Strengths-Based Family and Community Partnerships in Early Childhood Special Education Research and Practice

1. Auflage 2025
ISBN: 978-1-63822-135-7
Verlag: Routledge

Buch, Englisch, 116 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 239 g

Reihe: Evidence-Based Instruction in Special Education

This comprehensive edited collection provides early childhood education and early childhood special education providers and researchers with strengths-based strategies for young children in infant, toddler, and preschool settings. It focuses on meaningfully working with families and communities to promote children’s social, emotional, behavioral, and mental health well-being.

Moving away from deficit-based views and reframing how educators and researchers can respond to behavior that is perceived as challenging, the book begins with an overview of family-centered practices, the negative impact of exclusionary discipline, and theoretical models for understanding behavior and partnerships. Then the chapters detail how to recognize and build on family and community strengths, reduce suspensions and expulsions, and promote strengths-based teacher training and research collaborations. The book also discusses research, practice, and policy approaches that support children with disabilities, emphasizing the importance of family and community in intervention processes.

Strengths-Based Family and Community Partnerships in Early Childhood Special Education Research and Practice is key reading for early childhood professionals, pre-service teacher educators, and researchers.

Zielgruppe

Undergraduate Advanced and Undergraduate Core

Autoren/Hrsg.

Morris, Chelsea T.

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Kindergarten & Vorschule

Inhaltsverzeichnis

1. Who is Challenging Behavior Actually Challenging in Early Childhood Special Education?; 2. They Just Don’t Care: Reframing Deficit Thinking and Common Myths about Young Children’s Families and Communities; 3. Whole-Child Thinking in the Current State of Early Childhood Special Education; 4. Making Connections with Families to Foster Preschool Social-Emotional Skills and Reduce Exclusionary Discipline Practices; 5. Making Connections with Teachers and Families to Co-Create Meaningful Home-School Resources that Foster Preschool Social-Emotional Skills; 6. Making Connections in Communities through Research Approaches that Recognize Historical Inequities and Cultural Wealth; 7. Creating More than de minimus Higher Education Learning Opportunities for Pre-Service Educators in Teacher Preparation Programs; 8. What’s Next?

Über Autor(innen)

Chelsea T. Morris is an Assistant Professor of Family and Child Studies at the University of New Mexico. Her research focuses on early childhood inclusive education, including the disproportionate impact that discipline practices have on young children and their families and appropriate care practices in the aftermath of collective and individual trauma.