Freedom from Social Isolation for Young Students with Disabilities

Autor/inn/en	Rodriguez, Diane; Smith-Canter, Lora Lee; Voytecki, Karen S.
Titel	Freedom from Social Isolation for Young Students with Disabilities
Quelle	In: Childhood Education, 83 (2007) 5, S.316 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
Schlagwörter	Early Childhood Education; Interpersonal Competence; Interpersonal Relationship; Interaction; Disabilities; Social Isolation; Social Development; Attitudes toward Disabilities; Early Intervention; Peer Relationship; Student Behavior; Behavior Problems; Antisocial Behavior; Young Children; Federal Legislation; Student Needs + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interpersonale Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Handicap; Behinderung; Soziale Isolation; Soziale Entwicklung; Peer-Beziehungen; Student behaviour; Schülerverhalten; Frühe Kindheit; Bundesrecht
Abstract	Currently, students in early childhood special education programs experience social isolation. To ameliorate the inappropriate behaviors that often contribute to this isolation, it is imperative that educators begin to include instruction in appropriate social interaction in the general education early childhood curriculum for children with disabilities. To meet this need, young children with disabilities are entitled to early intervention services under the federal Individuals With Disabilities Education Improvement Act (IDEA) legislation. Addressing the problem of children needing appropriate social interaction services during the early childhood years could reduce negative social outcomes for these children. Another important concern is that although many programs in early childhood promote social development, children with disabilities are often kept from participating in these activities. To address the needs of young children with disabilities, early childhood programs must ensure that children with disabilities engage in developmental activities based on social competencies. These competencies are an essential component of social skills in personal and educational growth. In this article, the authors address social competence, social isolation, and research-based interventions, and then explore the impact of not providing appropriate services for young children with disabilities in the area of social development. They also recommend future directions for the area of social competence. (ERIC).
Anmerkungen	Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10