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Autor/inn/en | Horn, Eva; Parks, Stephanie; An, Zhe |
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Titel | Inclusive Special Education for Young Learners with Severe and Multiple Disabilities |
Quelle | (2019), (19 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Inclusion; Special Education; Young Children; Severe Disabilities; Multiple Disabilities; Evidence Based Practice; Early Childhood Education; Teacher Collaboration; Regular and Special Education Relationship; Family School Relationship; Performance Based Assessment; Developmentally Appropriate Practices; Access to Education; Individualized Instruction; Vignettes; Self Determination Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Frühe Kindheit; Severe disability; Schwerbehinderung; Multiple disability; Mehrfachbehinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerkooperation; Leistungsermittlung; Entwicklungsbezogene Bildung; Access; Bildung; Zugang; Bildungszugang; Individualisierender Unterricht; Selbstbestimmung |
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.[For the complete volume, "Special Education for Young Learners with Disabilities. Advances in Special Education. Volume 34," see ED596193.] (As Provided). |
Anmerkungen | Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: https://www.emerald.com/insight/publication/issn/0270-4013 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |