past years, she had difficulty fitting in content from all academic areas each day, given the other various requirements of the school day. She set a goal to incorporate daily mathematics activities while engaging all learners. Ms. Abarca specifically had difficulty engaging Charles and Jasmine during storytime and small group activities, as both children resisted storytime and small group instructional work. In addition, she was concerned that both children exhibited signs of difficulties with mathematical concepts. For example, Jasmine only counted to 4 and did not recognize many numerals, while Charles could orally count to 25, yet he did not understand other mathematics concepts such as quantity comparison (e.g., more, less, and same). She searched for solutions for how to integrate mathematics within her daily classroom routine. Preschoolers have the ability to learn complex mathematical concepts (Horn et al., 2016; Sarama & 959660 YECXXX10.1177/1096250620959660YOUNG EXCEPTIONALShort Title / Green and Towson research-article2020","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"25 1","pages":"88 - 100"},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250620959660","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48712245","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

Planning for Authentic Assessment Using Unstructured and Structured Observation in the Preschool Classroom 学前课堂中使用非结构化和结构化观察进行真实评估的规划

Young Exceptional Children Pub Date : 2020-09-01 DOI: 10.1177/1096250619846919

J. Pool, P. K. Hampshire

{"title":"Planning for Authentic Assessment Using Unstructured and Structured Observation in the Preschool Classroom","authors":"J. Pool, P. K. Hampshire","doi":"10.1177/1096250619846919","DOIUrl":"https://doi.org/10.1177/1096250619846919","url":null,"abstract":"143 Vol. 23, No. 3, September 2020 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250619846919 DOI: 10.1177/1096250619846919 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Mr. Jeremy is a new preschool teacher in an inclusive classroom in an urban public school system. The school year has just started, and he is preparing to assess the children in his class to further inform his instruction. In Mr. Jeremy’s teacher preparation program, he learned about the importance of authentic assessment practices, such as using curriculum-based assessment (CBA), for gathering information and documenting children’s skills for the purposes of making decisions. He uses a common early childhood CBA that his district has adopted and is aligned with his state’s regulations and recommendations. He likes it because he can administer it using direct observation, it has a family component where goals and objectives are developed as a team, and it directly links to the curriculum in his classroom. In his experience with using the assessment, he has found it to be time consuming to plan for and to administer. With 12 children, four who are currently on Individualized Education Programs (IEPs), Mr. Jeremy and his classroom assistant, Miss Mary, need a more efficient way to systematically assess the children with the CBA across the school year. Situations like that of Mr. Jeremy are all too common in early 846919 YECXXX10.1177/1096250619846919YOUNG EXCEPTIONAL CHILDRENPlanning for Authentic Assessment / Pool and Hampshire research-article2019","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"23 1","pages":"143 - 156"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250619846919","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49524470","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: 6

Addressing Trauma in Early Childhood Classrooms: Strategies and Practices for Success 解决幼儿课堂创伤：成功的策略和实践

Young Exceptional Children Pub Date : 2020-09-01 DOI: 10.1177/1096250619850137

J. Neitzel

{"title":"Addressing Trauma in Early Childhood Classrooms: Strategies and Practices for Success","authors":"J. Neitzel","doi":"10.1177/1096250619850137","DOIUrl":"https://doi.org/10.1177/1096250619850137","url":null,"abstract":"157 Vol. 23, No. 3, September 2020 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250619850137 DOI: 10.1177/1096250619850137 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Tatum is a 4-year-old girl who attends a childcare program in a high-poverty community in a large, urban area. On this day, Tatum seems sullen, sad, and very quiet. She rarely interacts with any of the other children or adults in the room. She keeps to herself by sitting in a large, comfortable chair in a quiet area. The teacher, Jess, and the assistant do not interact with Tatum because they are focusing on other children who have more immediate needs. At lunch, Tatum sits next to the teacher. During this time, Tatum says, “My mom whoops me when I am bad. I don’t cry anymore. My mom doesn’t care about me.” The teacher says, “I’m sorry to hear that.” Khiry also is 4 years old and in the same classroom as Tatum. As the children transition to circle time, Jess tells Khiry that he will miss 10 minutes of outdoor time because he did not come to the carpet fast enough. Khiry begins to cry and refuses to sit down. The teaching assistant says to Khiry, “You need to stop crying. There’s no reason for you to be crying because you weren’t listening. You need to stop.” Khiry runs to the bathroom and doesn’t come out for 5 minutes. According the teacher, Khiry’s dad is currently in prison; there is evidence of some physical abuse; and Khiry’s mom is about to have another baby. Both Tatum and Khiry are experiencing trauma in their daily lives; however, their symptoms and 850137 YECXXX10.1177/1096250619850137Young Exceptional ChildrenCreating Trauma-Based Early Childhood Programs / Neitzel research-article2019","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"23 1","pages":"157 - 168"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250619850137","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41914059","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: 3

Covering the Bases: Pairing Sign With Spoken Word in Early Childhood Settings 覆盖基础：幼儿环境中的手语与口语配对

Young Exceptional Children Pub Date : 2020-09-01 DOI: 10.1177/1096250619845644

Chelsea L. Waters

{"title":"Covering the Bases: Pairing Sign With Spoken Word in Early Childhood Settings","authors":"Chelsea L. Waters","doi":"10.1177/1096250619845644","DOIUrl":"https://doi.org/10.1177/1096250619845644","url":null,"abstract":"130 YOUNG EXCEPTIONAL CHILDREN Vol. 23, No. 3, September 2020 https://doi.org/10.1177/1096250619845644 DOI: 10.1177/1096250619845644 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Mrs. Gaines, who holds a dual credential in early childhood and early childhood special education, teaches in an inclusive preschool classroom serving children and families from culturally and linguistically diverse backgrounds. At the beginning of the school year, all 15 children in Mrs. Gaines’ classroom sit around a large oval rug as she leads the morning circle time routine by singing familiar songs and clapping to the rhythm. One paraeducator, Mr. Lopez, writes observations, while another paraeducator, Ms. Wilson, models circle time expectations. Most children follow along with Mrs. Gaines’ singing and clapping, while some children engage in other ways. For example, Min Joon voices the beginning sounds of familiar lyrics and rocks his body back and forth. Another child, Julieta, remains silent as her hands rest in her lap and she gazes at peers. A third child, Draymond, listens carefully to the song lyrics as he leans toward Mrs. Gaines, cupping his left hand behind his ear. After circle time, Mrs. Gaines, Mr. Lopez, and Ms. Wilson discuss their observations. Mr. Lopez expresses concern that some children, including Min Joon, Julieta, and Draymond, may not understand the circle time routine. The team identifies that spoken communication 845644 YECXXX10.1177/1096250619845644Pairing Sign With Spoken Word / Waters research-article2019","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"23 1","pages":"130 - 142"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250619845644","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49285891","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

Designing Inclusive Science Activities and Embedding Individualized Instruction 设计包容性科学活动，嵌入个性化教学

Young Exceptional Children Pub Date : 2020-09-01 DOI: 10.1177/1096250619833988

J. Hardy, M. Hemmeter

引用次数: 2

Culturally Responsive Planning, Instruction, and Reflection for Young Children With Significant Disabilities 针对严重残疾幼儿的文化响应性规划、指导和思考

Young Exceptional Children Pub Date : 2020-09-01 DOI: 10.1177/1096250620951767

Christopher J. Rivera, Kathryn L. Haughney, K. Clark, Robai Werunga

{"title":"Culturally Responsive Planning, Instruction, and Reflection for Young Children With Significant Disabilities","authors":"Christopher J. Rivera, Kathryn L. Haughney, K. Clark, Robai Werunga","doi":"10.1177/1096250620951767","DOIUrl":"https://doi.org/10.1177/1096250620951767","url":null,"abstract":"74 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 2, June 2022 https://doi.org/10.1177/1096250620951767 DOI: 10.1177/1096250620951767 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Mrs. Thomas is a secondgrade special education elementary school teacher. She co-teaches in an inclusive classroom that includes two children with significant cognitive disabilities. Recently, Ms. Thomas has been exploring her own identity and reflecting on her own biases with the guidance of professional development coordinators at her school. As a White American monolingual woman, she realizes that her life experiences in the majority culture require her to challenge her initial impressions of her culturally and linguistically diverse children. Three months into the new school year, Ms. Thomas is struggling to connect with one of her students (Isa) despite her best efforts. Isa is a second grader who just moved with her family from Puerto Rico. Her parents are bilingual but feel more comfortable using Spanish. Isa is also bilingual, but most often communicates nonverbally; she has been identified as having a moderate intellectual disability. Isa can communicate using single word responses when provided with a communication device. Ms. Thomas thinks Isa seems lost during lessons, and notes that Isa is not making progress on early literacy skills. She enjoys using technology (e.g., playing games on the class computer, navigating YouTube videos) and demonstrates strengths in early 951767 YECXXX10.1177/1096250620951767YOUNG EXCEPTIONAL CHILDRENCulturally / Rivera et al. research-article2020","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"25 1","pages":"74 - 87"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250620951767","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42525968","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: 3

Message From the DEC Executive Board DEC执行委员会致辞

Young Exceptional Children Pub Date : 2020-09-01 DOI: 10.1177/1096250620930499

K. Scott

引用次数: 0