Individualized Education Program Development in Early Childhood Education: A Disabled Children's Childhood Studies Perspective

Autor/in	Eilers, Nicole
Titel	Individualized Education Program Development in Early Childhood Education: A Disabled Children's Childhood Studies Perspective
Quelle	In: European Early Childhood Education Research Journal, 31 (2023) 1, S.22-33 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eilers, Nicole)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2147974
Schlagwörter	Early Childhood Education; Individualized Education Programs; Program Development; Disabilities; Educational Legislation; Equal Education; Federal Legislation; Students with Disabilities; Student Placement; Eligibility; Evaluation; Children; Educational Research; Attitudes toward Disabilities; Stereotypes; Educational Practices + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Individualized education program; Individualisierendes Lernen; Programmplanung; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Schülerpraktikum; Eignung; Evaluierung; Child; Kind; Kinder; Bildungsforschung; Pädagogische Forschung; Klischee; Bildungspraxis
Abstract	This article describes the results of a disabled children's childhood studies analysis of Section 1414 of the Individuals with Disabilities Education Act (2004), which outlines definitions and procedures related to evaluations, eligibility determinations, individualized education programs (IEP), and educational placements for disabled children in the United States. Within the context of this key piece of legislation, disabled children are constructed as deficient, dependent, and incompetent. A disabled children's childhood studies approach to the processes described in Section 1414 calls for a reframing of disability, and the creation of interdependent methods for supporting the active participation of disabled children in creating and implementing individualized education programs. This paper provides anecdotes illustrative of the current IEP process, and draws on disabled children's childhood studies perspectives to show possibilities for a participatory approach to IEP development and implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01