This report is designed to tell the story of inclusive education from the perspective of a parent, family and self-advocate.lt reflects the impact schooling and the educational system had on the lives of children with intellectual disabilities and their families.
The codes included into Chapters 1, 2 and 5 of ICF-CY environmental component can be easily assigned to the relevant EFI items. There is a necessity to add more codes in chapters 3 and 4, and the inclusion of a separate component of Personal factors into the classification.
Best practice in the early childhood special education field supports the inclusion of young children with special needs in natural learning environments, that is, in programs where children without disabilities of the same age and their families participate. Consequently, early childhood teacher education programs must prepare professionals to teach children who are diverse in physical, social, emotional, and cognitive abilities and needs. This article describes the first 3 years of collaboration between a university's early childhood teacher education program and a hospital's program for families of children with special needs. Using a transdisciplinary model, the mission of this partnership is to prepare a new generation of teachers who excel in helping children with and without disabilities thrive.
The purpose of this paper is to describe the collaborative efforts between an Early Childhood Teacher Education Program and a Child Disability Health Care Program to incorporate a transdisciplinary model in the preparation of early childhood teachers in inclusive practice. Recent studies suggest essential components of teacher preparation in early childhood inclusion include: helping students construct a positive image of inclusive practice, incorporating a family-centered approach, and collaborating and relationship building across disciplines.
Teachers, Teaching and Pedagogy
Silverman, K., Hong, Seong, & Trepanier-Street, M.