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Direct linkO'Grady, Courtney; Batool, Sadia; Batz, Ruby; Vinh, Megan – Young Exceptional Children, 2023
By its very nature, the field of early intervention and early childhood special education (EI/ ECSE) "should" be grounded in social justice, with an ongoing commitment to the pursuit of equity for young children with disabilities and their families. However, it must be reckoned with that this field is steeped in a deficit model of…
Descriptors: Early Intervention, Early Childhood Education, Special Education, Social Justice
Beneke, Margaret R.; Newton, Jennifer R.; Vinh, Megan; Blanchard, Sheresa Boone; Kemp, Peggy – ZERO TO THREE, 2019
The implicit and explicit messages early childhood practitioners send about disability have important consequences for young children's developing identities and sense of belonging. The authors discuss how practitioners can cultivate early learning communities in which the identities of all young children, with and without disabilities, are…
Descriptors: Disabilities, Inclusion, Young Children, Child Development
Shaffer, LaShorage; Vinh, Megan; Shapland, Dorothy; O'Grady, Courtney – TEACHING Exceptional Children, 2023
Given the rising efforts to ensure all young children have equitable access to high-quality early childhood settings and systems (Children's Equity Project, 2020; DEC, 2020; NAEYC, 2019), it is essential for early care and education practitioners to examine how their perceptions and implicit biases may impact their teaching and consider how to…
Descriptors: Racism, Social Justice, Early Childhood Education, Teacher Attitudes
