A Study on Collaborative Experience and Support Needs of Early Childhood Special Education and General Education Teachers to the Implementation of Full Inclusive Classroom at Public Kindergartens

2021 ◽  
Vol 37 (1) ◽  
pp. 145-183
Author(s):  
Jeong Yeong Ah ◽  
Byoung In Lee
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
General Education ◽  
Early Childhood Special Education ◽  
General Education Teachers ◽  
Inclusive Classroom ◽  
Support Needs

Implementing Video Modeling to Improve Transitions Within Activities in Inclusive Classrooms

2017 ◽  
Vol 54 (4) ◽  
pp. 235-240 ◽  
Author(s):  
Carrie Hall ◽  
Aleksandra Hollingshead ◽  
Jennifer Christman
Keyword(s):  
Special Education ◽  
Autism Spectrum Disorders ◽  
General Education ◽  
Video Modeling ◽  
Autism Spectrum ◽  
General Education Teachers ◽  
Inclusive Classrooms ◽  
Inclusive Classroom ◽  
One Step ◽  
Spectrum Disorders

With an increase in the prevalence of autism spectrum disorders (ASDs) and the importance of providing inclusive educational settings, it is important for all teachers to utilize strategies that support learners’ needs. Due to the complexity of their needs, some students with ASD struggle with transitions within and across activities in schools. Transitions are defined as a change in activities or settings such as moving from one activity to another or moving from one step of an activity to the next. There are many strategies to support transitions in an inclusive classroom, however many of these strategies are traditionally associated with special education, and general education teachers may not feel prepared to implement them. This article focuses on possible applications of video modeling to support daily transitions in inclusive classrooms.

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.

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