The Effects of Individualized Curriculum Based Inclusive Education Support Consulting on Early childhood teacher’s Teacher Efficacy, Interaction Behavior and Young Children with Disabilities’s Goals Attainment

2019 ◽  
Vol 19 (4) ◽  
pp. 141-163
Author(s):  
Eui-Jung An ◽  
SoHyun Lee
Keyword(s):  
Early Childhood ◽  
Teacher Efficacy ◽  
Young Children ◽  
Inclusive Education ◽  
Interaction Behavior ◽  
Education Support

scholarly journals Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Critical Race Theory ◽  
Young Children ◽  
Inclusive Education ◽  
Critical Race ◽  
Children And Families ◽  
Race Theory ◽  
Children Of Color ◽  
Educational Processes

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

Young Children and Inclusion

2020 ◽  
Author(s):  
Annabella Cant
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Learning Environment ◽  
Inclusive Education ◽  
Well Being ◽  
Relationship Building ◽  
Physical And Mental Health ◽  
Childhood Education ◽  
Support Teacher

Inclusive education is the focus of many thinkers, researchers, teachers, early-childhood educators, and policymakers. It is a current concern of most Western societies. The concept of inclusive education was introduced only in the 1990s, when it replaced the previous concepts of integration and mainstreaming; however, the expressed need and advocacy for inclusion go further back in history. The enormous shift is still felt by many educational institutions. The shift means that it is not the job of the child to adapt to the typical environment, but it is the complex educational ecosystem that needs to be ready for caring, educating, and ensuring success to all children, with or without diversabilities. The necessary progression is one from considering diverse groups of children in an equalizing way, to considering them in an equitable way. Inclusive early-childhood education proposes an environment catered around the unique needs of each child within the classroom. As in many other areas of education, change needs to start early, and, yet, research about the inclusion of young and very young children is not overwhelmingly prevalent. In the 2020s, inclusive practice refers to all differences, not only the ones affecting children’s physical and mental health, including race, gender, culture, ethnicity, language, socioeconomic status, age, etc. If young children grow up in homes and educational environments infused with inclusion, they may become more comfortable engaging in discourses of inequality and exclusion. If their learning environment models positive and genuine relationship building with anyone around them, regardless of their difference, children will grow up being advocates for and allies of the people whom society keeps on silencing. Early inclusion is paramount. So, what hinders the universal adoption of inclusive practices in early-childhood education? Among factors that constitute barriers of inclusion, we find politics, resources, support, teacher education, parents’ and teachers’ perceptions and needs, different philosophical interpretations of the concept of early inclusion, and many others. The current studies in the field of early-childhood inclusion show that there is an acute need for knowledge, collaboration, and support. Parents, policymakers, teachers, and other decision-making adults should start giving children agency and invite them to contribute to decisions that concern their well-being. Being inclusive in early-childhood education means to have trust in the competency of all young children, to cherish difference, to cultivate a respectful learning environment, to work with heart, to welcome and build strong relationships with families of all children, to be in touch with current research in the field of inclusive education, and to see inclusion as a feeling of belonging, being valued, and being respected. Inclusion is fluid as a river, but these are the stones that should always guide its course and flow.

scholarly journals Understanding Inclusive Early Childhood Education: A Capability Approach

2012 ◽  
Vol 13 (4) ◽  
pp. 290-299 ◽  
Author(s):  
Kathryn Underwood ◽  
Angela Valeo ◽  
Rebecca Wood
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Capability Approach ◽  
Social Needs ◽  
Education Practice ◽  
Childhood Education ◽  
The Capability Approach

This article explores the application of current discourse in inclusive education, particularly the capability approach and its utility in early childhood education. The article highlights the tensions between a rights-based discourse that informs inclusive education practice and the right for children to have early intervention. Structural approaches to supporting children with disabilities are examined. These structural approaches are evaluated using the framework developed using the capability approach. The article aims to ease some of the tensions that arise from differing philosophical approaches to education for young children, and to provide a framework for addressing the developmental and social needs of young children with disabilities.

scholarly journals Quality Inclusion of Young Children with Disabilities: Taking a Stance to Support Early Childhood Leaders

2021 ◽  
Author(s):  
Sara Movahedazarhouligh
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Learning Goals ◽  
Best Interest ◽  
Improved Outcomes ◽  
Outcomes For Children

In the educational lexicon, inclusion is not a term, rather a philosophy that values and advocates for every child’s right to quality education and learning to develop their skills and realize their full potentials. Research over the past 40 years has demonstrated that inclusive education is associated with improved outcomes for children and students with disabilities. In early childhood (EC) education, inclusive education is in the best interest of all young children to improve their sense of belonging and membership, positive social relationships and friendships, and learning goals. As more EC programs, schools, and educational settings move toward including children with disabilities in general education settings, a need exists to better prepare EC professionals, most importantly EC leaders as gatekeepers of quality to better enhance and facilitate inclusive instructional opportunities for children with disabilities. This chapter focuses on EC leaders’ role in developing, adopting, and supporting inclusive education with recommendations to implement and sustain quality inclusive education practices in EC programs and settings.

scholarly journals EXPLORING THAI EARLY CHILDHOOD TEACHERS’ UNDERSTANDING, BELIEFS AND CONCERNS OF INCLUSIVE EDUCATION: A CASE STUDY OF AN EARLY CHILDHOOD CENTRE

2016 ◽  
pp. 16-32
Author(s):  
Sunanta Klibthong
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Inclusive Education ◽  
Early Childhood Teachers ◽  
Capital City ◽  
Framework Analysis ◽  
Group Discussions ◽  
Religious Issues ◽  
Young Children With Disabilities

This study explores early childhood teachers' understanding of inclusion, beliefs and concerns about including young children with disabilities in early childhood programmes in Thailand. The study adopted a qualitative approach of group discussions to gather data from nine early childhood teachers selected from one large preschool enrolling 255 children aged 2-6 years in Bangkok, the capital city of Thailand. Using framework analysis (Ritchie & Spencer, 1994), the findings point to basic conceptualisations of inclusion with beliefs and concerns related to three important themes: (i) cultural and religious issues, (ii) training issues and (iii) type of disability as the main barriers to inclusive education of young children. How to support the teachers to accept all children and practise inclusion in totality have also been discussed.

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