Reconceptualizing Assistance for Young Children of Color with Disabilities in an Inclusion Classroom

Autor/inn/en	Park, Soyoung; Lee, Sunmin; Alonzo, Monica; Adair, Jennifer Keys
Titel	Reconceptualizing Assistance for Young Children of Color with Disabilities in an Inclusion Classroom
Quelle	In: Topics in Early Childhood Special Education, 41 (2021) 1, S.57-68 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Park, Soyoung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121421992429
Schlagwörter	Minority Group Students; Young Children; Students with Disabilities; Early Intervention; Social Justice; Equal Education; Attitudes toward Disabilities; Racial Bias; Social Bias; Special Education; Critical Theory; Race; Inclusion; Preschool Education; Student Needs; Student Interests; Teacher Role; Teacher Behavior; Educational Practices; Teacher Aides; Student Role + Suchen Sie Ihr Suchwort? Frühe Kindheit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Special needs education; Sonderpädagogik; Sonderschulwesen; Kritische Theorie; Rasse; Abstammung; Inklusion; Pre-school education; Vorschulerziehung; Studieninteresse; Lehrerrolle; Teacher behaviour; Lehrerverhalten; Bildungspraxis; Handreichung; Lehrerhilfe
Abstract	In this article, we draw on DisCrit to critically analyze how a group of early childhood educators approached assistance with young children of color with disabilities in a Head Start inclusion classroom. Using examples from data collected over one school year, we demonstrate how child-centered assistance advances justice for young children of color with disabilities who are often subjected to a surveillance culture in schools. We critique assistance that aligns with the medical model of disability and aims to change young children of color with disabilities to conform to ableist, racist expectations of schooling. We offer examples of assistance practices that contrastingly aim to support young children of color with disabilities to pursue their own interests and purposes. Through these counterstories, we reconceptualize assistance as a practice that can support young children of color with disabilities to be more fully themselves. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01