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Patry, Mary Beth; Horn, Eva – Young Exceptional Children, 2020
Decades of research have illustrated the linguistic, social, and cognitive growth that occurs in the context of play (e.g., Baron-Cohen, 1987; Lifter, Foster-Sanda, Arzamarski, Briesch, & McClure, 2011; Lillard et al., 2013; Ungerer & Sigman, 1984). Play also provides opportunities to practice and gain important social skills. During play…
Descriptors: Play, Preschool Children, Autism, Skill Development
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Helton, Maria R.; Alber-Morgan, Sheila R. – Young Exceptional Children, 2020
Early elementary inclusive classrooms present teachers with demanding responsibilities. The wide range of student backgrounds, ability levels, and previous school experiences require a well-managed classroom that maximizes instructional time. Teachers reported spending more time addressing disruptive behaviors than they thought they should. One…
Descriptors: Student Behavior, Inclusion, Elementary School Students, Elementary School Teachers
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McCollow, Meaghan M.; Hoffman, Holly H. – Young Exceptional Children, 2020
Implementing evidence-based practices requires not only knowledge of various interventions and practices but also professional judgment in selecting and applying an intervention that best meets the needs of the child and the family. Previous work on decision-making in evidence-based practices has focused on describing evidence-based practices, how…
Descriptors: Evidence Based Practice, Decision Making, Best Practices, Intervention
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Marvin, Christine A.; Moen, Amanda L.; Knoche, Lisa L.; Sheridan, Susan M. – Young Exceptional Children, 2020
It is generally accepted that warm and meaningful parent-child interactions during children's earliest years of life play an important part in supporting young children's cognitive, language, and social-emotional development. In addition, connections between children's home and any out-of-home early childhood experiences are viewed as important to…
Descriptors: Young Children, Parent Child Relationship, Professional Personnel, Interpersonal Relationship
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Friesen, Amber; Mihai, Alina; Butera, Gretchen; Horn, Eva; Palmer, Susan; Lieber, Joan – Young Exceptional Children, 2020
The purpose of this article is to describe an approach that early educators can use to develop meaningful partnerships with families. Specifically, the authors describe their efforts to support teachers in developing home-school connections through a series of Family Projects that strengthened family-child relationships and created opportunities…
Descriptors: Family Involvement, Family School Relationship, Inclusion, Students with Disabilities
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Williams, Crystal S.; Ostrosky, Michaelene M. – Young Exceptional Children, 2020
Bagless intervention is a term used by professionals to describe early intervention (EI) services in which the provider refrains from bringing a bag of toys into the home for sessions. Instead of using a toy bag to work on child outcomes, the service provider uses materials in the child's home, as well as family routines, to address the…
Descriptors: Early Intervention, Instructional Materials, Intervention, Family Environment
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McLaughlin, Annie; Fleury, Veronica P. – Young Exceptional Children, 2020
Many teachers and parents of young children with disabilities, particularly autism spectrum disorder (ASD), are familiar with young children who engage in repetitive and restrictive behaviors such as flapping, spinning, and rocking. This type of restrictive and repetitive behavior, or stereotypy, can be common, over time it can become problematic…
Descriptors: Young Children, Disabilities, Autism, Pervasive Developmental Disorders
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Hendrix, Nicole M.; Hojnoski, Robin L.; Missall, Kristen N. – Young Exceptional Children, 2020
Research suggests that young children have a complex sense of informal mathematics, including an understanding of more and less, shape, and patterns (Ginsburg, Lee, & Boyd, 2008), and that attention to mathematics in early childhood ensures that children have a strong foundation for later learning. For children with identified disabilities,…
Descriptors: Numeracy, Mathematics Skills, Skill Development, Games
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Souto-Manning, Mariana; Rabadi-Raol, Ayesha; Robinson, Deejay; Perez, Aura – Young Exceptional Children, 2019
In this article, four early childhood teacher educators share a few ways in which they work to prepare early childhood teachers committed to equity and inclusion within the context of a graduate-level preservice program in a large urban center. Diverse in terms of race, ethnicity, gender, language repertoires, and experiences, they all engage in…
Descriptors: Classroom Environment, Instructional Materials, Early Childhood Teachers, Preservice Teachers
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Madison, Megan Pamela Ruth – Young Exceptional Children, 2019
A good deal of scholarship on social justice in early childhood education explores antibias curriculum and pedagogy at the classroom level. Antibias education refers to a specific approach to social justice teaching that was first developed by a group of educators in California in the 1980s (DermanSparks & A.B.C. Task Force, 1989). Since then,…
Descriptors: Social Justice, Early Childhood Education, Teaching Methods, Guidelines
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Beneke, Margaret R.; Park, Caryn C.; Taitingfong, Jordan – Young Exceptional Children, 2019
While early childhood (EC) and early childhood special education (ECSE) educators may recognize young children are grappling with ideas about racial identity and fairness, they may feel unsure of how to respond, may be hesitant about what is appropriate to introduce, may question their own competence in facilitating racial dialogue, and/or may…
Descriptors: Race, Inclusion, Racial Bias, Early Childhood Education
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Lalvani, Priya; Bacon, Jessica K. – Young Exceptional Children, 2019
The Salamanca Statement on Special Needs Education (UNESCO, 1994), an international declaration adopted by 92 governments, outlines a commitment to inclusive education as an educational imperative and as the most effective way to combat discrimination and build acceptance in communities. Booth, Ainscow, and Kingston (2004) developed the Index for…
Descriptors: Early Childhood Teachers, Young Children, Classroom Environment, Preschool Teachers
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Gauvreau, Ariane N. – Young Exceptional Children, 2019
Inclusive early childhood programs strive to provide the necessary support for all children with disabilities to be successful alongside their typically developing peers. Children with disabilities are at risk for not engaging and fully participating in social routines with peers and require modifications and adaptations to fully access…
Descriptors: Inclusion, Preschool Children, Preschool Education, Students with Disabilities
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An, Zhe Gigi; Horn, Eva; Cheatham, Gregory A. – Young Exceptional Children, 2019
The purpose of this article is to discuss how a parent coaching framework with the support of several critical components can be applied to build parent competency as a way to address children's challenging behaviors. Collaborative parent-professional partnerships are the underlying theme embedded in the three-cyclical coaching components. Shared…
Descriptors: Coaching (Performance), Parent Education, Child Behavior, Behavior Problems
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Kaderavek, Joan N.; Dinnebeil, Laurie A.; Krepps, Karen – Young Exceptional Children, 2019
Children who have more opportunities to engage in discourse that reflects the use of inferential language have better outcomes than children who have limited exposure to the use of inferential language. Many interventions that aim to improve children's language and comprehension however continue to focus more on literal language. Many language…
Descriptors: Early Childhood Education, Special Education, Early Childhood Teachers, Special Education Teachers
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