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Journal articles on the topic 'Early childhood special education'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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1

Gotts, Edward Earl. "Early Childhood Special Education." Topics in Early Childhood Special Education 5, no. 1 (April 1985): 97–99. http://dx.doi.org/10.1177/027112148500500109.

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2

Su-Min, Ryu, Lee Ha-Jeong, and Han An-Na. "Early Childhood Education Teachers’ Metaphors on Early Childhood Special Education." Korean Society for Child Education 24, no. 2 (May 25, 2015): 169–88. http://dx.doi.org/10.17643/kjce.2015.24.2.10.

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3

Wolery, Mark, and Donald B. Bailey. "Early Childhood Special Education Research." Journal of Early Intervention 25, no. 2 (April 2002): 88–99. http://dx.doi.org/10.1177/105381510202500204.

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4

Darrow, Alice-Ann. "Early Childhood Special Music Education." General Music Today 24, no. 2 (October 5, 2010): 28–30. http://dx.doi.org/10.1177/1048371310385329.

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5

Bredekamp, Sue. "The Relationship Between Early Childhood Education and Early Childhood Special Education." Topics in Early Childhood Special Education 13, no. 3 (July 1993): 258–73. http://dx.doi.org/10.1177/027112149301300305.

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6

DINNEBEIL, LAURIE A., WILLIAM F. McINERNEY, JEANETTE ROTH, and VIDYA RAMASWAMY. "Itinerant Early Childhood Special Education Services." Journal of Early Intervention 24, no. 1 (January 2001): 35–44. http://dx.doi.org/10.1177/105381510102400106.

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7

McAfee, James K. "Liability in Early Childhood Special Education." Topics in Early Childhood Special Education 5, no. 1 (April 1985): 39–51. http://dx.doi.org/10.1177/027112148500500105.

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8

Garrett, Judith N., and Michael F. Kelley. "Early Childhood Special Education: Workplace Realities." Childhood Education 76, no. 5 (August 2000): 267–76. http://dx.doi.org/10.1080/00094056.2000.10522112.

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9

Bowe, Frank G. "Ethics in early childhood special education." Infants & Young Children 7, no. 3 (January 1995): 28–37. http://dx.doi.org/10.1097/00001163-199501000-00005.

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10

Liu, Yi-Juin, Alba A. Ortiz, Cheryl Y. Wilkinson, Phyllis Robertson, and Millicent I. Kushner. "From Early Childhood Special Education to Special Education Resource Rooms." Assessment for Effective Intervention 33, no. 3 (June 2008): 177–87. http://dx.doi.org/10.1177/1534508407313247.

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11

LeeSoonja. "Becoming an Early Childhood Special Education Teacher in an Early Childhood Education Institution." Journal of Anthropology of Education 20, no. 4 (December 2017): 91–159. http://dx.doi.org/10.17318/jae.2017.20.4.003.

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12

Hong, Eun Suk, Gye Shin Park, and Hyun Sook Kim. "The Experiences and Needs of Early Childhood Special Education Teachers for the Organizational Culture of Early Childhood Special Education Institutions." Korean Journal of Early Childhood Special Education 22, no. 3 (September 30, 2022): 1–30. http://dx.doi.org/10.21214/kecse.2022.22.3.1.

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The purpose of this study is to examine the experiences and needs of early childhood special education teachers for the organizational culture of early childhood special education institutions. A focus group interview was conducted with 11 early childhood special education teachers working for special classes in kindergarten and special education kindergartens. As a result of the study, 3 themes, 11 subcategories, and 30 main concepts were derived. Specific research results are as follows. First, early childhood special education teachers presented four types of organizational culture experiences according to the differences in the method of pursuing values and flexibility of institutions. In other words, it is a relationship-oriented culture, a performance-oriented culture, a hierarchy-oriented culture, and a chaotic organizational culture that is difficult to be explained by the preceding three models. Second, early childhood special education teachers presented negative experiences with respect to organizational fairness such as mutual fairness, procedural fairness, and distribution fairness. Third, early childhood special education teachers said that it is necessary to make an active effort on their own to realize the unique identity of early childhood special education teacher along with the improvement of democratic and organizational culture. In addition, they emphasized the need for awareness-raising training for institutional members and securing fairness in the promotion system for early childhood special education teacher. Based on the results of this study, future improvement plans for the organizational culture of early childhood special education institutions were suggested.
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13

Currie, Janet. "Early Childhood Education Programs." Journal of Economic Perspectives 15, no. 2 (May 1, 2001): 213–38. http://dx.doi.org/10.1257/jep.15.2.213.

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This paper discusses early childhood education programs: their goals; effectiveness; optimal timing, targeting, and content; and costs and benefits. Early intervention has significant short- and medium-term benefits: most notably it reduces grade repetition and special education costs, and provides quality child care. The effects are greatest for more disadvantaged children. Some model programs have produced exciting improvements in educational attainment and earnings and have reduced welfare dependency and crime. The jury is still out on the long-term effects of Head Start, but Head Start would pay for itself if it produced a quarter of the long-term gains of model programs.
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14

Prudnikova, Ilga, and Jekaterina Jankovska. "Analyze of early childhood education in the context of inclusive education." Social welfare : interdisciplinary approach 5, no. 2 (December 28, 2015): 74–81. http://dx.doi.org/10.15388/sw.2015.28178.

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Early childhood education means a sequence of levels of education, where the foundation is the concept of "early childhood.” Early childhood is a foundation for social skills knowledge and advances on the following level of education. The imposition of necessary support measures in the education and care of pre-school process provides successive children with special needs inclusion in next level of education. Qualitative early childhood education and care system development principle is that of making early childhood education available for appropriate needs of children and family. The article main tasks is analyze about statistic of early childhood available, analysis of the theories of early development and early child with special needs inclusion education.
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15

Whaley, Kathy Thompson, and Teresa C. Bennett. "Promoting Engagement in Early Childhood Special Education." TEACHING Exceptional Children 23, no. 4 (July 1991): 51–54. http://dx.doi.org/10.1177/004005999102300412.

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16

Katims, David S. "Emergent Literacy in Early Childhood Special Education." Topics in Early Childhood Special Education 11, no. 1 (April 1991): 69–84. http://dx.doi.org/10.1177/027112149101100108.

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17

Davis, Carol Ann, Michael P. Brady, and Nella B. Anderson. "Special Education Dissertation Research in Early Childhood." Topics in Early Childhood Special Education 13, no. 2 (April 1993): 202–15. http://dx.doi.org/10.1177/027112149301300208.

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18

ODOM, SAMUEL L., MARY E. McLEAN, LAWRENCE J. JOHNSON, and MARGARET J. LAMONTAGNE. "Recommended Practices in Early Childhood Special Education." Journal of Early Intervention 19, no. 1 (January 1995): 1–17. http://dx.doi.org/10.1177/105381519501900101.

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19

Niland, Amanda, and Patricia A. St. John. "Special issue on early childhood music education." Research Studies in Music Education 38, no. 1 (May 9, 2016): 3–7. http://dx.doi.org/10.1177/1321103x16641855.

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20

Mcinerney, William F., and NATALIE M. ABELL. "Assessment Issues in Early Childhood Special Education." School Psychology International 9, no. 3 (August 1988): 175–88. http://dx.doi.org/10.1177/0143034388093002.

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21

Sandall, Susan R., Barbara J. Smith, Mary E. Mclean, and Alison Broudy Ramsey. "Qualitative Research in Early Intervention/Early Childhood Special Education." Journal of Early Intervention 25, no. 2 (April 2002): 129–36. http://dx.doi.org/10.1177/105381510202500210.

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22

McConnell, Scott R. "Assessment in Early Intervention and Early Childhood Special Education." Topics in Early Childhood Special Education 20, no. 1 (January 2000): 43–48. http://dx.doi.org/10.1177/027112140002000108.

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23

Konrad, Franz-Michael. "Early Childhood Education." History of Education Quarterly 49, no. 2 (May 2009): 238–40. http://dx.doi.org/10.1111/j.1748-5959.2009.00200.x.

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As a historian of early childhood education in German-speaking Europe, I am struck by the outstanding role that Friedrich Froebel, or rather his ideas, played in all the countries described in the six essays. This is not really new since even the first historiographic articles in German-speaking countries already pointed out Froebel's role internationally. The worldwide spread of Froebel's educational teachings remains the subject of German research to this day. And yet it is still so remarkable to see how Froebel's philosophy of education—which had its origins in the spirit of romanticism and which seems strange even to German audiences—has succeeded in establishing itself in different cultures and for different reasons. Just think of Italy in the second half of the nineteenth century (James C. Albisetti), of post-revolutionary Russia ruled by the Bolsheviks (Yordanka Valkanova), of Great Britain, France, and the United States. Even in Asian countries we can find evidence of Froebel's influence, for example, in Korea and in Japan (on Japan, Kathleen Uno). In spite of the differences between these countries and their cultures, Froebel's pedagogy has succeeded in playing an influential role in all of them. Extant institutions for the care and education of preschool children developed into modern kindergartens under the influence of Froebel's teachings. In the end it was always about making it possible for young children to learn and, at the same time, taking into account the very special way learning occurs in these early years as an active, action-based and almost effortless kind of learning. Froebel found an answer to this problem. With his gifts he gave the answer in a simple and yet brilliant manner which was, despite its origins in German idealism, apparently unrelated to culture.
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24

Meaney, Tamsin, Elin Kirsti Lie Reikerås, and Camilla N. Justnes. "Special issue on mathematics in early childhood education." Nordisk barnehageforskning 20, no. 2 (April 11, 2023): 1–4. http://dx.doi.org/10.23865/nbf.v20.494.

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"Mathematics is an important part of children’s daily life. The value of mathematics for young children is reflected in curricula for early childhood in the Nordic countries and consequently, mathematics education courses are included in teacher education for early childhood. However, mathematics in early childhood education is understood in different ways, influenced by both politics and research, and practitioners’ approach to the field. As a field of research, mathematics education for young children is fairly new in the Nordic countries."
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25

Park, So-young, Song ha Yoon, and Jang Soon Yoo. "Roles and Support Needs of Early Childhood Special Education Teacher in Special Education Support Centers." Korean Journal of Early Childhood Special Education 22, no. 2 (June 30, 2022): 151–73. http://dx.doi.org/10.21214/kecse.2022.22.2.151.

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The purpose of this study is to investigate the roles, difficulties, points of reward, and support needs of early childhood special education teachers working in special education support centers through their experiences and perception. For the research method, Focus Group Interview(FGI) was conducted with 6 early childhood special education teachers who had more than 2 years of work experience in special education support center. As a result of the study, 5 categories and 23 sub-themes were derived. In the special education support center, the duties and roles of early childhood special education teachers were diagnosis and evaluation, itinerant education, therapy support, infant class operation, in-service training program operation, etc. They felt the reward of working in the special education support center was positive and rewarding in the center's administrative work, and infant class operation support. The difficulties were to complaints, conducting diagnostic evaluations, appropriate placement according th children’s educational needs, counseling with parents, lack of understanding of work due to lack of work and field experience. The improvement related to the work of the special education support center required division of work, systematic training support, and a balanced teacher arrangement. Needs for support related to the work of the special education support center included administrative and financial support and placement of a special education supervisor for early childhood special education. Based on the results of this study, the role of early childhood special education teachers working in the special education support center and improvement measures were discussed to strengthen their professionalism.
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26

Copland, Ian. "Developmentally Appropriate Practice and Early Childhood Special Education." Australasian Journal of Early Childhood 20, no. 4 (December 1995): 1–4. http://dx.doi.org/10.1177/183693919502000402.

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This paper examines issues related to current practice in early childhood special education in the light of developmentally appropriate practice. The emerging debate revolves around the ‘appropriateness’ of DAP principles to the education of young children with disabilities. In particular, the importance placed on play in mainstream early childhood education and whether this can be transferred successfully to special education programs. The emergence of transactional/ecological approaches to early intervention appear to be addressing this issue. This approach is examined. The aim of this paper is, however, to stimulate further debate on the applicability of DAP to early childhood special education. Some possible future directions for research are discussed.
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27

Prakash, Dr S. Santhi, Aswani Vempati, Aparna Ravichandran, and Dr S. G. R. Prakash Dr. S. G. R. Prakash. "Quality of Early Childhood Education in Special Schools of Andhra Pradesh: A Survey." Paripex - Indian Journal Of Research 3, no. 3 (January 15, 2012): 52–54. http://dx.doi.org/10.15373/22501991/mar2014/17.

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28

Gaspar, Catherine R., and Laudan B. Jahromi. "Parent Perspectives of Early Childhood Special Education Transition." Infants & Young Children 37, no. 3 (June 12, 2024): 193–215. http://dx.doi.org/10.1097/iyc.0000000000000268.

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The transition from early childhood special education into school-based special education services is often the first major educational change for children with special needs. Parents are critical to children’s successful transitions. This systematic review compiled parent-reported data from 20 peer-reviewed quantitative and qualitative empirical studies to identify consistent themes regarding parents’ experiences during the early childhood special education transition. Themes for parents’ reported experiences reflected three ecological contexts of children’s development: family, school, and the special education system. Parents reported challenges relating to communication with their new schools and confusion navigating special education procedures but relied on support from their early childhood service providers. These experiences were differentially related to parents employing advocacy strategies for their child or taking a passive role in the process. Findings suggest a need for improved parent resources to support families’ adjustment and their roles in their child’s education in this transition period.
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29

Zaheer, Aasma, Faisal Anis, and Muhammad Awais Shahzad. "Early Childhood Special Education: A Hope for Lost Oysters." Qlantic Journal of Social Sciences 4, no. 4 (December 30, 2023): 74–83. http://dx.doi.org/10.55737/qjss.280877582.

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Education in the early years of life is crucial for the lifelong development of individuals and, ultimately, societies. Early childhood education programs initiated by govt. The private sector in Pakistan is striving to provide quality education. On the other hand, children with special needs are barred from participating in early childhood programs. This conceptual research paper explores the multifaceted terrains of early childhood special education (ECSE), intending to provide a comprehensive framework that integrates diverse perspectives and approaches. By intertwining evidence-based practices, this paper advocates inclusive early childhood special education. Through a transdisciplinary lens, it is explored that professionals of various disciplines can synergize their expertise to provide comprehensive support for children with Special Needs. This conceptual paper highlights the significance of ongoing professional development to ensure that educators are equipped with the knowledge and skills needed to adapt to the evolving landscape of ECSE. This conceptual framework envisions a future in which early childhood special education becomes synonymous with inclusive education.
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30

Aldridge, Jerry, Jennifer L. Kilgo, and A. K. Bruton Bruton. "Transforming Transdisciplinary Early Intervention and Early Childhood Special Education through Intercultural Education." International Journal of Early Childhood Special Education 7, no. 2 (December 31, 2015): 343. http://dx.doi.org/10.20489/intjecse.72339.

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31

Lieber, Joan. "Introduction: Contemporary Issues in Early Childhood Special Education." Exceptionality 16, no. 1 (February 11, 2008): 1–3. http://dx.doi.org/10.1080/09362830701796719.

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32

Smith, Barbara J., and Phillip S. Strain. "Early Childhood Special Education in the Next Decade." Topics in Early Childhood Special Education 8, no. 1 (April 1988): 37–47. http://dx.doi.org/10.1177/027112148800800105.

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33

Carta, Judith J., Jane B. Atwater, Ilene S. Schwartz, and Scott R. McConnell. "Developmentally Appropriate Practices and Early Childhood Special Education." Topics in Early Childhood Special Education 13, no. 3 (July 1993): 243–54. http://dx.doi.org/10.1177/027112149301300303.

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34

Carta, Judith J. "Editorial Policy Topics in Early Childhood Special Education." Topics in Early Childhood Special Education 17, no. 2 (April 1997): 254–58. http://dx.doi.org/10.1177/027112149701700209.

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35

Thurlow, Martha L., James E. Ysseldyke, Camilla A. Lehr, and Paula A. Nania. "Diagnostic Assessment in Early Childhood Special Education Programs." Special Services in the Schools 4, no. 3-4 (January 24, 1989): 1–22. http://dx.doi.org/10.1300/j008v04n03_01.

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36

Kaiser, Ann P., and Mary Louise Hemmeter. "Treatment Fidelity in Early Childhood Special Education Research." Journal of Early Intervention 35, no. 2 (June 2013): 79–84. http://dx.doi.org/10.1177/1053815113515181.

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37

Johnson, Lawrence J. "Early Childhood Special Education in France: A Reaction." Journal of the Division for Early Childhood 9, no. 3 (July 1985): 250–53. http://dx.doi.org/10.1177/105381518500900310.

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38

Johnson, Lawrence J. "Microcomputers in Early Childhood Special Education: An Overview." Journal of the Division for Early Childhood 10, no. 3 (July 1986): 195–96. http://dx.doi.org/10.1177/105381518601000301.

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39

Lazzari, Andrea M., and Mary Beth Bruder. "Teacher Evaluation Practices In Early Childhood Special Education." Journal of the Division for Early Childhood 12, no. 3 (July 1988): 238–44. http://dx.doi.org/10.1177/105381518801200305.

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40

Odom, Samuel L., and Steven F. Warren. "Early Childhood Special Education in the Year 2000." Journal of the Division for Early Childhood 12, no. 3 (July 1988): 263–73. http://dx.doi.org/10.1177/105381518801200308.

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41

Bricker, Diane. "Commentary: The Future of Early Childhood/ Special Education." Journal of the Division for Early Childhood 12, no. 3 (July 1988): 276–78. http://dx.doi.org/10.1177/105381518801200310.

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42

Beauchamp, Karen D. F. "Meta-analysis in Early Childhood Special Education Research." Journal of Early Intervention 13, no. 4 (October 1989): 374–80. http://dx.doi.org/10.1177/105381518901300409.

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43

GOODWIN, LAURA D., and WILLIAM L. Goodwin. "Using Generalizability Theory in Early Childhood Special Education." Journal of Early Intervention 15, no. 2 (April 1991): 193–204. http://dx.doi.org/10.1177/105381519101500208.

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44

Turan, Yasemin, and Hedda Meadan. "Social Validity Assessment in Early Childhood Special Education." Young Exceptional Children 14, no. 3 (September 2011): 13–28. http://dx.doi.org/10.1177/1096250611415812.

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45

LaRocco, Diana J., Kim Moherek Sopko, Deborah A. Bruns, and Sarika S. Gupta. "A National Early Childhood Special Education Leadership Summit." Young Exceptional Children 17, no. 4 (July 27, 2014): 28–31. http://dx.doi.org/10.1177/1096250614544226.

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46

Horan, Diane. "Early Childhood Special Education: Program Development and Administration." Applied Research in Mental Retardation 6, no. 1 (January 1985): 109. http://dx.doi.org/10.1016/s0270-3092(85)80026-6.

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47

Weis, Lois. "Introduction to Special Issue on Early Childhood Education." Educational Policy 3, no. 4 (December 1989): 309–11. http://dx.doi.org/10.1177/0895904889003004001.

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48

Able-Boone, Harriet, Susan Sansdall, and Andrea Loughry. "Preparing Family Specialists in Early Childhood Special Education." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 12, no. 3 (July 1989): 96–102. http://dx.doi.org/10.1177/088840648901200303.

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49

Kim, Jin Seong, and Byoung In Lee. "A Study on Perception of Early Childhood Special Education Teachers on Family Support Programs in Early Childhood Special Education School." Korean Journal of Early Childhood Special Education 18, no. 4 (December 30, 2018): 129–59. http://dx.doi.org/10.21214/kecse.2018.18.4.129.

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50

An, Jae-Jun, and Jina Noh. "Perception of the Importance and Feasibility of School-Wide Positive Behavior Support of Early Childhood Teachers and Early Childhood Special Education Teachers." Special Education Research Institute 28, no. 1 (June 30, 2023): 21–42. http://dx.doi.org/10.56460/kdps.2023.28.1.21.

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Purpose: This study purposed to examine the perceptions of early childhood teachers and early childhood special education teachers regarding the importance and feasibility of school-wide positive behavior support at the school level. Method: To achieve this, a survey was developed based on an analysis of previous studies on the perception of school-wide positive behavior support, and it was administered to early childhood teachers and early childhood special education teachers. Results: First, both early childhood teachers and early childhood special education teachers highly recognized the importance of school-wide positive behavior support in all items. However, early childhood teachers preschool teachers rated 'Organized and predictable daily routine' in the universal level, 'Implementing teacher training' and 'Group guidance for teaching social skills' in the targeted level, and 'Establishing and implementing positive behavior support plans based on functional assessment' in the individual level higher than early childhood special education teachers. Second, both early childhood teachers and early childhood special education teachers highly recognized the feasibility of implementing school-wide positive behavior support as above average in all items. However, early childhood teachers perceived a higher feasibility of implementing five items in the universal level and three items in the targeted level than early childhood special education teachers. In the individual level, there was no perceptual difference between the two groups of teachers. Third, both groups perceived the feasibility of the items much lower than their importance, and recognized factors such as time constraints, lack of collaboration, and insufficient administrative and financial support as obstacles to implementation. Conclusion: Based on the findings, recommendations for further discussions and directions for future research on the implementation of school-wide positive behavior support in early childhood education settings were suggested.
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