A Narrative Inquiry Study on Inclusive Classroom Management Experience -with a Special Reference to Master’s Degree Program Students majored in early childhood special education at Graduate School of Special Education-

2019 ◽  
Vol 19 (3) ◽  
pp. 97-133
Author(s):  
Hyun-Sook Lee ◽  
Byoung-In Lee ◽  
Hyun-Geun Jo
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Classroom Management ◽  
Narrative Inquiry ◽  
Special Reference ◽  
Graduate School ◽  
Early Childhood Special Education ◽  
Degree Program ◽  
Inclusive Classroom ◽  
Management Experience

Legal Issues in Early Childhood Special Education

2021 ◽  
pp. 104420732110231
Author(s):  
Susan Larson Etscheidt ◽  
Stephanie L. Schmitz ◽  
Andi M. Edmister
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Students With Disabilities ◽  
Due Process ◽  
Transition Planning ◽  
Qualitative Content Analysis ◽  
Early Childhood Special Education ◽  
Educational Planning ◽  
Professional Collaboration ◽  
Education Act

Family and professional collaboration is beneficial to students, families, and educators. The importance of such collaboration was recognized for families of students with disabilities, resulting in provisions in the Individuals with Disabilities Education Act (IDEA) which ensure parental participation in educational planning. Despite the benefits of family and professional collaboration and IDEA mandate, many parents disagree with the educational planning decisions provided to their children and request due process hearings. Parents perceive a lack of opportunity to provide input and/or to disagree with schools’ perspectives. Parents of early childhood students report significant concerns about their child’s readiness for the transition to kindergarten and their limited role in transition planning as their children prepared to enter preschool programs. The purpose of this article was to examine the issues identified in parental complaints in early childhood special education (ECSE) through a qualitative content analysis of recent court cases. The results revealed six themes related to current issues in ECSE programs. We conclude with several recommendations for state policy makers to improve services in ECSE based on the DEC Recommended Practices.

The DEC Recommended Practices in Early Intervention/Early Childhood Special Education: Social Validation

2002 ◽  
Vol 25 (2) ◽  
pp. 120-128 ◽  
Author(s):  
Mary E. McLean ◽  
Patricia Snyder ◽  
Barbara J. Smith ◽  
Susan R. Sandall
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Intervention ◽  
Early Childhood Special Education ◽  
Social Validation ◽  
Recommended Practices
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