The Impact of Changing Roles on Relationships between Professionals in Inclusive Programs for Young Children

Lieber, Joan; Beckman, Paula J.; Hanson, Marci J.; Janko, Susan; Marquart, Jules M.; Horn, Eva; Odom, Samuel L.

doi:10.1207/s15566935eed0801_6

Cited by 37 publications

(33 citation statements)

References 8 publications

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“…In line with previous literature regarding competencies needed by EC administrators (Garwood & Mori, 1985;Lieber et al, 1997), the Nebraska teachers reported receiving support for unique program budget requests and recognition of the need for professional change or growth. The EC administrators in Nebraska were generally described as knowledgeable of and advocates for the EC programs in the public schools that served infants, toddlers, and preschool-age children with and without disabilities.…”

Section: Discussionsupporting

confidence: 78%

“…Furthermore, the EC teachers agreed with previously surveyed administrators that challenges exist and assistance is needed from administrators for ensuring EC-specific staff development/ training activities, securing appropriate program space, hiring qualified EC personnel, and making inclusionary practices work (Brotherson et al, 2001;Cavallaro et al, 1998;Gallagher et al, 1992;Lieber et al, 1997). These universal issues appear to be pertinent in both urban and rural communities and for both principals and other supervisors.…”

Section: Discussionmentioning

confidence: 87%

“…The support of administrators is considered to be a major contributing factor to the creation of positive relationships among the various adults involved in EC programs nationwide and to the successful implementation of services for young children and their families (Johnson et al, 1992;Lieber et al, 1997;Lieber et al, 2000). Among the specific supports administrators must provide are the following:…”

mentioning

confidence: 99%

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Administrative Support and Challenges in Nebraska Public School Early Childhood Programs

Marvin

LaCost

Grady

et al. 2003

Topics in Early Childhood Special Education

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O ne hundred seventy-six teachers employed in prekindergarten programs in Nebraska's public schools were surveyed regarding their perceptions of the administrative supports and challenges associated with their programs. Both early childhood and early childhood special education teachers participated. Overall findings suggest that most administrators of early childhood programs advocate for quality programs and support teachers' unique budgetary requests and work-hour schedules. Consistent with the findings from reports by Brotherson et al. (2001) and Lieber et al. (1997), teachers indicated that their supervisor (principal or other type of administrator) relied on them for knowledge about recommended practices in early childhood programs. Teachers supervised by principals versus teachers supervised by other administrators reported some disparity regarding their supervisor's support; knowledge of the program; and advocacy for flexible schedules, home visits, and contacts with families and noneducation agencies. Implications for teachers and administrators are presented.

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Section: Discussionsupporting

confidence: 78%

Section: Discussionmentioning

confidence: 87%

mentioning

confidence: 99%

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Administrative Support and Challenges in Nebraska Public School Early Childhood Programs

Marvin

LaCost

Grady

et al. 2003

Topics in Early Childhood Special Education

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“…This transition period usually involves the participation of parents, health care professionals, and educators. Although there is recognition of the need for links between early child development services and the school system, and of the need for collaborative teams to enhance school readiness (McCain and Mustard 1999;Hunt et al 2004;Williams, Biscaro, and Van Lankveld 2006), such teams often face coordination challenges arising from changing roles and responsibilities of staff, and from confusion about overlapping roles (Lieber et al 1997). Often parents must serve as the link between educational and health professionals (Pescosolido, Gardner, and Lubell 1998;Glisson and James 2002).…”

Section: Introductionmentioning

confidence: 99%

Understanding parent advocacy during the transition to school of children with developmental disabilities: three Canadian cases

et al. 2014

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Research has shown the benefits of parent involvement for student participation in education. Parent advocacy is a critical form of involvement by parents for children who are young, have disabilities, and are making transitions. Studies have classified forms of parent advocacy but have not illuminated the components necessary for effective parent advocacy. In this study of three families of children with developmental disabilities making the transition to kindergarten, we examined the applicability of Test's conceptual framework of self-advocacy (CFSA) for guiding research and interventions for parent advocacy. The four components of CFSA were all reported in the parents' experiences of advocacy. These cases highlight how parent advocacy is similar to, and more complex than, self-advocacy and suggest that parent advocacy is also influenced by the parent's perceptions of the child's needs and is context specific. In these cases, advocacy during transition reflects the parent's priorities for the child's inclusion.

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“…Many school districts and communities in the United States are just beginning to provide families with more and better options for inclusive community-based settings (e.g., childcare) where children with disabilities socialize and play with children who are developing typically (DeVore & Bowers, 2006;Larson, Lapine, Schmitter, Tragesser, & Leichtfuss, 1999;Odom, 2002). Providing more opportunities for inclusion requires that early childhood special education teachers (ECSE) and related services providers undergo changes in their roles as professionals (Lieber et al, 1997). Instead of providing self-contained services in school-based classrooms, early childhood special educators and therapists must collaborate with families, early childhood regular educators, and caregivers to identify the best options for inclusive services in community-based settings .…”

mentioning

confidence: 99%

Early Childhood Education and Care for Children with Disabilities: Facilitating Inclusive Practice*

DeVore

Russell

2007

Early Childhood Educ J

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In this case study, a co-operative inquiry process was used to facilitate the expansion of inclusive early childhood education and care practices in a rural community in the Midwest. A university and a community researcher first engaged in interviews and site visits, during which they learned how a three-member inclusion team of early care and education professionals initiated changes in practice from self-contained to inclusive special education and therapy. Key practices included responding to families' priorities, changing roles, and providing integrated services and support for children's successful transitions into Kindergarten. The second part of the research consisted of action planning during focus groups and community meetings, which resulted in social recognition from the school district, technical assistance through state improvement grant funding, and better preschool options for young children with disabilities.

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The Impact of Changing Roles on Relationships between Professionals in Inclusive Programs for Young Children

Cited by 37 publications

References 8 publications

Administrative Support and Challenges in Nebraska Public School Early Childhood Programs

Administrative Support and Challenges in Nebraska Public School Early Childhood Programs

Understanding parent advocacy during the transition to school of children with developmental disabilities: three Canadian cases

Early Childhood Education and Care for Children with Disabilities: Facilitating Inclusive Practice*

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