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Direct linkAncell, Katherine S.; Bruns, Deborah A.; Chitiyo, Jonathan – Young Exceptional Children, 2018
Active family involvement in Early Childhood Special Education (ECSE) is regarded as a beneficial factor in young children's learning and development. One definition of family involvement is the active role parents take in their child's development and the knowledge and participation they share with professionals who are part of the child's daily…
Descriptors: Early Childhood Education, Fathers, Parent Participation, Family Involvement
Neitzel, Jen – Young Exceptional Children, 2020
The recent attention being given to early childhood trauma and its negative effects on long-term learning and development has led many policymakers, practitioners, and researchers to focus on developing practices that support children and families who are experiencing trauma. Given the fact that many young children spend a significant amount of…
Descriptors: Trauma, Early Childhood Education, Early Childhood Teachers, Student Needs
Kashinath, Shubha; Coston, Jade; Woods, Juliann – Young Exceptional Children, 2015
On any given day, early intervention (EI) providers must manage the individual needs of children with a range of disabilities in a variety of contexts and with varying caregiver/family priorities. Recommended and evidence-based practices as defined by Part C policy (Individuals With Disabilities Education Improvement Act, 2004) and the Division…
Descriptors: Logical Thinking, Models, Early Intervention, Student Needs
Chambers, Cynthia; Childre, Amy – Young Exceptional Children, 2005
Family-professional partnerships have been recognized through research and supported through legislation as critical components contributing to the positive development of children with disabilities, yet current practices and services need significant improvement. In practice, families and service providers often experience difficulty in…
Descriptors: Disabilities, Child Development, Individualized Education Programs, Family Involvement
