A Review of Trends and Future directions in Qualitative Research related to Families of Infant & Young Children with Disabilities - With a Special Reference to Korean Special Education Peer-Reviewed Journal Articles Published from 2007 to 2018 -

2019 ◽  
Vol 19 (4) ◽  
pp. 71-101
Author(s):  
Hyungeun Jo
Keyword(s):  
Qualitative Research ◽  
Special Education ◽  
Young Children ◽  
Special Reference ◽  
Children With Disabilities ◽  
Journal Articles ◽  
Future Directions ◽  
Young Children With Disabilities

Abuse and Young Children With Disabilities

2017 ◽  
Vol 39 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Catherine Corr ◽  
Rosa Milagros Santos
Keyword(s):  
Young Children ◽  
Children With Disabilities ◽  
Service System ◽  
The United States ◽  
Child Abuse Prevention ◽  
Future Directions ◽  
Complex Needs ◽  
Young Children With Disabilities ◽  
Education Improvement ◽  
Prevention And Treatment

Legislation in the United States, such as the Child Abuse Prevention and Treatment Act and the Individuals With Disabilities Education Improvement Act, mandates service system collaboration to meet the complex needs of young children with disabilities who have experienced abuse. This literature review examines extant literature related to young children with disabilities who have experienced abuse. Gaps in the literature are identified and future directions are discussed.

scholarly journals Early Childhood Special Education: Insights from Educators and Families

2012 ◽  
Vol 4 (2) ◽  
pp. 59 ◽  
Author(s):  
Marie Tejero Hughes ◽  
Diana Martinez Valle-Riestra
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Young Children ◽  
Children With Disabilities ◽  
Adult Child ◽  
Early Childhood Special Education ◽  
The United States ◽  
Urban City ◽  
Young Children With Disabilities ◽  
Teachers And Parents

Programs and services designed to meet the needs of young children with disabilities have increased substantially in recent years, often times without evaluating how effective the programs and services are at meeting the needs of children and families. This study sought to investigate how principals, teachers, and parents perceived how Early Childhood Special Education (ECSE) programs across 31 schools in a large, urban city in the United States (US) meet the needs of young children and their families. Thirty principals, 45 teachers, and 301 families participated in the investigation. Overall, all stakeholders identified the programs’ structure, personnel, and home to school connections as strengths. They also believed that ECSE programs were an appropriate place for young children with disabilities. Families and teachers indicated satisfaction with the frequency of communication; however, both families and principals still wanted to see an increase in communication between home and school. Areas needing improvement included critical elements needed in ECSE programs related to human resources, increased funding, and appropriate adult-child ratios. Implications for practice are discussed.

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