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Book part
Publication date: 7 January 2019

Jeffrey P. Bakken

The field of special education has come a long way with regard to providing services for young children with disabilities; but, more investigative research is needed. From…

Abstract

The field of special education has come a long way with regard to providing services for young children with disabilities; but, more investigative research is needed. From the very beginning, young children with disabilities were not served in our public schools. This created turmoil for families and parents, and advocacy groups then got involved to spearhead the development of federal laws to support these young children. Through these federal laws and with the help of teachers, researchers, and other key professionals, young children with disabilities were more openly identified, assessments were created and evaluated, and interventions for their success were created and measured. Family-centered services were created so that parents could be involved with the development of their children. In the same vein, evidence-based practices were developed and enacted. Another area that has helped these children is assistive technology with a focus on literacy, communication, and other educational areas. While the field of special education has come a long way, there is more to do. This chapter and volume highlight what has been done and what can be done to enhance the education of young children with an array of disabilities.

Details

Special Education for Young Learners with Disabilities
Type: Book
ISBN: 978-1-78756-041-3

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Book part
Publication date: 7 January 2019

Emily C. Bouck and Courtney Maher

The term intellectual disability is broad and encompassing. Regardless of the severity of a child’s intellectual disability, early education is important. This chapter…

Abstract

The term intellectual disability is broad and encompassing. Regardless of the severity of a child’s intellectual disability, early education is important. This chapter discusses educational considerations of young learners with intellectual disability. Specially, the chapter focuses on academics, life skills, social skills and social development, and behavior. Instructional content and instructional strategies are shared for these areas considering young children, although particular attention in paid to preschool and early elementary age students.

Details

Special Education for Young Learners with Disabilities
Type: Book
ISBN: 978-1-78756-041-3

Keywords

Book part
Publication date: 7 January 2019

Eva Horn, Stephanie Parks and Zhe (Gigi) An

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…

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.

Article
Publication date: 15 March 2010

Jan Blacher, Bonnie Kraemer and Erica Howell

The differential impact of young adult diagnosis on families during the period of transition from school to adult life was examined. Participants were parents of 246 young

Abstract

The differential impact of young adult diagnosis on families during the period of transition from school to adult life was examined. Participants were parents of 246 young adults with severe learning disability aged 18‐26. Young adults were classified into four diagnostic groups: autism (N = 30), Down's syndrome (N = 68), cerebral palsy (N = 95) and an undifferentiated learning disability group (N = 53). Research questions pertained to parent expectations about their young adults' transition to living and working environments post high school. Parental satisfaction and worries were also assessed. The results indicated more community expectations of work for young adults with Down's syndrome, and more restrictive expectations for young adults with autism, including more expectations that young adults with autism would move out of the family home into a residential environment. Parents of young adults with autism also worried significantly more about various aspects of transition than other parent groups.

Details

Advances in Mental Health and Learning Disabilities, vol. 4 no. 1
Type: Research Article
ISSN: 1753-0180

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Book part
Publication date: 25 September 2020

Deborah Tamakloe

In this chapter, my aim is to describe and analyse conceptually and provide direction for the identification, selection and use of assistive technologies (ATs) to support…

Abstract

In this chapter, my aim is to describe and analyse conceptually and provide direction for the identification, selection and use of assistive technologies (ATs) to support the education and development of young children with disabilities. The chapter discusses the quality of early intervention practices and the pragmatic role of ATs in delivering effective early intervention impacts. In making this case, the chapter draws upon Vygotsky's cultural-historical theory to illuminate how ATs can be selected and used effectively in schools to enable all young children to thrive in their learning and development in inclusive classrooms.

Details

Assistive Technology to Support Inclusive Education
Type: Book
ISBN: 978-1-78769-520-7

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Book part
Publication date: 23 July 2014

Ling-Ling Tsao and Juhee Sung

The intention is to introduce the conceptual framework proposed by Brown, Odom, and Conroy (2001) for the implementation of social interaction intervention. This tiered…

Abstract

The intention is to introduce the conceptual framework proposed by Brown, Odom, and Conroy (2001) for the implementation of social interaction intervention. This tiered system organizes intervention strategies for early childhood professionals to make informed decision on how to promote social interactions of young children who are at risk for social competence difficulties in inclusive early childhood programs.

Details

Early Childhood and Special Education
Type: Book
ISBN: 978-1-78350-459-6

Keywords

Book part
Publication date: 7 January 2019

Festus E. Obiakor, Sunday O. Obi, Cheryl A. Utley, Jessica Graves and Tachelle Banks

Children with disabilities are made to be invisible, excluded from school, hidden by their families, and abandoned by their governments, especially in developing…

Abstract

Children with disabilities are made to be invisible, excluded from school, hidden by their families, and abandoned by their governments, especially in developing countries. These children are less likely to start school; and if they do, they are unlikely to transition to secondary school. Access to quality programs or schools for children with disabilities is often limited by the lack of understanding about their needs, well-prepared or trained teachers, classroom supports, learning resources, and facilities. Denying these children their right to education has a lifelong impact on learning, achievement, and employment opportunities, and thus hinder their potential economic, social, and human developments. To ensure that all children enjoy their basic human rights without discrimination, the inclusion of children with disabilities should be promoted in all programs and schools. In addition, they must be included to ensure their presence, participation, and achievement. Regardless of ability, all children have a right to reach their full potential. It is critical to build the political will, policies, and infrastructure for truly inclusive programs. In this chapter, we examine historical trends, important relevant issues, and legislations that protect young learners with disabilities (the 13 categories) and the challenges and advances made in special education advocacy and policy to enable or enhance positive direction for the education of young learners with disabilities.

Details

Special Education for Young Learners with Disabilities
Type: Book
ISBN: 978-1-78756-041-3

Keywords

Book part
Publication date: 23 July 2014

Hsuying C. Ward

This chapter discusses issues and strategies on engaging first generation immigrant parents of young children with exceptionalities. It describes challenges and obstacles…

Abstract

This chapter discusses issues and strategies on engaging first generation immigrant parents of young children with exceptionalities. It describes challenges and obstacles faced by immigrant families and the professionals who serve them with a focus on Latino and Chinese immigrant families, given that Latino and Chinese are two largest immigrant groups to the United States. Available literature in early childhood education and nursing suggests that communication, financial stress, and cultural values are critical issues faced by immigrant families of young children with exceptionalities, regardless their immigrant status. Effective engagement with these families can only be achieved through positive attitudes, care, empathy, and sincere communication. Building the cultural competence, collaboration skills, and repertoire of early childhood professionals on assisting these parents access school and community resources will make the work of engaging these parents more fruitful. Most importantly, early childhood professionals must recognize and capitalize on the strengths of immigrant parents of young children with exceptionalities and encourage their participation as an equal partner to support their child’s education. The chapter is concluded with a list of practical strategies for early childhood educators to better collaborate with immigrant parents of young children with disabilities.

Book part
Publication date: 22 February 2010

M. Susan Burns, Julie K. Kidd and Tamara Genarro

Young children write to learn the alphabetic code, take notes to help them remember, and provide meaningful text to others. These are cognitively and linguistically…

Abstract

Young children write to learn the alphabetic code, take notes to help them remember, and provide meaningful text to others. These are cognitively and linguistically complex processes. Reciprocal relationships among the development of writing, the purposes of writing, and the learners of interest impact instructional approaches and student outcomes. Teachers can increase success when they provide explicit and systematic self-regulation and writing instruction, view children as collaborators in the process, provide scaffolding that gradually shifts the responsibility to the children, and adapt instruction to meet the abilities and interests of the children. Effective instructional practices for young children with disabilities or who are at risk, are presented, for example, scaffolded writing, the use of graphic organizers, and self-regulated strategy development.

Details

Literacy and Learning
Type: Book
ISBN: 978-1-84950-777-6

Book part
Publication date: 7 January 2019

Kathleen A. King Thorius, Tammera S. Moore and M. Nickie Coomer

We reviewed three existing reviews of literature: two related to cultural and linguistic diversity in well-regarded special education research outlets including Advances

Abstract

We reviewed three existing reviews of literature: two related to cultural and linguistic diversity in well-regarded special education research outlets including Advances in Special Education, and the third regarding constructions of culture, race, disability, and risk in early childhood and early childhood special education (ECSE) literature. Some of our findings reflected ongoing oppressions for young children at the intersections of race, disability, and other forms of social difference to which negative treatment has been attached, including static and deficit-based framings of disability, reliance on whiteness, and English as the norm for developmental benchmarks, and failure to account for disability beyond medical models. We present a preliminary framework for special education research and practice considerations in order to remediate these issues in ECSE for young learners of color, among others, with disabilities.

Details

Special Education for Young Learners with Disabilities
Type: Book
ISBN: 978-1-78756-041-3

Keywords

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