Topics in Early Childhood Special Education · 1993 · 61 citations · 19 references
EducationEarly Childhood EducationSpecial EducationDevelopmentally Appropriate PracticeEarly Childhood Special EducationEarly InterventionEarly Childhood CurriculumEarly Childhood InclusionEarly Intervention PolicyFamily-centered InterventionSpecial Education CurriculumSpecial Educational NeedsConvergenceEarly Childhood AdvocacyEarly Childhood Education AdvocacyEarly Intervention CurriculumFamily-centered AdvocacyFamily-centered CollaborationInterdisciplinary KnowledgeInterdisciplinary Learning
This paper has three purposes: to describe (a) common misconceptions about developmentally appropriate practices, (b) areas in which convergence between general and special early childhood education can be achieved, and (c) current collaborative efforts between the two disciplines. Three frequent misconceptions about developmentally appropriate practices focus on the use of teacher-directed instruction, emphasis on emergent curriculum, and the application of the practices to all children. The areas of convergence focus on individually appropriate practices, emphasis on early intervention, family-centered services, advocacy, transition issues, and interdisciplinary approaches. Current collaborative efforts between the National Association for the Education of Young Children and the Division for Early Childhood are described.
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Developmentally Appropriate Practice
Judith J. Carta, Ilene Sharon Schwartz, Jane Atwater et al. · Topics in Early Childhood Special Education · 1991 · 203 citations