Affiliation:
1. Pace University
2. Queens College of the City University of New York
3. University of North Carolina-Chapel Hill
4. Iowa State University
5. University of Kansas
6. San Francisco State University
7. Sonoma State University
Abstract
We present two scenarios involving a family's experience in accessing a quality inclusive education for their young child to illustrate what it might look like if all stakeholders assumed responsibility for implementing the available research-based information to facilitate inclusive early childhood education. The influence and role of each stakeholder group (i.e., families, administrators, practitioners, college and university faculty, researchers) are discussed. We suggest that to move from mediocrity to excellence in providing inclusive early childhood education, professional empowerment must occur at the individual and program levels.
Subject
Public Health, Environmental and Occupational Health,Education
Reference104 articles.
1. Validatieon of Scores on the Psychological Empowerment Scale: A Measure of Empowerment for Parents of Children with a Disability
2. Allen, R.I. & Petr, C.G. (1996). Toward developing standards and measurements for family-centered practice in family support programs. In G. H. S. Singer, L. E. Powers, & A. L. Olson (Eds.), Redefining family support: Innovation in public-private partnerships (pp. 57—86). Baltimore: Brookes .
3. Evaluating Parent Involvement and Family Support in Early Intervention and Preschool Programs
Cited by
20 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献