TY  - CHAP
AB  - Abstract Ensuring that young children with severe and multiple disabilities are active participants in all aspects of their lives and that they make meaningful progress toward valued life outcomes can be a daunting endeavor for families and early educators. In this chapter, we describe evidence-based strategies that can be harnessed to ensure that each child is provided with high-quality inclusive education. Initially, we lay the foundation for the chapter by asserting shared assumptions fundamental to early childhood/early childhood special education practices with topics including strengths-based approach, self-determination, all does mean all, and play as a right for all children. Next, components of a high-quality inclusive program for young children designed to support access, participation, and meaningful progress are described. These components include the following: (1) collaborative teaming; (2) family–professional partnerships; (3) authentic assessment linked to meaningful outcomes; (4) discipline-free, functional outcomes or goals; (5) responsive, developmentally appropriate environments; and (6) levels of instructional support (e.g. universal design for learning (UDL), differentiation, and individualization). A vignette is used to further illustrate how to apply the practices discussed.
VL  - 34
SN  - 978-1-78756-041-3, 978-1-78756-040-6/0270-4013
DO  - 10.1108/S0270-401320190000034008
UR  - https://doi.org/10.1108/S0270-401320190000034008
AU  - Horn Eva
AU  - Parks Stephanie
AU  - An Zhe (Gigi)
PY  - 2019
Y1  - 2019/01/01
TI  - Inclusive Special Education for Young Learners with Severe and Multiple Disabilities
T2  - Special Education for Young Learners with Disabilities
T3  - Advances in Special Education
PB  - Emerald Publishing Limited
SP  - 119
EP  - 137
Y2  - 2024/04/19
ER  -