Impact. Volume 22, Number 1, Summer-Fall 2009
Author: Gaylord, Vicki, Ed.
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Learning Theories,Early Intervention,Early Childhood Education,Disabilities,Program Effectiveness,Educational Change,Access to Education,Emotional Development,Interpersonal Competence,Inclusion,Change Strategies,Educational Strategies,Best Practices,Educational Practices,Educational Quality,Definitions,Parent Teacher Cooperation,Professional Development,Educational Improvement,Social Development,Student Diversity,Emergent Literacy,Library Role,Sustainability,Phenomenology,Integrated Services,Accessibility (for Disabled),Case Studies,Caseworker Approach

How can families and early childhood professionals provide quality, inclusive early childhood education for young children with and without disabilities? That's the question posed in this "Impact "issue. In its pages, parents reflect on their experiences with early childhood education and inclusion for their children--what was helpful, what was not, and lessons learned from the experience. Researchers and practitioners discuss practical strategies for supporting quality early education experiences for young children with disabilities, as well as the necessity and benefits of inclusion for all students. Innovative inclusive early childhood programs from around the country talk about what they're doing and the outcomes. Articles in this issue include: (1) Welcome to the World (Samtra K. Devard); (2) What Do We Mean by "Early Childhood Inclusion"? Finding a Shared Definition (Camille Catlett); (3) Improving Relationships Between Families and Practitioners During the Early Years (Susan P. Maude and Jacqueline L. Dempsey); (4) Quality Inclusive Early Childhood Programs: 10 Things to Look For (Donna Nylander); (5) A Long and Winding Road: One Family's Journey Through the Educational System (Susan Valiquette); (6) Supporting Inclusion Through New Approaches to Professional Development (Camille Catlett); (7) How Inclusion is Benefitting One Child Without Disabilities: Dillon's Story (Jennifer Sedlack); (8) Teaching Value (Tyler Greene); (9) Promoting the Social Competence of Young Children With Disabilities (Lise Fox); (10) Promising Practices to Support Friendships in Inclusive Classrooms (Barbara Davis Goldman); (11) Do You Speak My Language? Culturally and Linguistically Diverse Children in ECSE (Lillian Duran); (12) Universal Design for Learning: The Building Inclusive Child Care Project (Robin Cunconan-Lahr); (13) High-Tech Inclusion in Preschool: The KidSmart Young Explorer Project (Julie Holmquist); (14) Faith, Tenderness and the Pyramid: Inclusion at Palma Ceia Presbyterian Preschool (Nancy Little); (15) Early Childhood Education in the Wilderness: Minnesota's Invest Early Initiative (Susan Hoeft); (16) Supporting Inclusive Early Childhood Literacy in Colorado: El Grupo de Familias (Susan M. Moore and Clara Perez-Mendez); (17) Integrating Early Intervention Supports in Libraries: Baltimore County, Maryland (Paula Boykin and Marisa Conner); (18) Nineteen Years of Inclusion Programming: Coralwood School in Decatur, Georgia (Rebecca Blanton); (20) Supporting Healthy Social-Emotional Development: St. Paul's ECSE Program (Ruth Paisley); and (21) Sustaining Inclusive Care in Minnesota: The Center for Inclusive Child Care (Cindy Croft). (Individual articles contain figures, tables, references and resources.)