Confronting Racism and Bias within Early Intervention: The Responsibility of Systems and Individuals to Influence Change and Advance Equity

Autor/inn/en	Boone Blanchard, Sheresa; Ryan Newton, Jennifer; Didericksen, Katherine W.; Daniels, Michael; Glosson, Kia
Titel	Confronting Racism and Bias within Early Intervention: The Responsibility of Systems and Individuals to Influence Change and Advance Equity
Quelle	In: Topics in Early Childhood Special Education, 41 (2021) 1, S.6-17 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boone Blanchard, Sheresa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121421992470
Schlagwörter	Racial Bias; Ethnicity; Social Stratification; Young Children; Minority Group Children; Early Intervention; Minority Group Students; Equal Education; Access to Education; Educational Legislation; Federal Legislation; Students with Disabilities; Special Education; Trauma; Preschool Education; Change Strategies; Child Care Centers + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Ethnizität; Soziale Zusammensetzung; Frühe Kindheit; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Pre-school education; Vorschulerziehung; Lösungsstrategie; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung
Abstract	Many early intervention systems are focused on "fixing" children to support development and inclusion. However, we need to acknowledge systemic racism and bias to focus on early settings, schools, and practitioners who are ready for all children. Furthermore, knowledge about the existence of bias and its possible harmful effects support a need for thoughtful, systems-level decisions. We propose a conceptual model for acknowledging the impact of social stratification mechanisms like systemic racism on the development of young children of color in early intervention to ensure equitable access and outcomes. Through this acknowledgment, we can consider systems-level change to build equity-empowered settings and classrooms that support optimal development for all children, especially children of color and with disabilities. (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