Early Childhood Special Education in a Refugee Resettlement Community: Challenges and Innovative Practices

Autor/inn/en	Hurley, Jennifer J.; Warren, Rachel A.; Habalow, Rebecca D.; Weber, Lauren E.; Tousignant, Sarah R.
Titel	Early Childhood Special Education in a Refugee Resettlement Community: Challenges and Innovative Practices
Quelle	In: Early Child Development and Care, 184 (2014) 1, S.50-62 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.769214
Schlagwörter	Early Childhood Education; Special Education; Refugees; Preschool Children; Preschool Evaluation; Qualitative Research; Semi Structured Interviews; Barriers; Educational Practices; English Language Learners; Student Diversity; Educational Innovation; Cultural Differences; Delivery Systems; Performance Factors; Intervention; Classroom Techniques; Disability Identification; Questionnaires + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Flüchtling; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Qualitative Forschung; Bildungspraxis; Instructional innovation; Bildungsinnovation; Kultureller Unterschied; Auslieferung; Leistungsindikator; Klassenführung; Fragebogen
Abstract	There has been a significant increase in the number of children who are culturally and linguistically diverse who qualify for early childhood special education (ECSE) services [Banerjee, R., & Guiberson, M. (2012). "Evaluating young children from culturally and linguistically diverse backgrounds for special education services." "Young Exceptional Children", 15(1), 33-44]. The current study investigates the challenges and innovative practices in the evaluation and ECSE services for preschool aged children who are refugees. Twenty-eight early childhood educators who work in a small refugee resettlement community participated in a qualitative study using semi-structured interviews resulting in themes regarding challenges and innovative practices. Challenges include: lack of validated assessments, wait time for evaluations, different cultural perspectives and family advocacy. Innovative practices include: assessing skills not dependent on language and including caregivers in evaluations. Implications for future research and teacher preparation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10