scholarly journals Critical Disability Studies and ‘Inclusive’ Early Childhood Education: The Ongoing Divide

2020 ◽  
pp. 1-26
Author(s):  
Nicole Eilers
Keyword(s):  
United States ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Inclusive Education ◽  
Disability Studies ◽  
The United States ◽  
Critical Disability Studies ◽  
Childhood Education ◽  
History Of ◽  
Inclusive Early Childhood

Critical Disability Studies (cds) provokes the field of early childhood ‘inclusion’ to reflect on its own complex history in order to identify how ableism has played a central role in the field’s development. However, the fields of early childhood ‘inclusive’ education and cds remain largely distinct. This paper explores the ongoing separation between these fields in the context of the United States. I begin by providing a brief overview of the history of cds and early childhood ‘inclusive’ education as distinct fields. Then, I discuss the divide between these two fields, analyzing their contemporary states, and describing the factors that facilitate the distance between them.

scholarly journals Inclusive Early Childhood Education for Children With and Without Autism: Progress, Barriers, and Future Directions

2021 ◽  
Vol 12 ◽  
Author(s):  
Michael Siller ◽  
Lindee Morgan ◽  
Quentin Wedderburn ◽  
Sally Fuhrmeister ◽  
Asha Rudrabhatla
Keyword(s):  
United States ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
The United States ◽  
Childhood Education ◽  
Model Schools ◽  
Children With Asd ◽  
Young Children With Disabilities ◽  
Inclusive Early Childhood

University-affiliated lab and model schools play an important role in creating educational innovations in inclusive early childhood education (ECE) for young children with Autism Spectrum Disorder (ASD). In the United States, access to inclusive high-quality ECE programs for young children with disabilities has been required by law for over 40 years, has been recommended by leading professional organizations, and has been emphasized in federal public policy initiatives. Yet, improvement in the rates of young children with disabilities experiencing inclusion has been limited. This review article consists of three parts. First, we identify and describe four barriers to wide-scale implementation of inclusive ECE programs for children with ASD in the US. These barriers include (1) the fragmented nature of the ECE system in the United States, (2) the age at which ASD is typically first diagnosed in the community, (3) the diverse presentation/support needs of children with ASD, and (4) the thoughts and feelings of parents of children without disability about inclusion. Second, we used a snowball sampling approach to identify nine leading university-affiliated, inclusive lab and model schools for young children with ASD. By describing these programs, we highlight similarities and differences between programs, and capture the unique ways in which these programs adapt to local conditions, resources, and barriers (e.g., federal and state regulations, funding sources, community resources, institutional structures and priorities, professional orientation and training, access to families and staff). Finally, we propose a roadmap for researchers focused on the development, evaluation, and implementation of community-viable inclusive ECE programs in ASD. This roadmap leverages synergies between inclusive university-affiliated lab and model preschools in ASD, and proposes the formation of a research network that creates an infrastructure for cross-program collaboration.

Child Care Services

2013 ◽  
Author(s):  
Laura Lein
Keyword(s):  
United States ◽  
Early Childhood ◽  
Child Care ◽  
Early Childhood Education ◽  
The United States ◽  
Publicly Funded ◽  
Childhood Education ◽  
Care Services ◽  
Custodial Care ◽  
Child Care Services

Child care services, enabling parents to commit themselves to paid employment while providing a supervised environment for their children, have a long and complex history in the United States. Child care services can provide children with educational and other advantages, as well as custodial care. In fact, the United States has multiple kinds of services providing child care and early childhood education. Publicly funded services have concentrated on care for impoverished children and those facing other risks or disadvantages, but many of these children and their families remain unserved because of gaps in programs and lack of support for subsidies, while other families purchase the services they need.

scholarly journals Introduction: Disability Studies in Education—Critical Conversations

2020 ◽  
Vol 9 (5) ◽  
pp. 1-19
Author(s):  
Patty Douglas ◽  
Alan Santinele Martino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Community Health ◽  
Inclusive Education ◽  
Disability Studies ◽  
Canadian Journal ◽  
Academic Disciplines ◽  
Special Issue ◽  
Childhood Education ◽  
Disability Studies In Education

This special issue of the Canadian Journal of Disability Studies brings together 19 articles by scholars and activists across broad academic disciplines and activist communities— from disability studies to inclusive education, early childhood education, decolonial studies, feminist anti-violence organizing, community health and more—as well as geopolitical locations.

scholarly journals Young children’s citizenship membership and participation: comparing discourses in early childhood curricula of Australia, New Zealand and the United States

2021 ◽  
Author(s):  
LG Phillips ◽  
Jenny Ritchie ◽  
JK Adair
Keyword(s):  
United States ◽  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Young Children ◽  
Comparative Education ◽  
Civic Participation ◽  
The United States ◽  
Childhood Education ◽  
Children And Childhood

© 2018, © 2018 British Association for International and Comparative Education. Recognition of young children as citizens is relatively new in sociology, with translation emerging into education. Discourses of children and childhood shape ideas of young children as citizens and national discourses of citizenship frame what civic participation can be. The authors analysed national early childhood education curricula frameworks of Australia, New Zealand and the United States to understand how discourses authorise constructions of children as citizens and opportunities for young children’s civic participation. They sought to locate how children are positioned as citizens and what opportunities there are for young children’s citizenship participation in national early childhood curricula documents of Australia, New Zealand and the United States. Illustrative examples of children’s citizenship membership and participation from the three nations’ early childhood curricula were critically read to locate how prevalent discourses of children, childhood and citizenship in each nation define children as citizens and shape possibilities for citizenship participation for young children.

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