Sharing Perspectives for Educating Young Children with Disabilities: Developing Family and Professional Partnerships

This important book is an exploration of the ways parents, teachers and academics view the development and schooling of young children with disabilities. It offers an in-depth examination of the common and critical issues that emerge as children and their families first enter the school system, navigate the educational landscape and learn to advocate for their rights. Each chapter of the book presents a parent’s perspective of significant issues, followed by a teacher’s perspective. From their stories, numerous themes are identified and connected to the academic literature. The experiences shared and the literature reviewed address the challenges, successes and opportunities for increased understanding that emerge as parents and educators work together toward a common goal. Sharing Perspectives for Educating Young Children with Disabilities is essential reading for all pre-service and in-service early childhood and special education professionals and parents engaging in the process of listening carefully to others with the aim of supporting the education of young children.

Table of Contents:

Preface

Chapter 1 -- Telling Stories as a Way to Share Perspectives

Part 1: A Mother’s Perspective

Part 2: A Teacher’s Perspective

Part 3: The Academic Perspective

Historical Overview of Special Education

Changes in Disability Classification Over the Years

Parent Roles in Development of Services

Disability, Civil Rights and Social Justice

Evolution of Partnerships and Collaboration

Professional Humility

What About Inclusion?

What Follows in This Book

References

Guiding Questions and Activities

Chapter 2 -- Wondering and Noticing

Part 1: A Mother’s Perspective

Part 2: A Teacher’s Perspective

Part 3: The Academic Perspective

The Purposes of Observation

Variations in Development

Racial Disparities in Classroom

Preschool Suspension/Expulsion and the School-to-Prison Pipeline

The Unintended Outcomes of Wondering and Noticing

References

Guiding Questions and Activities

Chapter 3 -- Putting the Pieces Together: Assessment, Evaluation and Diagnosis

Part 1: A Mother’s Perspective

Part 2: A Teacher’s Perspective

Part 3: The Academic Perspective

Developmental and Universal Screening

An Overview of Assessment

Types of Traditional Assessment

Biases and Issues with Traditional Tests

Authentic Assessment

Team Approaches to Assessment

Multidisciplinary Approach to Assessment

Interdisciplinary Approach to Assessment

Transdisciplinary Approach to Assessment

Additional Considerations and Planning for Assessment

References

Guiding Questions and Activities

Chapter 4 – Processes, Plans and Protections Under the Law: IFSP, IEP and Section 504

Part 1: A Mother’s Perspective

Part 2: A Teacher’s Perspective

Part 3: The Academic Perspective

Main Themes in the IDEA

IFSPs

504 Plans and RTI

IEPs

The IEP Process

The IEP Content

Alphabet Soup: PBS, FBAs and BIPs

Due Process

Creating Collaborative Teams within the IEP Process

References

Guiding Questions and Activities

Chapter 5 -- Collaborating to Implement Programs and Services

Part 1: A Mother’s Perspective

Part 2: A Teacher’s Perspective

Part 3: The Academic Perspective

Developing Collaborative Relationships

Collaboration in Early Intervention

Early Intervention Professional Standards and Dispositions

Access and Barriers to Early Intervention Services

Home-Based and Center-Based Services

Collaboration in the Classroom

Push-In and Pull-Out Services

Working with Paraprofessionals

General Education and Special Education Teachers Working Together

References

Guiding Questions and Activities

Chapter 6 -- Advocating

Part 1: A Mother’s Perspective

Part 2: A Teacher’s Perspective

Part 3: The Academic Perspective

Parents as Advocates

Professionals as Advocates

Teachers as Advocates and Partners with Families

Children as Self-Advocates and Self-Determined Beings

Self-Determination

Cultural Considerations within Self-Advocacy and Self-Determination

The Dignity of Risk

Points of Reflection

Rocking the Boat

Familial and Cultural Considerations in Advocacy

Why We (Still) Need to Advocate

References

Guiding Questions and Activities

Epilogue -- Final Thoughts and Moving Forward

Index

Nancy Sall, Ed.D., Assistant Professor, Department of Special Education at Hunter College, City University of New York, USA. Nancy previously was a faculty lecturer at Teachers College, Columbia University. She has worked on numerous federally funded research projects on the communication and social development of children with significant disabilities.

Catherine Hall Rikhye, Ed.D., Special Education Curriculum Consultant, NYC Public Schools, USA. Cathy was a faculty lecturer at Teachers College, Columbia University, and Associate Professor of Special Education at Hunter College and Dominican College in NY. She created and directed the Office of Inclusive Education, NYC Department of Education.

Darnell Carr Newsum, MBA., Diversity, Equity & Inclusion Consultant, SPARK/Boston Children’s Hospital, USA. Darnell is the parent of two children with Autism and a parent advocate, serving on the boards of two schools in New York City. She speaks at colleges and organizations about issues impacting families of children with autism.

Samreen Hoda, M.A., Assessment Editor, Curriculum Associates iReady, USA. Samreen designs large-scale early literacy assessments while incorporating cultural and linguistic responsiveness. She taught students with autism and other developmental disabilities in New York City Public Schools where she also served as a mentor and supervisor for novice teachers.

“This book is unique in that it incorporates first person perspectives from multiple stakeholders in family-professional collaboration. There is just enough historical and academic background information to bring greater meaning to readers’ understanding of how policy and practices have changed over time [and,] the style is particularly user-friendly and engaging. The language is clear and promotes a sense of positivity.” --Susan Recchia, Ph.D., Professor Emeritus, Teachers College, Columbia University

“This is the first book I have seen that is organized around parent, teacher, and academic’s perspectives. In my work with early childhood/special education undergraduate and graduate students, collaborating with families is one of the most difficult aspects of learning how to teach. This book offers stories that students in education and in-service programs can relate to and learn from.” --Seung Eun McDevitt, Ed.D., Associate Professor, Rowan University

“This text delivers both breadth and depth in its examination of themes and constructs most vital to supporting families and young children with disabilities. Complex topics including historical frameworks, constructs, and legislation, intersectionality of race and disability, and advocacy and social justice are presented in an engaging and nuanced way. This text will be a valuable resource in teacher education coursework.” --Victoria Puig, Ed.D., Associate Professor, Montclair State University