Literaturnachweis - Detailanzeige
Autor/inn/en | Hurley, Jennifer J.; Warren, Rachel A.; Habalow, Rebecca D.; Weber, Lauren E.; Tousignant, Sarah R. |
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Titel | Early Childhood Special Education in a Refugee Resettlement Community: Challenges and Innovative Practices |
Quelle | In: Early Child Development and Care, 184 (2014) 1, S.50-62 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0300-4430 |
DOI | 10.1080/03004430.2013.769214 |
Schlagwörter | Early Childhood Education; Special Education; Refugees; Preschool Children; Preschool Evaluation; Qualitative Research; Semi Structured Interviews; Barriers; Educational Practices; English Language Learners; Student Diversity; Educational Innovation; Cultural Differences; Delivery Systems; Performance Factors; Intervention; Classroom Techniques; Disability Identification; Questionnaires Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Flüchtling; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Qualitative Forschung; Bildungspraxis; Instructional innovation; Bildungsinnovation; Kultureller Unterschied; Auslieferung; Leistungsindikator; Klassenführung; Fragebogen |
Abstract | There has been a significant increase in the number of children who are culturally and linguistically diverse who qualify for early childhood special education (ECSE) services [Banerjee, R., & Guiberson, M. (2012). "Evaluating young children from culturally and linguistically diverse backgrounds for special education services." "Young Exceptional Children", 15(1), 33-44]. The current study investigates the challenges and innovative practices in the evaluation and ECSE services for preschool aged children who are refugees. Twenty-eight early childhood educators who work in a small refugee resettlement community participated in a qualitative study using semi-structured interviews resulting in themes regarding challenges and innovative practices. Challenges include: lack of validated assessments, wait time for evaluations, different cultural perspectives and family advocacy. Innovative practices include: assessing skills not dependent on language and including caregivers in evaluations. Implications for future research and teacher preparation are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |