Perspectives From the Field of Early Childhood Special Education Purpose Positive academic outcomes for young children with special education needs can best be facilitated when a combination of professionals including speech-language pathologists (SLPs), general education teachers, occupational and physical therapists, and early childhood special educators (ECSEs) work together. However, it can be challenging to read across disciplines to maintain ... Clinical Forum
Clinical Forum  |   October 01, 2009
Perspectives From the Field of Early Childhood Special Education
 
Author Affiliations & Notes
  • Joan N. Kaderavek
    The University of Toledo, Toledo, OH
  • Contact author: Joan N. Kaderavek, Mail Stop 954, University of Toledo, Toledo, OH 43606. E-mail: Joan.Kaderavek@utoledo.edu.
Article Information
Development / School-Based Settings / Attention, Memory & Executive Functions / Clinical Forum
Clinical Forum   |   October 01, 2009
Perspectives From the Field of Early Childhood Special Education
Language, Speech, and Hearing Services in Schools, October 2009, Vol. 40, 403-405. doi:10.1044/0161-1461(2008/08-0019)
History: Received February 28, 2008 , Accepted July 17, 2008
 
Language, Speech, and Hearing Services in Schools, October 2009, Vol. 40, 403-405. doi:10.1044/0161-1461(2008/08-0019)
History: Received February 28, 2008; Accepted July 17, 2008
Web of Science® Times Cited: 2

Purpose Positive academic outcomes for young children with special education needs can best be facilitated when a combination of professionals including speech-language pathologists (SLPs), general education teachers, occupational and physical therapists, and early childhood special educators (ECSEs) work together. However, it can be challenging to read across disciplines to maintain expertise within the domain of early childhood education because each profession has specialized intradisciplinary terminology. This clinical forum provides an up-to-date summary of the field of early childhood special education, with articles from experts from related professions describing current issues and trends in the field.

Method This prologue introduces the concepts of universal design, differentiated instruction, and embedded learning opportunities. The prologue also outlines the roles, responsibilities, and accountability of professionals who work in early childhood special education.

Conclusion SLPs can work toward strategic alliances with ECSEs when they understand the field from the perspective of related professions in early childhood special education.

Order a Subscription
Pay Per View
Entire Language, Speech, and Hearing Services in Schools content & archive
24-hour access
This Article
24-hour access