Part C Early Intervention Procedural Safeguard Notices: Are They Supporting Parents to Understand Their Rights? [0.03%]
C部分早期干预程序保障通知：它们能让父母了解自己的权利吗？
Lauren M Cycyk,Madeleine Griffin,Margaret Gillis et al.
Lauren M Cycyk et al.
A family-centered early intervention (EI) approach mandated by the Individuals with Disabilities Education Act (IDEA) Part C, means involving parents fully in EI and ensuring they know their legal rights and responsibilities for participati...
Professionals' Perspectives on Service Delivery: The impact of COVID-19 on early childhood special education providers [0.03%]
专业人员对服务提供的看法：COVID-19对早期儿童特殊教育提供者的影响
Douglas Gomez,Megan Kunze,Elizabeth Glenn et al.
Douglas Gomez et al.
Early childhood special education (ECSE) professionals were forced to drastically change their methods of providing services as a result of the COVID-19 pandemic. In this qualitative study, we conducted interviews to understand how the COVI...
Latina Mothers of Young Children With Special Needs: Personal Narratives Capturing the Impact of the COVID-19 Pandemic [0.03%]
拉丁裔有特殊需要幼儿的母亲：个人叙事揭示新冠疫情的影响
Adriana Luna,Courtney A Zulauf-McCurdy,Shawna Harbin et al.
Adriana Luna et al.
The Latino community has been disproportionately impacted by the COVID-19 pandemic, resulting in unique challenges. This paper explores the lived experiences of five Spanish-speaking Latina mothers of young children receiving early childhoo...
Diane C Lillo-Martin,Elaine Gale,Deborah Chen Pichler
Diane C Lillo-Martin
Deaf and hard of hearing (DHH) children experience systematic barriers to equitable education due to intentional or unintentional ableist views that can lead to a general lack of awareness about the value of natural sign languages, and insu...
Brian Barger,Catherine Rice,Christina Anne Simmons et al.
Brian Barger et al.
Authors conducted a systematic literature review on early identification steps leading at-risk young children to connect with Part C services. Authors classified data collection settings as primary (settings for general population) or speci...
Successful phonological awareness instruction with preschool children: Lessons from the classroom [0.03%]
对幼儿园儿童进行成功的语音意识指导的课堂经验
Beth M Phillips,Jeanine Clancy Menchetti,Christopher J Lonigan
Beth M Phillips
Measuring Representative Communication in Young Children with Developmental Delay [0.03%]
发育迟缓儿童沟通能力的评估
Micheal Sandbank,Paul Yoder
Micheal Sandbank
Generalizability and decision studies provide a mathematical framework for quantifying the stability of a given number of measurements. This approach is especially relevant to the task of obtaining a representative measure of communicative ...
Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed? [0.03%]
需要对学前教育和早期读写教学采取反应性干预措施吗？
Charles R Greenwood,Judith J Carta,Jane Atwater et al.
Charles R Greenwood et al.
Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether or not preschool instructional experiences are sufficiently effective to achieve these g...
Supporting Young Children With Multiple Disabilities: What Do We Know and What Do We Still Need To Learn? [0.03%]
多重障碍儿童的早期干预：我们了解多少？还有哪些需要继续学习的地方？
Eva M Horn,Jean Kang
Eva M Horn
Young children with multiple disabilities have unique needs and challenges. Many of these young children struggle to communicate their wants and needs, to freely move their body to access and engage their world, and to learn abstract concep...
The Value of Workshops on Psychological Flexibility for Early Childhood Special Education Staff [0.03%]
针对儿童特殊教育工作者的心理灵活性工作坊的价值研究
Anthony Biglan,Georgia L Layton,Laura Backen Jones et al.
Anthony Biglan et al.
High stress and burnout are common for early childhood special educators, contributing to high rates of attrition, diminished educational effectiveness, and high turnover. Acceptance and Commitment Therapy (ACT) is a promising approach for ...