More Alike than Different: Early Childhood Professional Development in Guatemala

Hardin, Belinda J.; Vardell, Rosemarie; Castaneda, Albertina de

doi:10.1080/00094056.2008.10522990

Cited by 6 publications

(2 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Also, television, radio, and other modes of communication are typically presented in the dominant official language, which makes communication with the general public challenging. For example, in Guatemala there are more than 20 official languages other than Spanish yet the major television stations are in Spanish (Hardin et al 2008). Also, the surge in diverse language populations in the US during the past decade has found many professionals unprepared to provide written and verbal communication in the children and families' home languages (Hardin et al 2009).…”

Section: Access and Equity Of Servicesmentioning

confidence: 98%

“…However, the implementation of this policy has heavily relied on international financial support, which can be inconsistent in its availability (UNESCO 2009). Specialized services for young children with disabilities are limited, though they are often included in early childhood care and education services for typically developing children without any formal special education services (Hardin et al 2008).…”

Section: Factors Associated With Children With Disabilitiesmentioning

confidence: 99%

See 1 more Smart Citation

A Cross-Cultural Comparison of Services for Young Children with Disabilities Using the ACEI Global Guidelines Assessment (GGA)

Hardin

Hung

2011

Early Childhood Educ J

Self Cite

View full text Add to dashboard Cite

Because young children with special needs frequently experience unequal access to quality education worldwide, understanding characteristics of services currently provided to them is critical to identifying practices that work as well as gaps in services and the reasons behind these trends. Two studies were conducted using the ACEI Global Guidelines Assessment (GGA) to investigate the access to and quality of special education services in early childhood care and education (ECCE) programs across eight countries in the Americas and Asia. Study I included 138 participants in 69 programs across five Latin American countries and Study II included 336 participants in 168 programs across four countries and six sites. Results from both studies indicate that ECCE programs strive to provide equal access to young children regardless of ethnicity, religion, language, gender, and socio-economic status. However, insufficient resources and policies were cited as a barrier to services for children with disabilities. This situation was especially true in rural communities. Therefore, national policies are needed to improve the quality of service and to make funds consistently available for services for young children with special needs. This finding is congruent with international reports.

show abstract

Section: Access and Equity Of Servicesmentioning

confidence: 98%

Section: Factors Associated With Children With Disabilitiesmentioning

confidence: 99%