Early intervention (EI) plays a crucial role in supporting infants and toddlers with developmental needs and helping families understand how to meet their child's needs. However, once a child reaches the age of three, these services come to an end and families must transition to school services. Surprisingly, there is a lack of research focusing…

The aim of this article was to explore whether and how special education documents incorporate efforts to hear young children. The study is based on an in-depth analysis of expert assessments and individual education plans (IEP) pertaining to 17 children enrolled in early education and care (ECEC) institutions in Norway. The documents are…

The purpose of this study was to examine the reading and writing motivation of gifted students aged 8-10 years. In the study, the effect of motivation on students' academic achievement and learning processes was addressed, and the relationships between reading and writing motivation and variables such as age, gender, number of siblings and…

The purpose of this brief is to increase states' awareness of national data resources that can support states in sharing, linking, integrating, and using data on young children with disabilities to enhance the provision of early intervention (EI) and early childhood special education (ECSE) services. The audience for this brief includes states'…

The transition to formal schooling is a large contextual change, which for many children in U.S. begins with the year of kindergarten. To better understand the challenges of this transition, the present study examines the extent to which children experience transition difficulties in five salient areas: making friends, following schedules, meeting…

Early childhood special education (ECSE) teachers support children who qualify for Individualized Education Programs (IEPs) mandated by the Individuals with Disabilities Education Act (IDEA, 2004). ECSEs generally serve children under the age of five and are often asked to guide the development of a plan to decrease persistent challenging…

This "user-friendly guide" offers educators and specialists--in both general and special education classrooms--a strengths-based approach to improving access to STEAM learning for young children with disabilities, while promoting inclusion within early childhood education. The author provides strategies for effectively embedding science,…

The Ohio Department of Education's Office of Early Learning and School Readiness provides technical assistance and resources for their partners working with families, preschool staff, and communities to meet the individual needs of preschool children with disabilities. The goal of this manual is to offer information to preschool programs and…

Self-determination is a dispositional characteristic, expressed when people act as causal agents in their lives. It develops throughout the life course, starting in early childhood. Causal Agency Theory defines three self-determined actions that lead to self-determination, which are (1) volitional action: including making conscious choices based…

Narratives skills are associated with long-term academic and social benefits. While students with disabilities often struggle to produce complete and complex narratives, it remains unclear which aspects of narrative language are most indicative of disability. In this study, we examined the association between a variety of narrative contents and…

Children with disabilities between the ages of 0-5 and their families are supported by a broad coalition of special education and general education teachers and providers who collaborate in the planning and delivery of services. When services are provided in early care settings (e.g., home care, center-based care, general education Pre-K),…

Purpose: Literacy instruction is within the scope of practice of speechlanguage pathologists (SLPs) and is a documented service provided among school-based SLPs. The purpose of this investigation was to replicate Davis and Murza's (2019) study of Virginia school-based SLPs in another geographic location. This study gathered information regarding…

Parents of young children who are in an early intervention (EI) or early childhood special education (ECSE) program, want to be sure these services are helping their child develop and learn. These services are designed to make the most of each child's potential, as well as to strengthen the family's ability to help their child. However, in what…

Studies on parental views and experiences of the integrated programme implemented in mainstream early childhood settings for children with disabilities are dominated by the perspectives of mothers and teaching personnel. Additionally, most of these studies are largely from Western countries. This hermeneutic phenomenological study attempts to…

Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism…