A Jurisprudence of Insurgency: Lawyers as Companions of Unimagined Change

The purpose of this study has been to describe and analyze how seven Swedish preschool teachers and two special education teachers think and work with children who show a lack of social skills. The study method has been semi-structured interviews with the educators which have been analyzed and sorted under different themes/categories. The theoretical framework used in this study is sociocultural, relational and categorical perspectives. These perspectives have been chosen in order to better understand how teachers see their role in supporting children in need of special support. The environment in the preschool is found to be of great help and the teachers’ approach is of great importance.The research emphasizes the importance of integrating thinking, feeling and behavior. Social skills are an important part of the pre-school assignment. The children have to learn how to¨cooperate and empathize with others. The result of the study shows that children’s skills in playing and taking turns are the biggest issues in the daily activities. The teachers see an important task in helping children achieve social competence and helping children translate their emotions. The special education team assists greatly in the preschool teachers’ work with children in need of special support

Early intervention implementation preschool special education students in Malaysia

Academic excellence of students with special needs depends on many factors such as the level of individual intelligence, slow development, the level of hearing loss, vision problems and age at diagnosis. Children who have been identified to undergo continued in the preschool early intervention such as the use of hearing aids, provide training in language and communication, socialization, teaching them how to read and write using Braille, improve motor skills, orientation and mobility to increase student confidence. The findings of previous studies have found the teachers lack the skills, knowledge, experience and the lack of disclosure of the technical conduct of early intervention. Therefore this study was conducted to explore the practice of implementation of early intervention preschool special education towards preparation for school. This study used a qualitative approach with case study design. Data were collected through structured interview techniques and document analysis. The study used purposive sampling involving three preschool special education teachers with learning disabilities, vision and hearing. Data was analyzed using ATLAS. ti 7.1.8.The findings show that there are seven themes identified practices affecting the implementation of early intervention teachers\u27 understanding of early intervention, early intervention program implementation practices, Preschool Special Education curriculum, teacher recruitment, infrastructure, collaboration and monitoring. The implications of these findings suggest that preschool teachers need specialized training in the implementation of early intervention in preschool special education. The Ministry of Education should devise strategies to improve pre-school teachers in order to help special education students toward school supplies

Report summarizing services provided under the Individuals with Disabilities Education Act (IDEA) to preschool children with disabilities 2018-19 school year

Initiatives by the SCDE’s Office of Special Education Services to provide a comprehensive system of service for preschool children with disabilities are summarized in this report. The sections address the number of preschool children with disabilities in South Carolina receiving special education during the school year; who they are and where they received their services; available state and federal funds; and initiatives and services provided on behalf of preschool children with disabilities and their families by local education agencies, state agencies, and Head Start programs

The Examination of The Postgrade Theses on Harmonization Programs in Preschool Period: Analysis of Problems and Solution Suggestions

The preschool education of children who need special care has become obligatory in the delegated legislation no 573 on special education, issued in 1997, and in the regulations of special education services, prepared in 2006 on the basis of that legislation. The harmonization education is defined as special education practices “ based on the principle suggesting that individuals in need of special education can continue their educations, together with their peers without any incapability, at public or private, preschool, primary school, secondary school, and widespread education institutions”. As well as in this legislation, the regulations related to the harmonization education were also made in the MONE legislation of Preschool Educational Institutions. It is seen that preschool educations of children in need of special care have been guaranteed by legal arrangements. The important problems arising in harmonization education have caused scientific studies and postgraduate studies to focus on this issue. The purpose of the study is to examine the postgraduate theses on harmonization programs in the preschool period in Turkey and analyze the defined problems and solution suggestions. The study was done in a mixed pattern, and document analysis method was used in it. The qualitative and quantitative analysis techniques were used in the analysis of the data. The postgraduate theses used in the study were selected through the thesis review page of Higher Education Institution. For the identification of the theses, the keywords, including “harmonization, preschool, program”, were used, and accordingly, a total of 17 postgraduate theses were reached. The data were collected by “ Pre School Harmonization Programs and Postgrade Thesis Studies Review Form” prepared by the researcher. The form contains 11 items that include variables such as the types of postgraduate theses, their production year, production institute, department, sampling, research type, these data collection place. Besides, the conclusion and suggestions parts of the theses were deeply examined with content analysis method. As a result of the study, it was found that the theses of harmonization programs in preschool period in Turkey mainly were done on postgraduate level, their majority were studied at the departments of Educational Sciences Institution, and mainly at special education sections, and their majority were descriptive studies based on teacher views, and the problems identified at postgraduate theses of harmonization education and solution suggestions of that were deeply examined with content analysis, and thematically submitted, and the suggestions of the studies to be newly conducted on this issue were offered

An Investigation of the Developmental Growth of Preschool Children with Disabilities Being Served in Inclusive Settings in Comparison with Noninclusive Settings in California

The purpose of this study was to perform a secondary data analysis to investigate the relationship between preschool setting and the developmental growth of all children receiving state-funded preschool special-education services in California in inclusive settings compared with all children receiving state-funded preschool special-education services in California in noninclusive settings. To accomplish this purpose, a secondary data analysis of a longitudinal data set was conducted using the Desired Results Developmental Profile (DRDP, 2015) to measure progress across eight domains of child development over a 2-year time span and four assessment time points. This study used individual growth modeling to analyze developmental growth; more specifically, this study used hierarchical linear modeling (HLM). The study included all children receiving preschool special-education services in California (N = 78,999), in both inclusive and noninclusive settings and investigated differences between groups based on preschool setting. The response variables for the study included eight domains scores that are combined into three Office of Special Education Programs (OSEP) outcome measures. Statistically significant differences were found between the developmental-growth trajectories of preschool children receiving special-education services in inclusive settings versus noninclusive settings. The results indicated that children served in inclusive settings have a higher developmental-growth trajectory over time across all three OSEP outcome measures. In addition, statistically significant differences were found between the developmental-growth trajectories of preschool children receiving special-education services in inclusive setting versus noninclusive for seven of the eight domains on the DRDP (2015). The only domain that was statistically significant was the English Language Development domain. For preschool children diagnosed as having other health impairments, there is a statistically significant difference in developmental-growth trajectories between the two groups based on setting for the OSEP 1 and OSEP 3 scores. Overall, these results indicate that children served in inclusive settings have a slightly higher developmental-growth trajectory than children served in noninclusive settings. Future studies may be conducted to build upon the HLM models that were used in the analyses as well as include additional information about severity of disability and other outcome measures in order to improve upon the present results

The Association of Preschool Enrollment and the Predictive Traits of Special Education Identification

Early childhood education (ECE) consists of educational programs that serve children in the preschool years and are designed to improve elementary school performance. Colorado early childhood education programming has two preschool classifications that include Colorado Preschool Program (CPP) which is determined by a student\u27s risk factors, and the State Preschool Special Education (Preschool SPED) program which is determined by the student\u27s identified disability prior to attending elementary school. For the two cohorts who participated in Colorado preschool programming during 2009-2010 school year, special education and demographic extant data are compared in order to study the subsequent identification for special education services from kindergarten through third grade. In addition, this study examines student traits including race, gender, and the student\u27s disability type that may predict special education identification during the elementary school years. This study addresses the following research questions: 1. What is the association between enrollment in either the Colorado Preschool Program or the Preschool Special Education Program and subsequent identification for an Individualized Educational Plan (IEP) in grades K-3? 2. Do student traits predict special education identification as documented by an Individual Educational Plan (IEP) after preschool? The sample included over 17,000 students who participated in Colorado early education preschool programming during the 2009-2010 school year. Utilizing student special education and demographic extant data, this study examined whether a student\u27s participation in CPP or Preschool SPED had an association with the need for special education services after preschool. In other words, are children who participated in either CPP or Preschool SPED more or less likely to need subsequent special education services? The research found a student\u27s physical disability was far more likely to predict special education identification than ethnicity and/or gender as represented by an IEP. Students identified for a physical disability in preschool received special education services as documented by an IEP. The initial special education determination in preschool is far more likely to determine special education status in elementary school than any of the other variables including ethnicity and gender

SWEDISH PRESCHOOL CURRICULUM (SKOLVERKET) AS A MODEL IN THE PRESCHOOL EDUKATION SYSTEM

As part of a master's thesis on "Preschool Curriculum in the Swedish Preschool Education System" that challenged my research of preschool curriculum with my stay in Gothenburg (Sweden), as a preschool educator at Krumeluren 6 förskola Kindergarten. My goal is to give a complete picture of the important aspects of the preschool curriculum in Sweden as a quality model in the preschool education system.The preschool curriculum (Skulverket) in Sweden is designed to promote positive growth and development in the lives of all children, a holistic approach, to develop their social, physical, emotional and intellectual abilities. We know that every child is unique, and the special and positive experiences from early childhood are important for the overall development of the child in later life. The preschool curriculum in Sweden provides high quality education and care for children in a safe, respected and inclusive environment that builds a foundation for lifelong learning.Keywords: preschool curriculum, preschool education, preschool institutions, lifelong learning, democracy

Parental Conversation Styles and Learning Science With Preschoolers

Preschool children participated in a science-learning event about light in their own classroom. The same day as the event, parents or caregivers were instructed to converse with their children at home in the evening about either the science learning event or another ‘special or fun’ event that happened to them recently in whatever way was natural for them. One week later, a researcher interviewed children to examine what they remembered about the science-learning event. Analyses focused on the impact of the topic and degree of elaboration of parent-child conversations on children’s memory for the science-learning event a week later. The findings have implications for best practices in preschool education