Responding to Difference: Enacting Inclusive Early Childhood Education Through the Social-Relations Approach

American Speech-Language-Hearing Association. (2020). Augmentative and alternative communication. https://www.asha.org/practice-portal/professional-issues/augmentative-and-alternative-communication/

Annamma S. A. Connor D. Ferri B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1–31.

Annamma S. A. Morrison D. (2018). DisCrit classroom ecology: Using praxis to dismantle dysfunctional education ecologies. Teaching and Teacher Education, 73, 70–80.

Barton E. E. Smith B. J. (2014). Fact sheet on preschool inclusion. Pyramid plus: The Colorado Center for Social Emotional Competence and Inclusion. Denver, CO. https://ectacenter.org/topics/inclusion/research.asp

Barton E. E. Smith B. J. (2015). Advancing high-quality preschool inclusion: A discussion and recommendations for the field. Topics in Early Childhood Special Education, 35(2), 69–78.

Beatty L. Acar S. Cheatham G. A. (2021). Translanguaging in inclusive classrooms: Learning with children and families. Young Exceptional Children, 24(3), 154–169.

Beneke S. Ostrosky M. Katz L. G. (2019). The project approach for all learners: A hands-on guide for inclusive early childhood classrooms. Brookes.

Beneke S. Ostrosky M. M. (2015). Effects of the project approach on preschoolers with diverse abilities. Infants & Young Children, 28(4), 355–369.

California Department of Education. (2020). Culturally sustaining pedagogies. https://www.cde.ca.gov/pd/ee/culturallysustainingped.asp

Center for Applied Special Technology. (2011). Universal design for learning guidelines version 2.0.

Center for Applied Linguistics. (2016). Two-way immersion. https://www.cal.org/twi/index.html

Chan J. M. Lang R. Rispoli M. O’Reilly M. Sigafoos J. Cole H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 3(4), 876–889.

City University of New York–New York State Initiative on Emergent Bilinguals. (2019). Translanguaging guides. https://www.cuny-nysieb.org/translanguaging-resources/translanguaging-guides/

Cologon K. Mevawalla Z. (2017). Increasing inclusion in early childhood: Key word sign as a communication partner intervention. International Journal of Inclusive Education, 22(8), 902–920.

Derman-Sparks L. Edwards J. O. Goins C. M. (2020). Anti-bias education for young children and ourselves. National Association for the Education of Young Children.

Dewey J. (1916). Democracy and education. Macmillan.

Dewey J. (1927). The public and its problems. Henry Holt.

Diamond K. Tu H. (2009). Relations between classroom context, physical disability and preschool children’s inclusion decisions. Journal of Applied Developmental Psychology, 30(2), 75–81.

Division for Early Childhood of the Council for Exceptional Children. (2014). DEC recommended practices in early intervention/early childhood special education 2014. http://www.dec-sped.org/recommendedpractices

Division for Early Childhood of the Council for Exceptional Children/National Association for the Education of Young Children. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). University of North Carolina, FPG Child Development Institute.

Early Learning Network. (2016). Emerging theme: Classroom ecology. https://earlylearningnetwork.unl.edu/2020/02/03/classroom-ecology/

Epstein A. S. (2014). The intentional teacher: Choosing the best strategies for young children’s learning (Revised ed.). National Association for the Education of Young Children.

Erwin E. J. Kipness N. A. (1997). Fostering democratic values in inclusive early childhood settings. Early Childhood Education Journal, 25(1), 57–60.

Foucault M. (1970). The order of things. Pantheon Books.

Gilliam W. S. Maupin A. N. Reyes C. R. Accavitti M. Shic F. (2016). Do early educators’ implicit biases regarding sex and race relate to behavior expectations and recommendations of preschool expulsions and suspensions. Yale University Child Study Center, 9(28), 2016.

Green K. B. Robbins S. H. Bucholz J. L. (2019). Positive behavior interventions and supports: Maximizing the universal tier for young children with or at risk for disabilities. Young Exceptional Children, 22(1), 6–21.

Guān C. L. D. Cheatham G. A. (2018). Bilingual vocabulary development for dual language learners with disabilities: Two research-based approaches. Young Exceptional Children, 21(3), 142–156.

Hancock C. L. Morgan C. W. Holly J. (2021). Counteracting dysconscious racism and ableism through fieldwork: Applying DisCrit classroom ecology in early childhood personnel preparation. Topics in Early Childhood Special Education, 41(1), 45–56.

Harris K. I. Gleim L. (2008). The light fantastic: Making learning visible for all children through the project approach. Young Exceptional Children, 11(3), 27–40.

Harry B. Klingner J. (2014). Why are so many minority students in special education? Teachers College Press.

Harte H. A. (2010). The project approach: A strategy for inclusive classrooms. Young Exceptional Children, 13(3), 15–27.

Helm J. H. Katz L. G. (2016). Young investigators: The project approach in the early years (3rd ed.). Teachers College Press.

Horn E. M. Palmer S. B. Butera G. D. Lieber J. (2016). Six steps to inclusive preschool curriculum: A UDL-based framework for children’s school success. Brookes.

Horn E. M. Parks S. An Z. (2019). Inclusive special education for young learners with severe and multiple disabilities. Advances in Special Education, 34, 119–137.

Hume K. Campbell J. M. (2019). Peer interventions for students with autism spectrum disorder in school settings: Introduction to the special issue. School Psychology Review, 48(2), 115–122.

Jones E. A. Carr E. G. (2004). Joint attention in children with autism: Theory and intervention. Focus on Autism and Other Developmental Disabilities, 19(1), 13–26.

Katz L. G. Chard S. C. Kogan Y. (2014). Engaging children’s minds: The project approach (3rd ed.). Praeger.

Kozleski E. B. (2020). Disrupting what passes as inclusive education: Predicating educational equity on schools designed for all. The Educational Forum, 84(4), 340–355.

Luke A. Kale J. (2017). Learning through difference: Cultural practices in early childhood language socialisation. In Gregory E. (Ed.), One child, many worlds: Early learning in multicultural communities (pp. 11–29). Routledge.

Martinez J. R. Prykanowski D. A. Waters C. L. (2021)a. Individualized peer-mediated interventions to increase young children“s social competence. Young Exceptional Children, 24(2), 82–95.

Martinez J. R. Waters C. L. Conroy M. A. Reichow B. (2021b). Peer-mediated interventions to address social competence needs of young children with ASD: Systematic review of single-case research design studies. Topics in Early Childhood Special Education, 40(4), 217–228.

Meek S. E. Gilliam W. S. (2016, October 31). Expulsion and suspension in early education as matters of social justice and health equity. NAM Perspectives [Discussion paper]. National Academy of Medicine.

Minow M. (1990). Making all the difference: Inclusion, exclusion and American law. Cornell University Press.

Minow M. (2013). Universal design in education: Remaking all the difference. In Kanter A. S. Ferri B. A. (Eds.), Righting educational wrongs: Disability studies in law and education (pp. 38–57). Syracuse University Press.

National Association for the Education of Young Children. (2020). Developmentally appropriate practice (DAP) position statement. https://www.naeyc.org/resources/position-statements/dap/contents

National Research Council. (2001). Eager to learn: Educating our preschoolers. National Academies Press.

Noggle A. K. Stites M. L. (2018). Inclusion and preschoolers who are typically developing: The lived experience. Early Childhood Education Journal, 46(5), 511–522.

Paris D. Alim H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.

Park C. C. (2011). Young children making sense of racial and ethnic differences: A sociocultural approach. American Educational Research Journal, 48(2), 387–420.

Park H. Cheatham G. A. Jimenez-Silva M. (2018). Supporting oral language development for dual language learners with disabilities through adult feedback. Young Exceptional Children, 21(4), 238–249.

Pinto A. I. Grande C. Coelho V. Castro S. Granlund M. Björck-Åkesson E. (2019). Beyond diagnosis: The relevance of social interactions for participation in inclusive preschool settings. Developmental Neurorehabilitation, 22(6), 390–399.

Reggio Children. (2020). A digital world for the Reggio Emilia Approach. https://www.reggiochildren.it/en

Terrell A. C. Allvin R. E. (2020). A message from NAEYC: We stand together. National Association for the Education of Young Children. https://www.naeyc.org/resources/blog/message-from-naeyc

Waters C. L. (2020). Covering the bases: Pairing sign with spoken word in early childhood settings. Young Exceptional Children, 23(3), 130–142.

Watkins L. O’Reilly M. Kuhn M. Gevarter C. Lancioni G. E. Sigafoos J. Lang R. (2015). A review of peer-mediated social interaction interventions for students with autism in inclusive settings. Journal of Autism and Developmental Disorders, 45(4), 1070–1083.

Woodgate R. L. Gonzalez M. Demczuk L. Snow W. M. Barriage S. Kirk S. (2020). How do peers promote social inclusion of children with disabilities? A mixed-methods systematic review. Disability and Rehabilitation, 42(18), 2553–2579.

Zeng S. Corr C. P. O’Grady C. Guan Y. (2019). Adverse childhood experiences and preschool suspension expulsion: A population study. Child Abuse & Neglect, 97, 104149.