DEC at the Intersection: Re-Imagining Inclusion, Equity, and Social Justice in EI/ECSE
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| Title: | DEC at the Intersection: Re-Imagining Inclusion, Equity, and Social Justice in EI/ECSE |
|---|---|
| Language: | English |
| Authors: | O'Grady, Courtney (ORCID |
| Source: | Young Exceptional Children. Mar 2023 26(1):55-57. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 3 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education |
| Descriptors: | Early Intervention, Early Childhood Education, Special Education, Social Justice, Equal Education, Students with Disabilities, Inclusion, Racism, Social Bias |
| DOI: | 10.1177/10962506221149713 |
| ISSN: | 1096-2506 2154-400X |
| Abstract: | By its very nature, the field of early intervention and early childhood special education (EI/ ECSE) "should" be grounded in social justice, with an ongoing commitment to the pursuit of equity for young children with disabilities and their families. However, it must be reckoned with that this field is steeped in a deficit model of disability and centers norms based on White, monolingual, non-disabled, and middle-class children and families. It is important to recognize that although the fight for inclusion, equity, and social justice has perhaps gained prominence in the Division for Early Childhood of the Council for Exceptional Children (DEC) in the last few years, the work is not new. In this article, the authors share the work that has been happening across levels within the DEC and engage in re-imagining what the EI/ECSE field could look like with an inclusion, equity, and social justice mind-set. |
| Abstractor: | ERIC |
| Entry Date: | 2023 |
| Accession Number: | EJ1365392 |
| Database: | ERIC |
| Abstract: | By its very nature, the field of early intervention and early childhood special education (EI/ ECSE) "should" be grounded in social justice, with an ongoing commitment to the pursuit of equity for young children with disabilities and their families. However, it must be reckoned with that this field is steeped in a deficit model of disability and centers norms based on White, monolingual, non-disabled, and middle-class children and families. It is important to recognize that although the fight for inclusion, equity, and social justice has perhaps gained prominence in the Division for Early Childhood of the Council for Exceptional Children (DEC) in the last few years, the work is not new. In this article, the authors share the work that has been happening across levels within the DEC and engage in re-imagining what the EI/ECSE field could look like with an inclusion, equity, and social justice mind-set. |
|---|---|
| ISSN: | 1096-2506 2154-400X |
| DOI: | 10.1177/10962506221149713 |
