A Study on the Perception of Early Childhood Teachers and Parents of Young Children with Disabilities Regarding the Application of the 2019 Revised Nuri Curriculum

2021 ◽  
Vol 21 (4) ◽  
pp. 121-146
Author(s):  
Hyeonjeong Choi ◽  
Jina Noh ◽  
Jieun Kim ◽  
Chanwoo Park ◽  
Hyun Ok Park ◽  
...  
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Children With Disabilities ◽  
Early Childhood Teachers ◽  
Young Children With Disabilities ◽  
Teachers And Parents

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.

Problem Solving in the Early Years

2017 ◽  
Vol 53 (4) ◽  
pp. 220-223 ◽  
Author(s):  
Lindsay Lile Diamond
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Young Children ◽  
Children With Disabilities ◽  
Early Childhood Teachers ◽  
Early Years ◽  
Critical Component ◽  
Young Children With Disabilities ◽  
Age Appropriate

Problem solving is recognized as a critical component to becoming a self-determined individual. The development of this skill should be fostered in the early years through the use of age-appropriate direct and embedded activities. However, many early childhood teachers may not be providing adequate instruction in this area. This column provides a summary of the importance of problem-solving instruction for young children with disabilities and outlines interventions to promote the development of this skill.

Impact of Challenging Behavior on Marginalized and Minoritized Caregivers of Children With Disabilities

2021 ◽  
pp. 027112142110520
Author(s):  
Nicole B. Adams ◽  
Stacy N. McGuire ◽  
Hedda Meadan ◽  
Melanie R Martin ◽  
Adriana K. Terol ◽  
...  
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Challenging Behavior ◽  
Mexican American ◽  
Children With Disabilities ◽  
Common Occurrence ◽  
Structured Interviews ◽  
Cultural Interpretation ◽  
Young Children With Disabilities ◽  
The Impact

Challenging behavior (CB) is a common occurrence in early childhood and frequently occurs in young children with disabilities. CB is also culturally perceived and includes differences in how caregivers understand and define the topography of CB. Despite the cultural interpretation, CB is known to impact the child and their family but there has been little exploration of what marginalized caregivers perceive as the impact of the CB that their young children with disabilities exhibit. We used semi-structured interviews to explore the perceptions of 24 caregivers, who identified as Black, Mexican American, and White, about the impact of their child’s CB. Caregivers shared how the CB impacted themselves, their families, their child, and others. Although much of the impact was similar among caregivers, we discuss nuanced differences across ethnic groups.

Early Childhood Intervention in China

2015 ◽  
Vol 18 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Yuzhu Zheng ◽  
Susan P. Maude ◽  
Mary Jane Brotherson
Keyword(s):  
Economic Development ◽  
Early Childhood ◽  
Young Children ◽  
Children With Disabilities ◽  
Service Providers ◽  
Developing Nations ◽  
Early Childhood Intervention ◽  
Educational Practices ◽  
Young Children With Disabilities ◽  
Childhood Intervention

Abstract With rapid economic development and increasing awareness of the importance of early childhood intervention (ECI), China is re-examining its social and educational practices for young children with disabilities. This re-examination may have a significant impact on young children with disabilities in China. It may also set an example for other developing nations. This article discusses ECI in China including relevant policies, laws, and practices. Currently, the current policies and laws related to ECI are rarely implemented in China and ECI is facing immense problems. In order to help promote the re-examination of ECI in China, the authors suggest areas of improvement for policies and practices in China in order to better support children, families, and service providers.

Authenticity in Early Childhood Assessment

2013 ◽  
Author(s):  
Marisa Macy ◽  
Steven J. Bagnato
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Best Practice ◽  
Children With Disabilities ◽  
Early Childhood Intervention ◽  
Early Childhood Assessment ◽  
Young Children With Disabilities ◽  
Conventional Tests ◽  
Practice Standards ◽  
Childhood Intervention

Conventional tests and testing practices are at odds with professional “best practice” standards in early childhood intervention. Moreover, conventional tests have been neither developed for nor field-validated on young children with disabilities for early intervention purposes. Dramatic changes are emerging in the assessment of young children, particularly those with developmental delays/disabilities. Interdisciplinary professionals must know and adhere to the professional practice standards for assessment in early childhood intervention. The National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (DEC) standards promote authentic assessment as the evidence-based alternative for young children to prevent the misrepresentation of young children with disabilities—the mismeasure of young children (Bagnato, Neisworth & Pretti-Frontczak, 2010).

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