Unit 1: History, Legal Bases And Foundational Principles Of Early Childhood Special Education Flashcards
Definition of early childhood inclusion
Early childhood inclusion in embodies the values, policies, and practices that support the right of every infant and young child and his or her family regardless of ability to participate in a broad range of activities and context as full members of families communities and society
(4) Rationale for inclusive: Early education
The ethical issues - (they should not be segregated) the rights of children with disabilities to as full a life as possible is a major ethical force among advocates of inclusion
The socialization issues - (to learn with peers) including young children with disabilities in the educational mainstream implies equal social status which children who are developing typically
Developmental issues - the significance of the early years in lying the foundations for lifelong leaning is well is established
(2 types: regulated and reinforced)
- teachable moments
The cost issue - the cost of providing inclusive early education services is of concerned to parents, program providers, administrators, and other program consumers
Legal bases of early childhood education in the Philippines (4)
RA 101410
AN ACT RECOGNIZING THE AGE FROM ZERO TO EIGHT YEARS AS THE FIRST CRUCIAL STAGE OF EDUCATIONAL DEVELOPMENT AND STRENGTHENING THE EARLY CHILDHOOD CARE AND DEVELOPMENT SYSTEM
RA 10157
AN ACT INSTITUTIONALIZING THE KINDERGARTEN EDUCATION INTO THE BASIC EDUCATION SYSTEM AND APPROPRIATING FUNDS THEREFOR
RA 10533
AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEAR FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES
RA 8980
AN ACT PROMULGATING A COMPREHENSIVE POLICY AND A NATIONAL SYSTEM FOR EARLY CHILDHOOD CARE AND DEVELOPMENT (ECD), PROVIDING FUNDS THEREFORE AND FOR OTHER PURPOSES
Key Legislation affecting young children with disabilities in the USA
1968 - PUBLIC LAW 90-538: HANDICAPPED CHILDREN’S EARLY EDUCATION ASSISTANCE ACT
1972 - PUBLIC LAW 92-424: ECONOMIC OPPORTUNITY ACT AMENDMENTS
1975- PUBLIC LAW 94- 142: EDUCATION FOR ALL HANDICAPPED CHILDRE ACT
1986- PUBLIC LAW 99- 457: EDUCATION OF THE HANDICAPPED ACT AMENDMENTS
1990- PUBLIC LAW 101-336: THE AMERICANS WITH DISABILITIES ACT (ADA)
1990- PUBLIC LAW 101- 476: INDIVIDUALS WITH DISABILITIES EDUCATIONAL ACT (IDEA)
1991- PUBLIC LAW 102- 119: INDIVIDUALS WITH DISABILITIES EDUCATION ACT AMENDMENTS
1997- PUBLIC LAW 105-17: INDIVIDUALS WITH DISABILITIES EDUCATION ACT AMENDMENTS
2004- PIBLIC LAW 108-446: INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT (IDEIA)
2007- PUBLIC LAW 110-134: HEAD START ACT
2008- PUBLIC LAW 110-325: THE AMERICANS WITH DISABILITIES AMENDMENTS ACT (ADAAA)
Theoretical and Philosophical Foundations of Special and Inclusive Early Childhood Education
Behaviorism
Constructivism
Sociocultural theory
Psychodynamic theory
Biological and neuroscience theory
Sociology and anthropology
Systems theory
Theoretical and Philosophical Foundations of Special and Inclusive Early Childhood Education
1. Behaviorism
• one of the major classical theories that serves as the basic for early childhood special education practice
• primary thesis is that individuals’ behavior is a product of their environment
Primary Forms
1. Classical conditioning (Pavlov 1927/1960) - (ang dog kag ang bell)
- placing a neutral signal before reflexes
2. Operant conditioning - (Skinner 1953) (mother looking sa baby, then nag smile ang baby reinforcement follows nag smile man ang mother back)
- applying reinforce or punishment after a behavior
- Applied behavior analysis (Baer, Wolf & Ridley 1968) - moved the application of the principles of the behavior out of the laboratory and into human services programs such as ECSE/EI.
- Bandura (1969) - extended the conceptualization of behaviorism to include observational learning and eventually social learning theory concepts such as self-regulation.
- Piaget’s theory
a. The emphasis on children’s physical engagement with a stimulating physical environment
b. The development of symbolic representation and language
c. The development of symbolic play
d. Delineation of feature of the pre operational period
Theoretical and Philosophical Foundations of Special and Inclusive Early Childhood Education
2. Constructivism
It focuses on the development of cognitive structures and the child’s roles as the active participant in constructing a new and more mature understanding of the world
Theoretical and Philosophical Foundations of Special and Inclusive Early Childhood Education
3. Sociocultural theory
It emphasizes the critical importance of understandings the influence of culture and historic context on children’s development as well as the role of social processes in meditating the learning and development of the children
- Vygotsky 1978- he is specified that children are motivated to learn one learning experiences are with their “zone of proximal development” that is a slightly more advance cognitive level than their current level
Theoretical and Philosophical Foundations of Special and Inclusive Early Childhood Education
4. Psychodynamic theory
Sigmund Freud “Father of psychodynamic theory” - best known for his development of psychoanalysis as a clinical treatment of mental health disorders, Freud’s theory of the stages of psychosexual development resulted increase interest in the early years of life and the relationship formed then as having elastic impact over the adult years
- Freud’s influence on the field has come through individuals he in fact influence such as Erikson 1950 and Bowlby 1958 and attachment theorist.
Theoretical and Philosophical Foundations of Special and Inclusive Early Childhood Education
5. Biological and neuroscience theory
Some theories of child development are seated within the biology of the child
There is a belief that the child’s development will follow a specific course determined by his/her genetic and physical makeup as long as he or she is healthy
• maturation theory - proposed that child’s development follows a very predictable pattern
• critical periods -
• neuroscience and brain development -
Theoretical and Philosophical Foundations of Special and Inclusive Early Childhood Education
6. Sociology and anthropology
Theory with in Sociology has also influence to concept of social integration and inclusion which are major factors in early childhood special Education.
Theoretical and Philosophical Foundations of Special and Inclusive Early Childhood Education
7. System’s theory
General systems theory is a conceptualization of principles that potentially run across disciplines (example biology engineering psychology education) and explain the interacting influence of pictures of different environments or elements of their environments
• ecology system theory
• family systems theory
• implementation science
Key principles in early intervention
- Infants and that lyrics learned best through everyday experiences and interactions with familiar people in familiar context
- All families with the necessary supports and resources come in hands children’s learning and development
- The primary role of the service provider is early intervention is to work with and support the family members and caregivers in a child’s life
- The early intervention process from initial contacts through transition must be dynamic and individualized to reflect the child’s and family members preferences learning cell and cultural beliefs
- IFSP outcomes most be functional and based on childrens and families needs and priorities
- The families priorities needs and interest are addressed most appropriately by a primary provider who represents and receives team and communities support
- Interventions with young children and family members be based on explicit principles validated practices available research and relevant laws and regulations
Key principles in preschool special Education
- Pre schoolers learn best through meaning full everyday experiences and integrations with in developmentally linguistically and culturally appropriate routines play and activities in inclusive settings
- All families with appropriate support and resources promote their children’s learning and development
- The primary role of preschool special educators and related services providers is to provide and support high qualities services in collaboration with families teachers and caregivers to promote positive outcomes for children and families
- Throughout the preschool special Education process, the child’s individual strengthens and needs along with the family’s culture , priorities and preference are respected and reflected
- IEP goals based on multiple sources of information including family concerns and authentic assessment support and promotes access to and participation in the preschool curriculum
- Professionals build partnerships with families and support them as the primary decision makers for the children
- Preschool learning experiences are developmentally appropriate and based on recommended practices.
Defining features of high quality early childhood inclusion
Access - children with disabilities need to have access to the classroom the curriculum and to the materials and equipments
Participation children with disabilities need to be full participating member in their families communities and society (full participation)
Supports - high quality inclusion requires supports for families and staff from all levels including administrators and specialist
- List restrictive environment and previous inclusion definition require the teachers to make the necessary support and adaptation to serve not only children with the disabilities but all children
