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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
Director of Research:Witt, Allison
Doctoral Committee Chair(s):Burbules, Nichols
Doctoral Committee Member(s):Fowler, Susan; Wang, Muhua
Department / Program:Educ Policy, Orgzn & Leadrshp
Discipline:Educ Policy, Orgzn & Leadrshp
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ed.D.
Genre:Dissertation
Subject(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
Issue Date:2020-11-23
Type:Thesis
URI:http://hdl.handle.net/2142/109354
Rights Information:Copyright 2020 Jami Swindell
Date Available in IDEALS:2021-03-05
Date Deposited:2020-12


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