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Topics in Early Childhood Special Education最新文献

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Preschool Teachers’ Perceived Efficacy Providing Mathematics Instruction to Young Children With and Without Disabilities: A Survey Study 学前教师为残疾和非残疾幼儿提供数学教学的效率感知：调查研究
Topics in Early Childhood Special Education Pub Date : 2024-06-13 DOI: 10.1177/02711214241257845
Jessica K. Hardy, A. K. Terol
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引用次数: 0
Disrupting Inequitable Family-Professional Decision-Making in EC/ECSE: Alternate Possibilities Through the Humanist Frame 打破不公平的家庭-专业决策：人文主义框架下的另一种可能性
Topics in Early Childhood Special Education Pub Date : 2024-06-07 DOI: 10.1177/02711214241259366
C. L. Hancock, Chelsea W. Morgan
{"title":"Disrupting Inequitable Family-Professional Decision-Making in EC/ECSE: Alternate Possibilities Through the Humanist Frame","authors":"C. L. Hancock, Chelsea W. Morgan","doi":"10.1177/02711214241259366","DOIUrl":"https://doi.org/10.1177/02711214241259366","url":null,"abstract":"Though families are recognized as educational decision-makers for their children, inequitable family-professional partnerships persist in early childhood and early childhood special education (EC/ECSE), particularly for marginalized families. In this article, we argue that to promote equitable decision-making and best meet the needs of young children from birth through age five and their families, EC/ECSE professionals can reframe family-professional partnerships through an alternate lens to disrupt and transform entrenched power dynamics. To this end, we first introduce two perspectives of knowledge and power, functionalism and humanism, and discuss how they contribute to decision-making in EC/ECSE. Then, we present a model to examine power and apply the model to contrast decision-making rooted in functionalist and humanist framings. To conclude, we provide recommendations for policy, research, and practice through the humanist frame.","PeriodicalId":504213,"journal":{"name":"Topics in Early Childhood Special Education","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141372778","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
Coaching Caregivers to Teach Responding to Joint Attention for Toddlers with Autism 指导护理人员向自闭症学步儿童传授共同关注的反应方法
Topics in Early Childhood Special Education Pub Date : 2024-05-21 DOI: 10.1177/02711214241255045
Gospel Y. Kim, Kathleen N. Tuck, Elisabeth J. Malone, Kathryn M. Bigelow
{"title":"Coaching Caregivers to Teach Responding to Joint Attention for Toddlers with Autism","authors":"Gospel Y. Kim, Kathleen N. Tuck, Elisabeth J. Malone, Kathryn M. Bigelow","doi":"10.1177/02711214241255045","DOIUrl":"https://doi.org/10.1177/02711214241255045","url":null,"abstract":"We examined the effectiveness of coaching on caregiver implementation of responding to joint attention (RJA) intervention for toddlers with autism. We used a nonconcurrent multiple-baseline across participants single-case research design to examine the relation between coaching practices and caregivers’ RJA intervention implementation behaviors. Results indicated caregiver coaching that incorporated a behavioral skills training model was an effective approach for coaching caregivers on RJA intervention and resulted in caregivers’ improved use of intervention procedures. All three toddlers with autism demonstrated an increased number of correct RJA behaviors; however, the level of behavioral change varies across children.","PeriodicalId":504213,"journal":{"name":"Topics in Early Childhood Special Education","volume":"115 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141115897","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
Future Topics 未来主题
Topics in Early Childhood Special Education Pub Date : 2024-02-01 DOI: 10.1177/02711214231221188
{"title":"Future Topics","authors":"","doi":"10.1177/02711214231221188","DOIUrl":"https://doi.org/10.1177/02711214231221188","url":null,"abstract":"","PeriodicalId":504213,"journal":{"name":"Topics in Early Childhood Special Education","volume":"37 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139814174","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
Future Topics 未来主题
Topics in Early Childhood Special Education Pub Date : 2024-02-01 DOI: 10.1177/02711214231221188
{"title":"Future Topics","authors":"","doi":"10.1177/02711214231221188","DOIUrl":"https://doi.org/10.1177/02711214231221188","url":null,"abstract":"","PeriodicalId":504213,"journal":{"name":"Topics in Early Childhood Special Education","volume":"54 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139874089","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
Classroom Sensing Tools: Revolutionizing Classroom-Based Research in the 21st Century 课堂传感工具：21 世纪课堂研究的革命性变革
Topics in Early Childhood Special Education Pub Date : 2024-01-11 DOI: 10.1177/02711214231220800
Tiffany J. Foster, Laura Justice, Hugo Gonzalez Villasanti, Dwight Irvin, Daniel Messinger
{"title":"Classroom Sensing Tools: Revolutionizing Classroom-Based Research in the 21st Century","authors":"Tiffany J. Foster, Laura Justice, Hugo Gonzalez Villasanti, Dwight Irvin, Daniel Messinger","doi":"10.1177/02711214231220800","DOIUrl":"https://doi.org/10.1177/02711214231220800","url":null,"abstract":"Sensing technologies that provide continuous, real-time information about teachers’ and students’ individual experiences are increasingly being applied to classroom-based research. Sensing technologies provide a possible alternative to costly and time-intensive in-person or hand-coded observations and have the potential to increase our present understanding of the vastly different experiences students within the same classroom often have. The goal of the present article is to provide an overview of sensing technologies, an explanation of how these technologies can be applied in early childhood classroom-based research, and examples of existing studies that have successfully implemented sensing technologies in the classroom environment.","PeriodicalId":504213,"journal":{"name":"Topics in Early Childhood Special Education","volume":"15 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139438816","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
Exploring the Structural Inequalities of the Individualized Education Program: A Dis/Ability Critical Race Theory Perspective 探索个性化教育计划的结构性不平等：残疾/能力批判种族理论视角
Topics in Early Childhood Special Education Pub Date : 2024-01-09 DOI: 10.1177/02711214231224417
Lisa N. Butterworth, Miranda L. Denham, Linda Hestenes
{"title":"Exploring the Structural Inequalities of the Individualized Education Program: A Dis/Ability Critical Race Theory Perspective","authors":"Lisa N. Butterworth, Miranda L. Denham, Linda Hestenes","doi":"10.1177/02711214231224417","DOIUrl":"https://doi.org/10.1177/02711214231224417","url":null,"abstract":"Disproportionality and inequity exist in the special education services that children receive based on factors such as race, geographic location, and resources of the school system. Overrepresentation and underrepresentation are both prevalent issues and can vary by region or school district and are likely due to multiple factors. Although several areas of special education services have been examined critically, one missing piece in the literature seems to be the writing and revising of the Individualized Education Program (IEP). The purpose of this paper is to examine the literature and background of special education services and the IEP, followed by an examination of the required portions of the IEP form and where the existing law might allow for implicit biases, specifically racism, to surface in the development of this program and its implementation.","PeriodicalId":504213,"journal":{"name":"Topics in Early Childhood Special Education","volume":"10 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139444201","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
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