Relevant bibliographies by topics / Early childhood education Early childhood special education Behavioral assessment of children Children with disabilities

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Early childhood education Early childhood special education Behavioral assessment of children Children with disabilities'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Early childhood education Early childhood special education Behavioral assessment of children Children with disabilities"

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Tejero Hughes, Marie, and Diana Martinez Valle-Riestra. "Early Childhood Special Education: Insights from Educators and Families." International Journal of Education 4, no. 2 (April 11, 2012): 59. http://dx.doi.org/10.5296/ije.v4i2.1534.

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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.
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Kim, Keon-Hee. "Early Childhood Special Education Teachers' Perspectives on Young Children with Disabilities." Journal of Special Education & Rehabilitation Science 55, no. 4 (December 31, 2016): 107–25. http://dx.doi.org/10.23944/isers.2016.09.55.4.6.

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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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Giordano, Gerard, and Sheela Stuart. "Early childhood special education pictorial literacy activities for young children with disabilities." Day Care & Early Education 21, no. 3 (March 1994): 44–46. http://dx.doi.org/10.1007/bf02361405.

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Alisauskiene, Stefanija. "THE REALIZED AND EXPECTED EARLY CHILDHOOD INTERVENTION PRACTICES IN LITHUANIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 23. http://dx.doi.org/10.17770/sie2016vol3.1427.

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Inclusive early childhood practices are at the forefront of the research and practice efforts in many European countries. Inclusion in early childhood programs can set a trajectory for inclusion across the life course, making it critical that we include individuals with special educational needs in all facets of society from birth. In many European countries, including Lithuania, children with special educational needs and their families continue facing significant barriers to accessing inclusive high-quality early childhood practices and too many pre-school children with special educational needs and disabilities continue receiving special education services in separate settings, as opposed to the least restrictive environment. The aim of the research was to assess the realized and expected early childhood intervention practices while educating children with diverse needs in inclusive pre-school settings. The study was based on a survey using the instruments of Recommended Practices in Early Intervention/Early Childhood Special Education. The instrument includes the following topic areas: leadership, assessment, environment, family, instruction, interaction, collaboration, and transition.
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Kasprzak, Christina, Kathleen Hebbeler, Donna Spiker, Katy McCullough, Anne Lucas, Sharon Walsh, Judy Swett, et al. "A State System Framework for High-Quality Early Intervention and Early Childhood Special Education." Topics in Early Childhood Special Education 40, no. 2 (March 5, 2019): 97–109. http://dx.doi.org/10.1177/0271121419831766.

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The Early Childhood Technical Assistance Center used a rigorous 2-year collaborative process to develop, test, and revise a conceptual framework for high-quality state early intervention (EI) and early childhood special education (ECSE) systems. The framework identifies six critical components of a state system and what constitutes quality in each component. This new conceptual framework addresses the critical need to articulate what constitutes quality in state EI and ECSE systems. The framework and companion self-assessment are designed for state leaders to use in their efforts to evaluate and improve state systems to implement more effective services for infants and young children with disabilities and their families. This article describes the contents of the framework and the processes used to ensure that the framework incorporated current research, was relevant to all states, and was useful for systems improvement.
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Hanline, Mary Frances, and Lise Fox. "Learning within the Context of Play: Providing Typical Early Childhood Experiences for Children with Severe Disabilities." Journal of the Association for Persons with Severe Handicaps 18, no. 2 (June 1993): 121–29. http://dx.doi.org/10.1177/154079699301800205.

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Early childhood educators regard child-initiated, child-directed, teacher-supported play as the primary context in which young children learn, whereas special educators have relied more heavily on teacher-directed activities that are focused on specific skill development. The purpose of this manuscript is to suggest that a play-based environment is the most natural instructional context for young children with severe disabilities. The application of a play-based curriculum requires neither an abandonment of effective instructional special education practice nor a violation of early childhood education best practice. Adopting such an approach, however, does represent a conceptual step away from existing practice. Further, allowing play activities to form the foundation on which effective instruction and classroom organization are built requires the utilization of best practice in the fields of early childhood education and early childhood special education in conjunction with effective practices for educating students with severe disabilities.
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Rooks-Ellis, Deborah L. "The Scholars Project: Maine’s Distance Education Model for Preparing Early Childhood Special Educators to Work With Young Children With Disabilities." Rural Special Education Quarterly 36, no. 2 (May 25, 2017): 84–91. http://dx.doi.org/10.1177/8756870517707926.

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The Early Childhood Opportunity (EChO) Scholars project was designed to address the following significant needs in Maine: (a) prepare highly qualified early interventionists and early childhood special educators through distance education, (b) develop a system of support through a mentor network, (c) provide a graduate-level early childhood special education (ECSE) curriculum emphasizing current evidence-based practices (EBPs), and (d) develop a feedback loop designed to assess candidate knowledge, skills, and implementation of EBPs. This article describes the results of a 4-year Office of Special Education Programs project designed to support early childhood special educators across rural Maine. Key program components, successes, and future directions for continuous improvement are highlighted.
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Lin, Pei-Ying, and Yu-Cheng Lin. "International comparative assessment of early learning in exceptional learners: Potential benefits, caveats, and challenges." Policy Futures in Education 17, no. 1 (December 20, 2018): 71–86. http://dx.doi.org/10.1177/1478210318819226.

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Over the decades, it is evident that exceptional learners have been excluded from participating in international assessments such as OECD’s PISA (Programme for International Student Assessment) due to their disabilities. Drawing on the interdisciplinary theories and perspectives of educational assessment, measurement, and early childhood special education, the paper discusses the potential benefits young children with special needs may gain from the International Early Learning and Child Well-being Study (IELS), as well as considering caveats and challenges accompanying the use of IELS for these young special education populations. In particular, it raises a range of questions about what and how to collect, validly interpret, and use the IELS data to enhance early learning and development of exceptional learners in participating countries. Finally, the paper discusses accommodations that promote inclusionary assessment practices and level the playing field for young children with special needs.
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Amatori, Gianluca. "Preterm Infants: Parenting Implications and Perspectives in Early Childhood Special Education." EDUCATION SCIENCES AND SOCIETY, no. 1 (June 2021): 137–48. http://dx.doi.org/10.3280/ess1-2021oa11793.

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Preterm birth is an event that affects about 30,000 children a year, only in Italy. The great progress carried out in the context of neonatology (especially in recent decades) drastically reduced the risk of mortality. However, it should be reminded that these children may have a high risk of developing such serious complications which could potentially lead to permanent pathologies or disabilities, especially for those born to lower gestational ages (WHO, 2015). This contribution intends to analyze the phenomenon of prematurity according to the parenting and educational-teaching dimension. Premature parents, in fact, are immersed in a situation to which they were not prepared and which could interrupt or threaten the harmonious relationship with the newborn. For this reason, interdisciplinary synergistic actions should also be promoted in a way which calls Special Education both in direct support to families and in the preparation of generative welfare actions affecting educators and teachers, as valuable allies in early intervention and in the implementation of fully inclusive and efficient educational services for early childhood.
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Dissertations / Theses on the topic "Early childhood education Early childhood special education Behavioral assessment of children Children with disabilities"

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Clifford, Jantina Rochelle. "An evaluation of the technical adequacy of a parent-completed inventory of developmental skills /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdlink?did=1126788501&Fmt=7&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 158-166). Also available for download via the World Wide Web; free to University of Oregon users.
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Faubion, Donna Elizabeth. "Early childhood special needs 0-5 programming." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1298.

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Ntuli, Esther, Arnold Nyarambi, and Moussa Traore. "Assessment in Early Childhood Education: Threats and Challenges to Effective Assessment of Immigrant Children." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8219.

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Research indicates that early childhood professionals gather assessment information to monitor child development and learning, to guide curriculum planning and decision making, to identify children who may have special needs, to report and communicate with others, and to evaluate programmes. A review of literature indicates that immigrant children have low achievement assessment scores as compared with mainstream American children, also immigrant children enter kindergarten already behind their mainstream American peers. The current study explored early childhood teachers' perceptions of assessment measures used with immigrant children and the challenges faced when assessing immigrant children. Findings of the study reveal that there are several factors that make early childhood teachers fail to gather effective assessment information from immigrant children. Unless the factors are addressed, planning for effective curriculum for immigrant children using assessment data will continue to be a challenge for early childhood teachers. Factors that continue to affect gathering effective assessment data from immigrant children include language barriers, cultural clashes, socio-economic factors, and culturally and linguistically biased assessment measures.
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Purdue, Kerry Ellen, and n/a. "Inclusion and exclusion in early childhood education : three case studies." University of Otago. Faculty of Education, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070202.115120.

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This research is based on three case studies, each of which involved a critical examination of how early childhood centres responded to children with disabilities. The first case study involved gathering information at seven full-day workshops undertaken at seven locations in the North and South Islands of New Zealand. The early childhood teachers, other professionals and parents who attended these workshops provided information on centre policies with regard to children with disabilities and on their own views about issues in this area. The second case study involved participant observation and interviews in a kindergarten across ten months. In this setting, I was actively involved in the daily programme, looking at how the kindergarten responded to Craig, a child with severe disabilities, and his family. The third case study involved participant observation and interviews in a childcare centre across ten months. In this setting, I looked at how the centre and its community included Peter, a child with Down Syndrome, and his family. In each of the case studies I was interested in understanding how children with disabilities may be included in early childhood settings and how some children with disabilities may experience exclusion from such centres. The data from the three studies were theorised from a social constructionist position that suggests that our understandings of the world are made evident in the way in which we name and talk about issues. Within this theoretical position, it is through discourse that knowledge and meaning about a phenomenon are formed and produced. Discourses function as a system of rules giving authority to what may be said and thought in relation to a particular subject. In the present case, the focal subject was disability. From the case studies it was evident that two particular discourses had significant and contrasting implications for policy and practice in early childhood education. A medical-model discourse that saw disability as a condition of an individual child in need of "special" education and treatment was related to children with disabilities experiencing discrimination and exclusion. A discourse of inclusion in which disability was viewed as part of a continuum of human experience was related to policy and practice that was focussed on the elimination of barriers, and to full participation in early childhood settings. The thesis suggests that removing barriers to participation is consistent with a social justice approach to disability that acknowledges the need for both redistributive justice through resource allocation, and respect for differences through justice as affirmative cultural recognition.
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Oz, Aysegul Sukran. "Computer-supported collaborative learning between children and parents a home-based early intervention study to improve the mathematical skills of young children at risk for learning disabilities /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3331268.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from home page (viewed on Jul 23, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4293. Adviser: Genevieve M. Williamson.
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Lechtenberger, DeAnn. "A Follow-Up Study of the Subsequent Educational Placement and Categorical Classification of Preschool Early Childhood Special Education Students in Selected Rural and Urban Settings." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278450/.

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Proponents of special education early childhood interventions programs have promoted the assumptions that these programs: (a) will have a positive effect on the long-term outcomes of preschool children with disabilities; (b) will result in some children no longer requiring special education services throughout their elementary school years; and (c) will facilitate the need for fewer services for those students who do remain in special education programs throughout their education. The purpose of this follow-up study is to identify and describe the placement decisions and the changes of exceptionality classification for children identified as special education early childhood students over the course of six follow-up years. This study (a) identifies 108 children from rural and urban school settings who were enrolled in Early Childhood Special Education (ECSE) programs in 1990-91, (b) documents their categorical label and educational placement six years later, and (c) then determines the differences in the number of hours rural and urban students receive special education and/or related services in 1996-97.
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Ivey-Soto, Mona C. "Examining the utility of a new caregiver-completed social emotional assessment, the Social Emotional Assessment Measure, with diverse low-income parent-toddler dyads /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/9218.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 184 - 200). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Demoville, Kathryn Lee. "The inclusion of parents in early childhood language and behavior development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2925.

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The purpose of this study was to determine what language and behavior changes occur when parents are included in a curriculum that provides intervention for children with language delays and behavior and social delays. This project was a collaborative effort between the Early Intervention Special Education Program for three-five year old children in the school distrtict, and the County of Riverside, Department of Mental Health Services.
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Hoover, Paula J. "Mothers' Perceptions of the Transition Process From Early Intervention to Early Childhood Special Education: Related Stressors, Supports, and Coping Skills." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27190.

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This study investigated 10 mothers' perceptions on the transition process, for their children with disabilities, from early intervention to early childhood special education. The issues of related stressors, supports, and coping skills were further explored. This research was guided by the ecological or systems theory. The issue of transition between the two service programs (early intervention to early childhood special education) is addressed specifically in the legislation (Part C, Section 619, IDEA 1997). Federal law defines several elements that must be included in the transition planning. Each state must ensure a smooth transition for toddlers receiving early intervention services to preschool and other appropriate services. Since transition is such a critical time for young children with disabilities and their families, stress will presumably occur. The parents need to learn new terminology and procedures because each program is unique in which services are provided. Families are to receive information and training during the transition period. This study was guided by the following research questions: (1) What are the mother's perceptions of the transition process? (2) What factors facilitate or inhibit their satisfaction and involvement with the process? (3) What types of stressors and supports do these mothers experience during this process? Qualitative methods were used to secure data. In-depth interviews provided the most information, but document analysis was also utilized. Each participant was interviewed two times. Participants were found from a variety of resources in the local communities. The criterion for this study included mothers whose children had a diagnosed disability or developmental delay, had been in an early intervention program, and had transitioned within the last two years. The mothers from this study had positive transitions for their children. They were involved in this process and became better advocates. They were supported by family members and friends. Much support was provided by the professionals working within the early intervention system. The individuals who work with families of children with disabilities need to be aware of the whole family system. By knowing the family system, professionals will be able to provide services based on the individual needs of the family. Specific recommendations for policy makers in rural areas include the availability, location and cost of services. The medical model versus the education model was also discussed as an issue for these families when transitioning their children from one program to another.
Ed. D.
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Sewell, Tamara Ann. "Family-centered practice in early intervention and early childhood special education personnel preparation : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2007. http://proquest.umi.com/pqdweb?index=73&did=1400963551&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1255027176&clientId=28564.

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Books on the topic "Early childhood education Early childhood special education Behavioral assessment of children Children with disabilities"

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Frank, Bowe, ed. Birth to eight: Early childhood special education. 3rd ed. Clifton Park, NY: Thomson/Delmar Learning, 2004.

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Adapting early childhood curricula for children with special needs. 8th ed. Boston: Pearson, 2012.

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Birth to five: Early childhood special education. 2nd ed. Albany, N.Y: Delmar Publishers, 2000.

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Birth to five: Early childhood special education. New York: Delmar Publishers, 1995.

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Annette, Tessier, and Klein M. Diane, eds. Adapting early childhood curricula for children with special needs. 3rd ed. New York: Merrill, 1992.

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Cook, Ruth E. Adapting early childhood curricula for children with special needs. 2nd ed. Columbus, Ohio: Merrill, 1987.

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Diane, Klein M., and Tessier Annette, eds. Adapting early childhood curricula for children with special needs. 7th ed. Upper Saddle River, N.J: Pearson Merrill Prentice Hall, 2008.

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Mark, Melton, and Dosquet Phyllis Le, eds. Foundations of assessment in early childhood special education: A focus on best practices for effective intervention and development. Boston: Pearson, 2011.

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McWilliam, R. A. Working with families of young children with special needs. New York: Guilford Press, 2010.

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McWilliam, R. A. Working with families of young children with special needs. New York: Guilford Press, 2010.

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Book chapters on the topic "Early childhood education Early childhood special education Behavioral assessment of children Children with disabilities"

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Favazza, Paddy C., and Gary N. Siperstein. "Motor Skill Acquisition for Young Children with Disabilities." In Handbook of Early Childhood Special Education, 225–45. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_13.

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Carta, Judith J., Tracy E. McElhattan, and Gabriela Guerrero. "The Application of Response to Intervention to Young Children with Identified Disabilities." In Handbook of Early Childhood Special Education, 163–78. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_10.

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Lane, Justin D., and Jennifer A. Brown. "Promoting Communication Development in Young Children with or at Risk for Disabilities." In Handbook of Early Childhood Special Education, 199–224. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_12.

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Barton, Erin E. "Critical Issues and Promising Practices for Teaching Play to Young Children with Disabilities." In Handbook of Early Childhood Special Education, 267–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_15.

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Diamond, Karen E., and Douglas R. Powell. "Developing Literacy and Language Competence: Preschool Children Who Are at Risk or Have Disabilities." In Handbook of Early Childhood Special Education, 125–41. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_8.

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Notari, Angela, Kristine Slentz, and Diane Bricker. "Assessment-Curriculum Systems for Early Childhood/Special Education." In Early Intervention Studies for Young Children with Special Needs, 160–205. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-3292-1_7.

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Sandall, Susan R., Ilene S. Schwartz, and Ariane Gauvreau. "Using Modifications and Accommodations to Enhance Learning of Young Children with Disabilities: Little Changes That Yield Big Impacts." In Handbook of Early Childhood Special Education, 349–61. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_18.

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Tsao, Ling-Ling, and Juhee Sung. "Interaction Interventions for Young Children with Disabilities." In Early Childhood and Special Education, 69–86. Emerald Group Publishing Limited, 2014. http://dx.doi.org/10.1108/s0270-402120140000018004.

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Tsao, Ling-Ling, and Juhee Sung. "Interaction Interventions for Young Children with Disabilities." In Early Childhood and Special Education, 69–86. Emerald Group Publishing Limited, 2014. http://dx.doi.org/10.1108/s0270-4021_2014_0000018004.

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Ikuta, Shigeru, Ryoichi Ishitobi, Fumio Nemoto, Chiho Urushihata, Kyoko Yamaguchi, and Haruka Nakui. "Handmade Content and School Activities for Autistic Children with Expressive Language Disabilities." In Advances in Early Childhood and K-12 Education, 85–115. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0816-8.ch006.

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Original teaching materials with dot codes, which can be linked to multimedia such as audio, movies, Web pages, html files, and PowerPoint files were created for use with autistic children with intellectual and expressive language disabilities. A maximum of four audio recordings can be linked to one dot code icon. One of the authors (S. I.) also created “Post-it” icons, on which dot codes were printed, and shared these with teachers of children with Autism Spectrum Disorders (ASD). As part of this project, many activities using dot code materials were successfully conducted at special needs and general schools. Basic information on the creation of these materials and their use in schools are presented in this paper.
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Conference papers on the topic "Early childhood education Early childhood special education Behavioral assessment of children Children with disabilities"

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Dârlă (Ionescu), Ileana Constanţa. "Evaluation of Learning in the Period of Early Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/12.

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At all levels of education, learning assessment is generally considered to be an essential part of teachers' work. For early childhood educators, ie those who work with children from birth to age six, there are special considerations that stem from the characteristics of those trained and the nature of early learning. This paper reviews research on the formative assessment of early learning and development. In this way, important theoretical constructs related to early learning are explored and research on key aspects of early childhood learning is synthesized. We discuss the methods that are most useful for painting a richer picture of early learning and development. Some of the challenges inherent in formative assessment in early childhood are also highlighted and discussed.
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