Abstract
The impact of the emphasis on inclusion in special education has resulted in a higher frequency of young children with autism being included in early childhood programs with typically developing peers. Many early childhood educators have risen to face the challenge, and this has resulted in enhanced learning for young children with autism in the regular classroom. This article focuses on the multiple roles of early childhood educators as they work with the diverse needs of young children with autism in their classrooms.
Similar content being viewed by others
References
Allen, E. K., & Cowdery, S. (2005). The exceptional child: Inclusion in early childhood education. Albany, NY: Delmar.
American Psychiatric Association. (2000). Diagnosis and statistical manual of mental disorders (4th ed.). Washington, DC.
Bateman, B. D., & Linden, M. A. (1998). Better IEPs: How to develop legally correct and educationally useful programs. Longmont, CO: Sopris West.
Bauer, A. M., & Shea, T. M. (2003). Parents and schools: Creating a successful partnership for students with special needs. Columbus, OH: Merrill Prentice Hall.
Bondy, A., & Frost, L. (2001). The picture exchange communication system. Behavior Modification, 25(5), 725–744. doi:10.1177/0145445501255004.
Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs (Rev. ed.). Washington, DC: National Association for the Education for Young Children.
Broderick, A., Mehta-Parekh, H., & Reid, D. K. (2005). Differentiating instruction for disabled students in inclusive classrooms. Theory into Practice, 44(3), 194–202. doi:10.1207/s15430421tip4403_3.
Campbell, P. H. (2004). Promotion-based services: Promoting children’s participation in natural settings. Young Exceptional Children, 8(1), 20–29. doi:10.1177/109625060400800103.
Chalmers, L., & Faliede, T. (1996). Successful inclusion of students with mild/moderat disabilities in rural settings. Teaching Exceptional Children, 29, 22–25.
Council for Exceptional Children, Division for Early Childhood. (2001). Inclusion: A position statement of the Division for Early Childhood of the Council for Exceptional Children. Retrieved April 3, 2008, from www.dec-sped.org/position.papers.html.
Dunst, C. J., Trivett, C. M., & Cutspec, P. A. (2002). Toward an operational definition of evidence-based practice. Centerscope, 1(1), 1–10. Available at http://www.evidencebasedpractices.org/centerscope.
Friend, M. (2008). Special education: Contemporary perspectives for school professionals. Boston, MA: Allyn and Bacon.
Friend, M., & Bursuck, W. D. (2009/6). Including students with special needs: A practical guide for classroom teachers. Upper Saddle River, NJ: Pearson.
Hagiwara, T., & Myles, B. (1999). A multimedia social story intervention: Teaching skills to children with autism. Focus on Autism and Other Developmental Disabilities, 14(2), 82–95.
Kluth, P. (2004). Autism, autobiography and adaptations. Teaching Exceptional Children, 36(4), 42–47.
Lantz, J. F., Nelson, J. M., & Loftin, R. L. (2004). Guiding children with autism in play: Applying the integrated play group model in school settings. Exceptional Children, 37(2), I8–I14.
Lerner, J. W., Lowenthal, B., & Egan, R. W. (2003). Preschool children with special needs: Children at risk and children with disabilities. Boston, MA: Allyn & Bacon.
McIntosh, K., Herman, K., Sandford, A., McGraw, K., & Florence, K. (2004). Teaching transitions: Techniques for promoting success between lessons. Teaching Exceptional Children, 37(1), 32–38.
McLean, M. E., & Dunst, C. J. (1999). On the forms of inclusion: The need for more information. Journal of Early Intervention, 22, 200–265.
Raab, M., & Dunst, C. J. (2004). Early intervention practitioner approaches to natural environment interventions. Journal of Early Intervention, 27(1), 15–26. doi:10.1177/105381510402700102.
Rao, S. M., & Gagie, B. (2006). Learning through seeing and doing. Visual supports of children with autism. Teaching Exceptional Children, 38(6), 26–33.
Ripley, S. (1997). Collaboration between general and special education teachers. Eric Clearinghouse on Teaching and Teacher Education Washington, DC. (ERIC Document Reproduction Services No. ED409317).
Salend, S. J. (2008). Creating inclusive classrooms: Effective and reflective practices. Upper Saddle River, NJ: Pearson.
Smith, D. D. (2004). Introduction to special education: Teaching in an age of opportunity. Boston, MA: Allyn & Bacon.
Stanford, P., & Reeves, S. (2005). Assessment that drives instruction. Council for Exceptional Children, 37(4), 18–22.
Utley, C. A., & Obiakor, F. E. (2001). Special education, multicultural education, and school reform: Components of quality education for learners with mild disabilities. Springfield, IL: Charles C Thomas.
Welton, E., Vakil, S., & Carasea, C. (2004). Strategies for increasing positive social interactions in children with autism: A case study. Teaching Exceptional Children, 37(1), 40–46.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Vakil, S., Welton, E., O’Connor, B. et al. Inclusion Means Everyone! The Role of the Early Childhood Educator when Including Young Children with Autism in the Classroom. Early Childhood Educ J 36, 321–326 (2009). https://doi.org/10.1007/s10643-008-0289-5
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10643-008-0289-5