Strategies to Support Community Inclusion of Young Children with Disabilities

Autor/inn/en	Park, Kyunghwa Kay; Horn, Eva Marie; Kurth, Jennifer A.
Titel	Strategies to Support Community Inclusion of Young Children with Disabilities
Quelle	In: Young Exceptional Children, 26 (2023) 1, S.16-28 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Park, Kyunghwa Kay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2506
DOI	10.1177/10962506211028575
Schlagwörter	Inclusion; Young Children; Disabilities; Family Involvement; Early Intervention; Early Childhood Education; Community Resources; Barriers; Family Needs + Suchen Sie Ihr Suchwort? Inklusion; Frühe Kindheit; Handicap; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Inclusion is central to work in early intervention and early childhood special education (EI/ECSE) and reflected in the core beliefs and recommended practices of the field (Division for Early Childhood [DEC], 2014). Inclusion, according to the joint statement of the DEC and the National Association for the Education of Young Children (2009), means that each and every child, regardless of their abilities or disabilities, as well as their family have the right to be accepted and respected as valued full members of their communities and participate in a broad range of activities, including educational and recreational settings. The expected outcomes of ensuring equitable access to this broad range of activities and settings for children and their families are a sense of belonging and membership, positive social relationships, and development and learning to reach their full potential. To achieve the outcome of equitable access and active participation, engagement, learning, and development, a variety of intentional supports need to be considered that are designed around the individual needs and priorities of the child and their family. The purpose of this article is to describe a process grounded in a family-centered, strength-based, capacity-building approach to guide professionals in partnering with families for successful community inclusion. To implement the process, the first task is to develop a shared understanding of the family's concerns, resources, and priorities. The second task then for the professional and family is to jointly identify outcomes and develop a plan for achieving the outcomes. The authors propose the use of two tools (i.e., Ecomaps and Routines-based Interview [RBI]) and describe how they may be used together to implement the process. They begin by briefly describing each tool and how they work together. This is followed by a detailed description to guide implementation of the process through three phases--developing an Ecomap, conducting an RBI, and identifying outcomes and potential solutions. (ERIC).
Anmerkungen	SAGE Publications. 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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01