International early childhood education and care professionals practices to engage family members of young children with special education needs: a comparative study of professional practices in China and the United States

There are growing international efforts to identify best practices, quality indicators, and teacher qualifications and sustainable policy in Early Childhood Education and Care (ECEC). This study explores strategies ECEC professionals in China and the United States implement to engage family members of young children with special education needs. In-depth interviews were conducted with 22 ECEC professionals in China and the United States to explore professional practices and challenges within inclusive ECEC. Constant comparative methods were used to identify patterns and themes across interviews. Professionals had a range of educational backgrounds and experiences working with young children with special education needs and their families. Professionals shared common strategies for encouraging active participation of family members, including on-going communication, family events, parent education programs, parent committees, and family conferences. Professionals also discussed strategies used to individualize services for young children with special education needs. ECEC professionals in the United States and China reported many similarities in practices and common challenges in providing inclusive ECEC

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2021

Author dc:creator

• Swindell, Jami Louise

Contributors dc:contributor

• Witt, Allison
• Burbules, Nichols
• Fowler, Susan
• Wang, Muhua

• early childhood education and care, early childhood special education, international education, family engagement, special education needs, young children (birth to 8), professional practices

Statement dc:rights

• Copyright 2020 Jami Swindell

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/109354

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/109354