Inclusion in Early Childhood Programs, 8th Edition

Rachel Langford, Bernice Cipparrone, Mari Pighini, Nicole Ineese-Nash , K. Eileen Allen, Glynnis Cowdery

Copyright 2024
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Inclusion in Early Childhood Programs 8th Edition by Rachel Langford/Bernice Cipparrone/Mari Pighini/Nicole Ineese-Nash /K. Eileen Allen/Glynnis Cowdery

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Overview
Meet the Authors
What's New
Features
Table of Contents
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Overview

Inclusion in Early Childhood Programs examines the education and care of children with disabilities from birth through school age. Readers are provided with brief coverage of child development theory and the barriers to true inclusion at all levels—program, community, and government. In this text, the fact that children are different is not hidden: rather we seek to recognize and celebrate human diversity. An inclusive approach to working with children who have disabilities requires drawing on a social and relational model of disability, critical disability studies and a disability justice framework, critical race theory, ethics of care and child development theory. This resource provides updated research and current trends, reflecting the challenges educators face today. It inspires readers to work towards a world of inclusivity for all.

Meet the Authors

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Rachel Langford

Rachel Langford is the Director of the School of Early Childhood Education at Ryerson University. After receiving an elementary school teacher certificate and early childhood diploma, she worked for 18 years in a variety of primary and early childhood settings in British Columbia. For ten years, she taught Ontario ECE diploma students and is the recipient of George Brown College’s Crystal Apple Award for teaching excellence. She has presented many workshops on inclusive education, English as a second language programming and emergent curriculum. She edited the “Checklist for Quality Inclusive Education: A Self-Assessment Tool and Manual for Early Childhood Settings” for the Early Childhood Resource Teacher Network of Ontario. She has written extensively on the professional preparation of early childhood educators.Rachel Langford has a B.A. and an M.Ed from the University of British Columbia and a Ph.D. in sociology and Equity Studies in Education from OISE, the University of Toronto. She received the 2005 George L. Geis Award for the most outstanding Canadian doctoral dissertation in higher education.

Bernice Cipparrone

Bernice Cipparrone McLeod is a professor in the School of Early Childhood at George Brown College, and since 2014 has been a team member of the Atkinson Centre, at OISE, University of Toronto. She has been in the field of early childhood education for more than 30 years. Beyond serving as an early childhood educator in community early learning and care programs, Bernice has worked in children’s mental health, specializing in infant mental health, trauma, and parent–child relationships.

Mari Pighini

?Mari Pighini has been a lecturer and cohort advisor with the UBC Faculty of Education. Since 1997, Mari has taught courses in the Faculty of Education, first as a sessional instructor in the Special Education Program, and later on in the Early Childhood Education certificate, diploma, and master’s programs. Mari’s research interests have focused on the experiences of parents with children at risk for developmental delays or disabilities receiving early intervention/child development support services in urban and rural settings in BC.?

Nicole Ineese-Nash

?Nicole Ineese-Nash is an Indigenous researcher, educator, and community worker with over 10 years of experience working with Indigenous children, youth, and communities. Born and raised in Toronto, Nicole is a member of Constance Lake First Nation in Treaty 9 territory and holds relation to the lands, waters, and people along the English and Kabikagomi Rivers. With a PhD in social justice education and a master’s in early childhood studies, she is passionate about supporting Indigenous self-determination and cultural resurgence, particularly in the context of childhood and youth. Nicole’s various research and practice interests reflect her lived experience as an Indigenous person on a path of cultural reconnection and learning. As an assistant professor cross-appointed between the schools of Early Childhood Studies and Child and Youth Care at Toronto Metropolitan University, Nicole leads innovative community-based research on the topics of Indigenous disability, early learning, land-based education, and youth mental health. Her research with Indigenous young people spurred the foundation of her national charitable organization called Finding Our Power Together, which offers mental health coaching, group psychoeducation, and cultural healing to Indigenous youth across Canada.?

K. Eileen Allen

K. Eileen Allen, professor emerita, was a member of the early childhood faculty at the University of Washington in Seattle and at the University of Kansas in Lawrence. For 31 years she taught graduate and undergraduate courses in child development, developmental disabilities in young children, parenting, early education and an interdisciplinary approach to early intervention and inclusion. She also trained teachers and supervised research-focused classrooms at both schools. In addition to numerous research articles and position papers in major professional journals, she has published seven college textbooks. During her retirement, she continued to write and advocate on behalf of children and families. Her last book was I LIKE BEING OLD: A GUIDE TO MAKING THE MOST OF AGING.

Glynnis Cowdery

Glynnis Edwards Cowdery has more than 25 years of experience in the early childhood education field as a teacher, program director and inclusion facilitator.

What's New

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This edition’s major focus has been on integrating critical disability and disability justice approaches throughout.
This edition completes the move away from the language of “special needs” to the language of disability and disability justice.
The text now centres around the strengths and competencies of children with disabilities and the supports they need to flourish in a learning environment, while avoiding focusing on children’s learning “deficits.”
Indigenous perspectives of inclusion presented in Chapter 2 further guide content in subsequent chapters. The chapter explores the challenges of inclusion in the context of Canada as a colonial state.
More Canadian-based and Indigenous sources have been updated throughout the text, wherever possible.
Inspiring profiles of well established and emerging early childhood inclusion leaders in Canada are featured throughout the text and highlight how theories and values about inclusion can be enacted in practice.
Additional narratives have been added to illustrate inclusive practices and to provoke further discussion in the postsecondary classroom. They aim to provide more examples of supports for young children with disabilities.
To strengthen the text’s Canadian content, Canadian organizations have been contacted where possible, to draw upon their definitions and research.
The Cengage Canada Teaching Advantage delivers research-based instructor resources that promote student engagement and higher-order thinking to enable the success of Canadian students and educators. With a focus on quality, all of our resources are copyedited and questions are reviewed to ensure the content is accurate and relevant to the new edition.

Features

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This edition has adopted the language of “early childhood supports,” emphasizing how children’s behaviours and responses are forms of communication expressed under stressful circumstances. This reduces the frequency of the terms “intervention” and “disorders” associated with the medical model for understanding disabilities.
MindTap is an online learning platform that helps students stay organized and study effectively by providing all their course materials and study tools in one place. Along with additional course content, MindTap lets them highlight, take notes, create flashcards and more.
Auto-graded multiple-choices questions let students test their knowledge before proceeding to the next section.
Section Video Case, followed by critical reflection questions, helps students apply theory to a real-world situation.
Poll questions at the beginning and end of sections allow students to reflect on whether their view and understandings have changed or remained the same.

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Section One: Early Childhood Supports
Chapter 1: An Inclusive Approach to Early Childhood Education and Care
Chapter 2: Inclusion in the Context of Settler-Colonialism
Chapter 3: The Early Childhood Education and Care System in Canada: Supporting Young Children with Disabilities
Chapter 4: In Partnership with Families
Chapter 5: Educators in Relationships with All Children
Section Two: Differences in Learning, Growth, and Development
Chapter 6: An Overview of Diversity in Learning, Growth, and Development
Chapter 7: Variability in Cognitive Development
Chapter 8: Understanding and Facilitating Young Children’s Sensory Engagement; Hearing Loss and Vision Loss
Chapter 9: Mobility/Orthopedic and Other Health Conditions
Chapter 10: Mental Health and Well-Being  
Chapter 11: Neurodiversity in Young Children
Section Three: Planning for Inclusion
Chapter 12: The Power of Observation, Pedagogical Narration, Screening, Assessment, and Individual Plans
Chapter 13: Supporting Program Transitions for Children and Families  
Section Four: Creating, Supporting, and Facilitating Inclusion
Chapter 14: Supporting Infants, Toddlers, and School-Aged Children
Chapter 15: Creating an Inclusive Environment
Chapter 16: Facilitating Children’s Intellectual Engagement with Their Worlds
Chapter 17: Facilitating Social Interactions and Living Well with Others
Chapter 18: Communicating with Children