Individualized education program development in early childhood education: a disabled children’s childhood studies perspective

Eilers, Nicole

doi:10.1080/1350293x.2022.2147974

Cited by 5 publications

(6 citation statements)

References 16 publications

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“…Positioning the child as a possible supplement is not unique to Norway. As pointed out by Eilers (2023), the Individuals with Disabilities Education Act in the United States positions the young child at the end of the list of IEP members, incorporating them only ‘when appropriate’. In other words, policy and guidelines are unclear and may potentially undermine the importance and legally binding obligation to respect children's views (Lundy, 2007).…”

Section: Resultsmentioning

confidence: 99%

“…In line with the tenets of childhood studies, children are valued as active participants in the construction of their own social lives and of those around them (Prout & James, 1997). This represents a shift from positioning children as passive objects adults can know about to positioning children as subjects and valued contributors (Eilers, 2023). I draw on the concepts of ‘participant’ and ‘spectator’ as used by Norwegian philosopher Skjervheim (1996) to illuminate the difference between engaging with someone as a subject or objectifying the other.…”

Section: A Child's Right To Be Heard—listening To Young Children As C...mentioning

confidence: 99%

“…Despite international agreement on a child's right to be heard, it has proved challenging to implement, and certain groups of children risk exclusion (Tisdall & Cuevas‐Parra, 2021), particularly disabled children and children with special needs (de Leeuw et al, 2020; Franklin & Sloper, 2009; Veck, 2009). An absence of disabled children can be related to ableist assumptions that devalue their contributions and participation (Eilers, 2023). Previous research outlines several barriers for listening to children, including scepticism about children's capacity, a lack of professionals' ability to elicit their views and seeing children's views as tokenistic (Lundy, 2007; Sharma, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Special education documents and young children's right to be heard

Franck

2023

Research in Spec Educ Needs

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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 scrutinized for explicit attempts to hear young children, as well as in‐depth analysis of descriptions of children to see if the text convey efforts to include their perspectives. The findings reveal a clear absence of explicit attempts to listen to children during the assessment process. However, the assessments include information obtained from parents and ECEC regarding children's preferences and interests, suggesting an attempt to represent children's voices by proxy. Although the documents contain various descriptions of children's verbal and non‐verbal expressions, these descriptions primarily serve as illustrations of their challenges. The assessments portray children as individuals with difficulties, positioning them as mere ‘cases’. At the same time, recommendations and plans for support emphasize listening to children's voices. The findings of this study suggest a need to redefine special education documents in order to listen to children's views and to incorporate alternative understandings into the assessment process.

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Section: Resultsmentioning

confidence: 99%

Section: A Child's Right To Be Heard—listening To Young Children As C...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Special education documents and young children's right to be heard

Franck

2023

Research in Spec Educ Needs

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“…In the years following their inaugural work on disabled children's childhood studies Kirsty Liddiard, Curran, and Runswick-Cole edited The Palgrave Handbook of Disabled Children's Childhood Studies (2018), the contributions of which include the intersectional facets of children's lives, which also informed our call for submissions. Recently, researchers have dipped into this intersectional domain, emphasizing the need to account for broad understandings of childhood and its socio-political contexts in disabled children's childhood studies' knowledge production (Balter et al, 2023;Eilers, 2023;Tiefenbacher, 2023). In Canada, Kristen Tollan, Rita Jezrawi, Kathryn Underwood, and Magdalena Janus (2023) report on recent shifts in thinking around early intervention that include social factors that shape disabled people's experiences.…”

Section: Editors' Introduction Activism Resistance and Presence: Expl...mentioning

confidence: 99%

Activism, Resistance and Presence: Exploring Disabled Children’s Childhood Studies in Canada (Editors' Introduction)

Jones,

Atwal,

Weber

2024

SSJ

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“…furthered through the provision of ECE to all children, especially the most disadvantaged. ECE is also included in annual development planning processes and Pakistan 's Twelfth Five Year Plan (2018-2023.…”

Section: Introductionmentioning

confidence: 99%

Early Childhood Special Education: A Hope for Lost Oysters

Zaheer,

Anis,

Shahzad

2023

QJSS

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Education in the early years of life is crucial for the lifelong development of individuals and, ultimately, societies. Early childhood education programs initiated by govt. The private sector in Pakistan is striving to provide quality education. On the other hand, children with special needs are barred from participating in early childhood programs. This conceptual research paper explores the multifaceted terrains of early childhood special education (ECSE), intending to provide a comprehensive framework that integrates diverse perspectives and approaches. By intertwining evidence-based practices, this paper advocates inclusive early childhood special education. Through a transdisciplinary lens, it is explored that professionals of various disciplines can synergize their expertise to provide comprehensive support for children with Special Needs. This conceptual paper highlights the significance of ongoing professional development to ensure that educators are equipped with the knowledge and skills needed to adapt to the evolving landscape of ECSE. This conceptual framework envisions a future in which early childhood special education becomes synonymous with inclusive education.

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Individualized education program development in early childhood education: a disabled children’s childhood studies perspective

Cited by 5 publications

References 16 publications

Special education documents and young children's right to be heard

Special education documents and young children's right to be heard

Activism, Resistance and Presence: Exploring Disabled Children’s Childhood Studies in Canada (Editors' Introduction)

Early Childhood Special Education: A Hope for Lost Oysters

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