International early childhood education and care professionals practices to engage family members of young children with special education needs: a comparative study of professional practices in China and the United States
Swindell, Jami Louise
Loading…
Permalink
https://hdl.handle.net/2142/109354
Description
Title
International early childhood education and care professionals practices to engage family members of young children with special education needs: a comparative study of professional practices in China and the United States
Author(s)
Swindell, Jami Louise
Issue Date
2020-11-23
Director of Research (if dissertation) or Advisor (if thesis)
Witt, Allison
Doctoral Committee Chair(s)
Burbules, Nichols
Committee Member(s)
Fowler, Susan
Wang, Muhua
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
early childhood education and care, early childhood special education, international education, family engagement, special education needs, young children (birth to 8), professional practices
Abstract
There are growing international efforts to identify best practices, quality indicators, and teacher qualifications and sustainable policy in Early Childhood Education and Care (ECEC). This study explores strategies ECEC professionals in China and the United States implement to engage family members of young children with special education needs. In-depth interviews were conducted with 22 ECEC professionals in China and the United States to explore professional practices and challenges within inclusive ECEC. Constant comparative methods were used to identify patterns and themes across interviews. Professionals had a range of educational backgrounds and experiences working with young children with special education needs and their families. Professionals shared common strategies for encouraging active participation of family members, including on-going communication, family events, parent education programs, parent committees, and family conferences. Professionals also discussed strategies used to individualize services for young children with special education needs. ECEC professionals in the United States and China reported many similarities in practices and common challenges in providing inclusive ECEC
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
