Implementing inclusive early childhood education: A call for professional empowerment

Leslie C. Soodak, Elizabeth J. Erwin, Pam Winton, Mary Jane Brotherson, Ann P. Turnbull, Marci J. Hanson, Linda M.J. Brault

Research output: Contribution to journalArticle

19 Scopus citations

Abstract

We present two scenarios involving a family's experience in accessing a quality inclusive education for their young child to illustrate what it might look like if all stakeholders assumed responsibility for implementing the available research-based information to facilitate inclusive early childhood education. The influence and role of each stakeholder group (i.e., families, administrators, practitioners, college and university faculty, researchers) are discussed. We suggest that to move from mediocrity to excellence in providing inclusive early childhood education, professional empowerment must occur at the individual and program levels.

Original languageEnglish
Pages (from-to)91-102
Number of pages12
JournalTopics in Early Childhood Special Education
Volume22
Issue number2
DOIs
StatePublished - 1 Jan 2002

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    Soodak, L. C., Erwin, E. J., Winton, P., Brotherson, M. J., Turnbull, A. P., Hanson, M. J., & Brault, L. M. J. (2002). Implementing inclusive early childhood education: A call for professional empowerment. Topics in Early Childhood Special Education, 22(2), 91-102. https://doi.org/10.1177/02711214020220020401