The Quick Peek Program: A Model for Developmental Screening Within Underserved Communities
Developmental screening of young children is important in all populations, especially underserved communities with known health care disparities. The American Academy of Pediatrics created guidelines and a toolkit for pediatricians to conduct developmental surveillance and screening, yet these guidelines are not uniformly implemented within pediatric health care settings. This results in missed opportunities to identify young children with developmental issues, delaying enrollment in early intervention and affecting child outcome. A community-based developmental screening program was designed to address this need and to re...
Source: Infants and Young Children - August 31, 2016 Category: Child Development Tags: Original Research/Study Source Type: research
Autism Identification Policies and Practices in Early Childhood: A Preliminary Investigation From One State
Autism spectrum disorder (ASD) occurs in all racial, ethnic, and socioeconomic groups; however, children from culturally and linguistically diverse groups are, on average, misdiagnosed more often and identified later than White children. Understanding current practices and procedures is important for ensuring the use of evidence-based identification practices and the early and appropriate identification of culturally and linguistically diverse children with ASD. The purpose of this article is to describe the results of a survey regarding the early identification and intervention practices of professionals working with youn...
Source: Infants and Young Children - August 31, 2016 Category: Child Development Tags: Original Research/Study Source Type: research
Engaging Preschool Children With Severe and Multiple Disabilities Using Books and iPad Apps
A single subject multiple treatment design was used to compare the engagement of 3 preschool children with severe and multiple disabilities, using 2 different stimuli: picture books and iPad apps matched for theme and content. Two of the 3 children had diagnoses of autism spectrum disorder in addition to their other disabilities. Sessions for each child were guided by trained facilitators who were staff working in the inclusive childcare settings attended by the children. Sessions were video recorded and later coded using a 5-second interval recording system. Visual inspection of the data indicated that 1 child was equally...
Source: Infants and Young Children - August 31, 2016 Category: Child Development Tags: Original Research/Study Source Type: research
From the Editor
No abstract available (Source: Infants and Young Children)
Source: Infants and Young Children - August 31, 2016 Category: Child Development Tags: From the Editor Source Type: research
Early Childhood Inclusion in the United Kingdom
A policy-to-practice paper is presented of early childhood inclusion in England. The article aims to report the benefits of early intervention services and early childhood inclusion for children with special educational needs and disabilities (SEND), document the chronology of policy development, and discuss research evidence about policy-to-practice considerations for early childhood inclusion. Policy development for children with SEND in England has been informed by international human rights and European inclusion agendas and has been significantly revised and reformed recently with a new Children and Families Act (2014...
Source: Infants and Young Children - June 3, 2016 Category: Child Development Tags: Original Research/Study Source Type: research
Early Childhood Inclusion in Turkey
Inclusion of young children with disabilities into regular preschool classrooms is a common practice that has been implemented for several decades in industrialized nations around the world, and many developing countries including Turkey have been developing and implementing laws, regulation, and services to support inclusion and teaching in natural environments. The current definition of inclusion provided in special education laws developed in Turkey aligns with the definition of inclusion provided in the contemporary literature. However, implementation of inclusive practices in early years is still in its early stages a...
Source: Infants and Young Children - June 3, 2016 Category: Child Development Tags: Original Research/Study Source Type: research
Early Childhood Inclusion in Spain
This article describes early childhood inclusion in educational settings in Spain. First, we address the legislative framework of preschool education in Spain and offer a brief analysis of some relevant issues, including the current situation of early childhood education and inclusion at this stage. Second, current policies and practices relating to the inclusion of students with special needs in early childhood education are analyzed. Issues such as staff characteristics and training, the ratio of children with special needs to children without special needs, forms of schooling, curriculum, and available supports are cove...
Source: Infants and Young Children - June 3, 2016 Category: Child Development Tags: Original Research/Study Source Type: research
Early Childhood Inclusion in Aotearoa New Zealand
Early childhood education is encouraged for all 3- to 5-year-old children in New Zealand (known in the Māori language as Aotearoa) and is supported by a well-constructed bicultural curriculum (Te Whāriki) and reasonably generous government funding. However, a number of factors mitigate against inclusion of children with developmental delays and disabilities. These include a lack of training for early childhood teachers; no requirement for Early Childhood Centers to have policies of inclusion; funding and support arrangements based on age rather than developmental stage; a lack of sufficient specialist and paraprofessiona...
Source: Infants and Young Children - June 3, 2016 Category: Child Development Tags: Original Research/Study Source Type: research
Early Childhood Inclusion in Israel
This article describes conceptual aspects, current policies and practices, and research representing the Israeli perspective regarding early childhood inclusion (ECI) at preschool ages (3–6 years). We review legislative, historical, attitudinal, philosophical, practical, empirical, and cultural issues regarding ECI in Israel. Finally, we focus on several major topics and challenges that call for further discussion and intervention, along with suggestions for future directions to enhance ECI in educational settings with regard to policies, research, training, and practices. (Source: Infants and Young Children)
Source: Infants and Young Children - June 3, 2016 Category: Child Development Tags: Original Research/Study Source Type: research
Early Childhood Inclusion in Croatia
This article explains early childhood inclusion in Croatia from its beginnings up to challenges in current policy and practice. The first preschool education for children with disabilities dates back to the 1980s and was provided in special institutions. In the last 10 years, mainstream kindergartens have been enrolling children with disabilities but unevenly in different Croatian regions and also with a different quality of support. The lower economic potential of the rural and smaller local communities adversely influence the possibility of organizing support for children with disabilities in general, especially in an in...
Source: Infants and Young Children - June 3, 2016 Category: Child Development Tags: Original Research/Study Source Type: research
Early Childhood Intervention and Inclusion in Austria
This article assesses the situation of preschool children in Austria facing the need to implement the UN Convention on the Rights of Persons with Disability. Eligibility criteria for preventive preschool services and the necessary labeling of children as “disabled” or “at risk” are assessed as inhibiting factors within educational systems that ostensibly facilitate “education” for all. On the operative level, existing support systems across Austria differ in their level of inclusiveness. The kindergarten system can be seen to offer a more inclusive service for children aged 0–3 years. Nurseries and child mind...
Source: Infants and Young Children - June 3, 2016 Category: Child Development Tags: Original Research/Study Source Type: research
Early Childhood Inclusion in Australia
From the introduction of early intervention services in Australian in the mid-1970s, the families of children with intellectual and multiple disabilities have been encouraged to enroll their children in local preschools and childcare centers. Children with disabilities have also accessed a range of alternatives to full inclusion, such as reverse inclusion and partial inclusion; however, the availability of the range of inclusive options has been limited. Although federal and state governments provide funding to support inclusion, the value of the support has been diminished by difficulties associated with the funding appli...
Source: Infants and Young Children - June 3, 2016 Category: Child Development Tags: Original Research/Study Source Type: research
Early Childhood Inclusion in the United States: Goals, Current Status, and Future Directions
The current status and future directions of early childhood inclusion in the United States are discussed from the perspective of 4 key goals: access, accommodations and feasibility, developmental progress, and social integration. Recommendations are put forward to promote inclusion goals emphasizing administrative structures, personnel preparation, licensing and national standards, team processes, and expansion of inclusive practices beyond school settings. These recommendations are discussed within the context of an early childhood systems framework that encompasses all children. (Source: Infants and Young Children)
Source: Infants and Young Children - June 3, 2016 Category: Child Development Tags: Original Research/Study Source Type: research
From the Editor
No abstract available (Source: Infants and Young Children)
Source: Infants and Young Children - June 3, 2016 Category: Child Development Tags: From the Editor Source Type: research
Examining Engagement and Interaction of Children With Disabilities in Inclusive Kindergartens in China
Quality engagement in early childhood programs is critical to the development and learning of young children, particularly those with disabilities. The purpose of this study was to examine the quality of engagement and interaction of children with disabilities in inclusive kindergartens in China. Specifically, the study aimed to examine the engagement and interaction levels children with disabilities had across 5 types of activities (i.e., group teaching, mealtime, self-care, play, outdoor activities) and subject matter for whole-group lessons (i.e., music, storytelling, art, language art, math and science, and general kno...
Source: Infants and Young Children - March 1, 2016 Category: Child Development Tags: Original Research/Study Source Type: research
