Early years education begins with the rejection of the notion that children are deficient adults. But it has culminated in a deep and abiding concern for learning difficulties, particularly in the field of reading. The purpose of this paper is to reconcile the seeming contradiction between the former view, which appears to eschew the concept of…

Students with specific learning disabilities (SLDs) sometimes experience anger, which can negatively affect their academic performance and social relationships if not managed properly. Prevention and intervention programs are beneficial in addressing this issue. Bibliotherapy is an effective method for anger management and is categorized into…

Universal screening and progress monitoring are evidence-based practices in early intervention/early childhood special education (EI/ECSE). Individual Growth and Development Indicators (IGDIs) for infants/toddlers are measures that programs can use for universal screening, progress monitoring, intervention decision-making, and accountability.…

Pediatric Feeding Disorder, a common problem in children, is commoner in children with various developmental disorders. Children with pediatric feeding disorder can have food selectivity and lack dietary diversity (DD). In this paper, an understanding of DD in these children is provided along with a dietary diversity index that can be helpful in…

The Individuals with Disabilities Education Act (IDEA) funds state Part C programs to provide early intervention services to support infants and toddlers with disabilities and their families. All states and jurisdictions receiving Part C funding are required to report data annually to the Office of Special Education Programs (OSEP) in the U.S.…

How to realize the global development of children with intellectual disability is a complicated social issue. When a child has intellectual disability or is on the verge of intellectual disability, the environment the child is in and the humanistic support the child obtains play a vital role in achieving the global development. Given the intrinsic…

The majority of children from birth to age 5 in the United States regularly attend early care and education (ECE) programs. There are many types of ECE in the United States. Some are publicly funded, such as the federal Head Start and Early Head Start programs and state-funded pre-kindergarten. Others are privately funded community-based…

Experiences with nature are important for children's development and there are many ways for educators to provide children with exceptionalities opportunities to interact with nature. Children with diverse needs can, and should, have opportunities to interact with nature. This article describes how to apply Universal Design for Learning (UDL)…

The only consistency with children, with and without disabilities, is that they are inconsistent. Much of a child's behavior is adult controlled by their reaction, methods used, and consistency in support and discipline. When adults change the way they respond to the child's behaviors, the child gradually will learn to modify their behavior.…

A high prevalence of maltreatment, abuse, neglect and the onset of subsequent trauma has been well-documented among both young people with disability and young people residing in foster and kinship care. However, no uniform policies or guidelines currently exist for the delivery of trauma-informed models of care to build the capacity of foster and…

Iowa's Statewide Voluntary Preschool Program for Four-Year-Old Children (SWVPP) is an important part of the state's comprehensive early childhood effort, providing more opportunities for young children to access quality preschool and enter school ready to learn. The preschool programs are expected to serve four-year-old children with a range of…

The Individuals with Disabilities Education Act (IDEA, P.L. 108-446) is primarily thought of as the nation's special education law, and Part B, which focuses on providing special education and related services to children with disabilities between the ages of 3 and 21 years old, is the largest part of the IDEA both in terms of populations served…

Everyday life activities provide development-enhancing learning opportunities for young children. Since parents, teachers, child care providers, and other caregivers are with infants and toddlers more frequently and for longer periods of time than early childhood intervention practitioners, caregivers need to know how they can support their…

Early identification of developmental delays in young children is a national priority. Yet, a significant number of children do not receive timely developmental monitoring and screening as part of current health and early identification systems. The Centers for Disease Control and Prevention's (CDC's) "Learn the Signs. Act Early."…

The United Kingdom and Ireland have a well-established research base in motor competence (MC) research, ranging from reporting and monitoring levels of MC, developing assessment tools for MC, providing innovative curriculum and intervention design to support learning and development, as well as providing advocacy for particular groups, such as…