Early Childhood Special Education Research Articles

Meeting the Need: Proposed Early Childhood Special Education Intensive Intervention Competencies for Preservice Preparation

Meeting the Need: Proposed Early Childhood Special Education Intensive Intervention Competencies for Preservice Preparation

Addressing Students’ Beliefs to Enhance Family-Professional Collaboration in Early Intervention and Early Childhood Special Education Preparation

Preservice educators’ attitudes and beliefs towards families can have a profound impact on family-centered practices (FCPs) and family-professional partnerships (FPPs); unfortunately, negative beliefs about families can surface during preservice early childhood preparation and can be a challenge for faculty in higher education to address. This article shares promising instructional practices (e.g., projects, assignments, teaching methods) that have been shown to reshape preservice educators’ existing beliefs about families. In addition, these instructional practices aim to cultivate positive perspectives in preservice educators by aligning with the recent joint policy statement from the U.S. Department of Health and Human Services and the U.S Department of Education on inclusive early learning programs (2023) regarding engaging families as full partners. The purposes of this article are to: (a) briefly summarize the literature on relational FCPs and FPPs, (b) describe the connection between beliefs about families and their contribution to strengthen or hinder relational FCPs and FPPs, and (c) present instructional practices that faculty can use to support preservice EI/ECSE students’ constructive beliefs about families. Examples of instructional practices are organized and presented as: in class activities with families (e.g., guest speakers); in class activities without families (e.g., role playing); and out of class activities with families (e.g., attending an Individualized Education Program [IEP] meeting). By integrating these instructional practices, faculty can equip preservice educators with necessary skills and attitudes to build authentic connections with families, which can lead to improved outcomes for young children with disabilities and their families.

Meaningful and Engaging Learning Experiences in Early Childhood Special Education Preparation Programs

Meaningful and Engaging Learning Experiences in Early Childhood Special Education Preparation Programs

Facilitating coordination between medical and educational systems to improve access to pediatric therapies for preschool children with developmental delays and disabilities.

A large portion of preschool-age children with developmental delays and disabilities (PCw/DD) do not receive recommended therapeutic services, including legally mandated school-based therapies. This study examines the feasibility of a community-clinical linkage using virtual patient navigation and a medical-educational care plan called Preschool and Me (PreM) to connect clinical settings serving historically marginalized communities with early childhood special education (ECSE) services. Parents of PCw/DD attending an urban pediatric clinic from January to March 2022 were enrolled to receive PreM which included navigation support for ECSE, overcoming barriers accessing ECSE, and health care provider communication. Families completed measures of demographics and indicators of feasibility at baseline and 4-month follow-up. Of the 34 families referred, 30 were eligible and enrolled. Most parents identified as mothers (97%). Most participant children (70% male, 60% Black, 30% Hispanic) were enrolled in public health insurance (93%) and were not receiving any clinic-based therapies (93%). Parents overwhelmingly found PreM acceptable with the majority stating it would be a strong reason to continue care at the clinic. Among families who received PreM, 26 (96%) completed an individualized education plan (IEP) evaluation (96%). Of these, 24 (92%) children were eligible for an IEP. Nineteen children enrolled in an ECSE program; two families awaited school assignments and three families did not consent to the assigned school placement due to neighborhood safety concerns. Our findings suggest PreM was feasible, acceptable, and demonstrated promise in supporting families to navigate the ECSE process. Future studies examining effectiveness are warranted. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

유아특수교육기관에서 인공지능(AI) 활용에 관한 유아특수교사의 인식 및 요구: 서울 지역을 중심으로

유아특수교육기관에서 인공지능(AI) 활용에 관한 유아특수교사의 인식 및 요구: 서울 지역을 중심으로

협력의뢰서를 적용한 유아특수교사와 치료사의 효과적인 협력적 팀 접근

협력의뢰서를 적용한 유아특수교사와 치료사의 효과적인 협력적 팀 접근

유아교사에서 유아특수교사로 ‘되어감’의 과정에 관한 내러티브 탐구

유아교사에서 유아특수교사로 ‘되어감’의 과정에 관한 내러티브 탐구

Understanding Early Intervention and Early Childhood Special Education Professional Access to and Utilization of Evidence-Based Practices

ABSTRACT Federal legislation and regulations addressing educational practices have provided clear mandates that educators when designing educational intervention use systematic decision-making processes to identify instructional strategies and methods that are evidence based. This study employed a survey to examine how familiar early interventionist/early childhood educators, who serve young children aged birth to eight, seek information on evidenced -based practices (EBP) prior to implementing a practice. This study also explored methods that educators use and prefer to access information about EBPs. A total of 223 educators completed the survey that included four identified subgroups (teachers, related service providers, administrators, and faculty/researchers/trainers). We found that most respondents, across the groups, reported being familiar or somewhat familiar with research evidence for their practices and chose discussion with colleagues as the most frequently used strategy to learn and make decisions about a new practice. Implications for future research and professional development are discussed.

A Systematic Review of Which Families Are Represented in ECSE Literature

In this systematic literature review, we examined which caregivers were represented within caregiver-focused studies in three, top-tier early childhood special education journals, Infants & Young Children, Journal of Early Intervention, and Topics in Early Childhood Special Education. The purpose of this review was to highlight where the field can shift toward a more representative and inclusive body of research-based literature and guidance for practitioners. We reviewed 115 articles. The results indicate that most studies (1) were conducted with White mothers with high-school diplomas or GEDs, (2) included an English-only or English-dominant approach with caregiver participants, and (3) had limited income data and context of the included incomes, thus informing the field that there is a need to interpret studies from a lens of who was included as well as conduct research with a more inclusive, intentional lens when seeking participants. We share specific directions for future research.

Artificial Intelligence and teachers' sustainability :Preschool teachers' perceptions of conditions and level of support for Professional Development in Early Childhood Special Education

هدف البحث الكشف عن اتجاهات معلمات التربية الخاصة في مرحلة الطفولة المبكرة   السعوديات نحو برامج التنمية المهنية في مرحلة الطفولة المبكرة   . تم الحصول على بيانات استطلاع الرأي من 30 معلمة سعودية في مرحلة الطفولة المبكرة ، وتم إجراء مقابلة مع خمسة منهن لمعرفة احتياجاتهن التدريبية والتحديات التي تواجهها كل منهن. استخدم الباحثون المدخل النوعي الذي اشتمل على استطلاع رأى مسبق ومقابلات. تم تقديم استبيان عبر الإنترنت للمشاركات من أجل الكشف عن اتجاهات بخصوص برامج التنمية المهنية وتقييم أحكامهم على نجاح هذه البرامج. أشارت النتائج إلى الاتجاهات الإيجابية عن هذه البرامج ، حيث تعتبرها المعلمات أدوات مفيدة يمكن أن تساعدهن في الحصول على رخصة التدريس. لذلك ، رأت المشاركات أن برامج التنمية المهنية ذات قيمة وتساعدهن على تحسن مهاراتهن التعليمية. تشير هذه النتائج إلى إعطاء الأولوية لبرامج التنمية المهنية لمعلمات الطفولة المبكرة في المملكة العربية السعودية قد يؤدي إلى زيادة الكفاءة والقدرة والحصول على رخصة التدريس المطلوبة. ينتهي البحث بتوصيات لمزيد من البحث حول كيفية تحسين برامج التنمية المهنية لتلبية احتياجات المعلمات بشكل أفضل

Supporting Children with Speech, Language and Communication Needs: Finnish Early Childhood Special Education Teachers’ Views

Abstract In today’s society, the need for functional communication is essential from an early age. However, many children struggle with speech, language, and communication during their time in early childhood education and care (ECEC). This paper examines early childhood special education teachers’ (ECSETs) views on how children with speech, language and communication needs are supported in regular ECEC. The empirical data comprised four focus group interviews with 14 itinerant ECSETs. A thematic analysis was used to examine the teachers’ support strategies. The following four themes related to the research question were identified after an iterative process of coding and close reading of data: (a) cooperation and professionalism as prerequisites for providing support; (b) processes and procedures for providing support; (c) consultation for personnel enabling support for children in a group; and (d) adjusting support based on each child’s individual needs. The study provides insight into providing support for children with speech, language and communication needs and related challenges. The results indicate several areas that work well in providing support during specific activities and for certain group compositions. However, potential pitfalls include ECSETs’ workload and lack of knowledge and motivation among personnel to support children in need of support.

Artificial Intelligence . . . In the Early Childhood Special Education Classroom!!?

ChatGPT, an artificial intelligence (AI) large language model system, has taken the world by storm. Fearful that students would use ChatGPT to circumvent the learning process, multiple school districts in the U.S. have outright banned its use. Despite this, there are some who suggest that ChatGPT has the potential to reshape the field of education (Heaven, 2023; Morrison, 2023). In order to demonstrate that ChatGPT has the potential to benefit the field of special education, the purpose of this article is to describe how early childhood special (ECSE) teachers can use ChatGPT to facilitate instruction and support daily teaching practices. This article begins with a description of how teachers can access and interact with ChatGPT. Discussion then shifts to how ECSE teachers can use the AI to support instruction. The article concludes with a list of limitations and a brief overview of an alternative to ChatGPT.

Family practices in educator licensure: a content analysis of U.S. state requirements

ABSTRACT Families are critical to children’s learning and play a vital role on their children’s team. As such, preparation standards across the Division for Early Childhood, National Association for the Education of Young Children, and other key entities include family practices as part of their recommendations. This content analysis examined how states included family practices into initial licensure requirements of early childhood (ECE) and early childhood special educators (ECSE). Documents were collected electronically from state departments of education across the U.S. in 2021. This analysis determined if states required family-related practices, what was required, and what terminology and concepts were included in family-related requirements. Overall, 55% of states included family practices for ECSE while 45% of states included them for ECE. Increasing the inclusion of family practices in initial licensure requirements and building relationships across state licensing agencies and institutions of higher education may better prepare educators to partner with families.

Modified Fuzzy Neural Network Approach for Academic Performance Prediction of Students in Early Childhood Education

Modern education relies heavily on educational technology, which provides students with unique learning opportunities and enhances their ability to learn. For many years now, computers and other technological tools have been an integral part of education. However, compared to other educational levels, the incorporation of educational technology in early childhood education is a more recent trend. It is because of this that materials and procedures tailored to young children must be created, implemented, and studied. The use of artificial intelligence techniques in educational technology resources has resulted in better engagement for students. Early childhood special education students' academic achievement is predicted using a Modified Fuzzy Neural Network (MFNN). Before constructing the classifier, the dataset had to be preprocessed to remove any extraneous information. As a follow-up, this study will put to the test an organized approach to the implementation of customized fuzzy neural networks for the prediction of academic achievement in early childhood settings. Considerations for the analysis of academic achievement in early childhood education are discussed in this article, including recommendations for the implementation of proposed modified fuzzy neural networks. In terms of evaluation metrics such as Precision, recall, accuracy, and the F1 coefficient, the proposed model outperforms conventional machine-learning (ML) techniques.

Early Childhood Special Education Teacher Candidates’ Field Experiences: A Systematic Review

The purpose of this systematic literature review was to understand trends in field experiences that were part of early childhood special education (ECSE) teacher preparation activities. Thirteen studies that included an analysis of ECSE teacher candidates (TCs) completing at least one field experience, including coursework-based practicums or student teaching internships, were published between 2013 and 2022 and reviewed. Specifically, we examined the demographics of TCs and student participants to understand who was included in this research. Field experience parameters including setting, duration, instructional approach, and instructional focus were reviewed to draw comparisons between the various approaches to structuring TCs’ early teaching opportunities. Finally, specific learning activities and feedback opportunities within field experiences, as well as TC and student outcomes of the studies, were explored to determine current trends and findings. Implications for research and practice are discussed.

Early Childhood Special Education: A Hope for Lost Oysters

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.

Building Learning Trajectories for Intentional, Inclusive, and Individualized Instructional Experiences in STEM

Early science, technology, engineering, and math (STEM) learning experiences often exclude children with disabilities and intersecting identities. To promote learning in STEM for all children, the Curriculum Research Framework (CRF) was applied to build learning trajectories of STEM for children from birth to age 5. The CRF was extended and enhanced to generate explicitly inclusive learning trajectories for children with and without disabilities. The process of generating a priori foundations, building learning trajectories, and testing the results in inclusive settings led to new resources for early childhood education (ECE) and early childhood special education (ECSE) practitioners and generated implications for creating and evaluating learning trajectories in ways that affirm that all children belong in STEM. Challenges faced and lessons learned in this process are presented to guide future research and development using the revised and enhanced CRF.

The need for speed: identification of ‘the deviant’ as the ultimate goal for high returns in early childhood education and care

ABSTRACTThis study aims to develop knowledge about how ‘the Deviant’ is produced through identificatory mapping materials that operate in Swedish preschools. This is achieved by identifying and critically reviewing a base of mapping materials commonly used in Swedish ECEC today, focusing on how the documents per se, and the formulations therein, risk pointing both the writer and the recipient in certain directions. This includes analysing the pre-existing structure and content as well as the proposed purpose of the mapping material. Drawing on Foucault, I consider documentation as a productive discursive element in a larger apparatus, where the mapping materials operate as a governing technology for making normalising judgments. The analysis contributes to an understanding of the documentality governing ECEC professionals, which affects how they resonate, and act in aiming to fulfil their mission in identifying certain children. In line with this reasoning, I also point out the specific status the documents have gained in the global ECEC quality discourse. The analysis shows how mapping documents named Pedagogical Mapping operate as a discursive element of the apparatus of early childhood special education identification processes and become fruitful for visibilising, comparing, and assessing the child and for further governing.

Using Behavior Skills Training and a Group Contingency to Promote Mask-Wearing in an Early Childhood Special Education Classroom

Using Behavior Skills Training and a Group Contingency to Promote Mask-Wearing in an Early Childhood Special Education Classroom

유치원 통합학급 교사들의 남성 유아특수교사에 대한 인식과 경험 탐색

Purpose: The purpose of this study is to explore the perceptions and actual experiences of kindergarten teachers working in inclusive classrooms regarding male early childhood special educators (ECSETs).
 Method: To achieve this, relevant prior studies were analyzed, and a semi-structured interview guide was created. Semi-structured interviews were then conducted with six teachers who had experience working with male ECSETs and operating inclusive classrooms. The interview transcripts were subsequently analyzed using the constant comparative method.
 Results: First, male ECSETs, like their female counterparts, were viewed as having the necessary competencies, having undergone the same educational process. Furthermore, they expressed the opinion that during consultation hours, male ECSETs offer a perspective different from that of females and are greatly helpful in situations that require physical strength. Second, the presence of male ECSETs was found to be significantly beneficial in various aspects such as physical activity support, gender equality education, field experiential learning, and disability understanding education. However, perceptions on handling personal care issues for female special education students were suggested to need change. The competency of special education teachers was considered more influenced by individual experience and characteristics than by gender. Third, additional support needs for male ECSETs were proposed, such as installing restrooms and rest areas and activating training or gatherings for male ECSETs.
 Conclusion: This study analyzed perceptions and experiences of male ECSETs, identified their support needs, and proposed directions for future research. The aim was to provide evidence for enhancing the role of male ECSETs and proposing expanded support strategies.