倾听他们的声音：父母对双语学习者学前特殊教育评价的认知

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2021-04-12 DOI:10.1177/02711214211005853

Hattie Harvey, Erin Kinavey Wennerstrom

{"title":"倾听他们的声音：父母对双语学习者学前特殊教育评价的认知","authors":"Hattie Harvey, Erin Kinavey Wennerstrom","doi":"10.1177/02711214211005853","DOIUrl":null,"url":null,"abstract":"Advancing equity in early childhood education is crucial as our broader society faces issues of inequities across systems, including education. Professionals must honor children’s home language and cultural contexts, coming from a perspective of value and respect rather than from a traditionally dominant Eurocentric perspective. Through this study, we share the perspectives of 22 U.S. parents of dual-language learners (DLLs) as they experienced an evaluation for preschool special education. Through a mixed-methods approach using survey and interview data, three primary themes emerged: (a) relationships and interactions, (b) home language and cultural context, and (c) the evaluation process. Significant differences in satisfaction emerged between those who had participated in Part C Early Intervention services versus those who had not.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"43 1","pages":"46 - 59"},"PeriodicalIF":2.0000,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211005853","citationCount":"2","resultStr":"{\"title\":\"Hearing Their Voices: Parents’ Perceptions of Preschool Special Education Evaluations With Dual-Language Learners\",\"authors\":\"Hattie Harvey, Erin Kinavey Wennerstrom\",\"doi\":\"10.1177/02711214211005853\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Advancing equity in early childhood education is crucial as our broader society faces issues of inequities across systems, including education. Professionals must honor children’s home language and cultural contexts, coming from a perspective of value and respect rather than from a traditionally dominant Eurocentric perspective. Through this study, we share the perspectives of 22 U.S. parents of dual-language learners (DLLs) as they experienced an evaluation for preschool special education. Through a mixed-methods approach using survey and interview data, three primary themes emerged: (a) relationships and interactions, (b) home language and cultural context, and (c) the evaluation process. Significant differences in satisfaction emerged between those who had participated in Part C Early Intervention services versus those who had not.\",\"PeriodicalId\":47496,\"journal\":{\"name\":\"Topics in Early Childhood Special Education\",\"volume\":\"43 1\",\"pages\":\"46 - 59\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2021-04-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1177/02711214211005853\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Topics in Early Childhood Special Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/02711214211005853\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Topics in Early Childhood Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/02711214211005853","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 2

摘要

在我们整个社会面临包括教育在内的各系统不平等问题之际，促进幼儿教育公平至关重要。专业人士必须从价值和尊重的角度来尊重孩子的母语和文化背景，而不是从传统上占主导地位的以欧洲为中心的角度来考虑。通过本研究，我们分享了22位双语学习者(dll)家长在经历学前特殊教育评估时的观点。通过使用调查和访谈数据的混合方法，出现了三个主要主题:(a)关系和相互作用，(b)家庭语言和文化背景，以及(c)评估过程。参加过C部分早期干预服务的人与没有参加过早期干预服务的人在满意度上存在显著差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Hearing Their Voices: Parents’ Perceptions of Preschool Special Education Evaluations With Dual-Language Learners

Advancing equity in early childhood education is crucial as our broader society faces issues of inequities across systems, including education. Professionals must honor children’s home language and cultural contexts, coming from a perspective of value and respect rather than from a traditionally dominant Eurocentric perspective. Through this study, we share the perspectives of 22 U.S. parents of dual-language learners (DLLs) as they experienced an evaluation for preschool special education. Through a mixed-methods approach using survey and interview data, three primary themes emerged: (a) relationships and interactions, (b) home language and cultural context, and (c) the evaluation process. Significant differences in satisfaction emerged between those who had participated in Part C Early Intervention services versus those who had not.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Topics in Early Childhood Special Education EDUCATION, SPECIAL-

CiteScore

4.60

自引率

4.80%

发文量

期刊介绍： Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.