Document Type
Article
Publication Date
1-1-2002
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.
DOI
10.1177/02711214020220020401
MSU Digital Commons Citation
Soodak, Leslie C.; Erwin, Elizabeth; Winton, Pam; Brotherson, Mary Jane; Turnbull, Ann P.; Hanson, Marci J.; and Brault, Linda M.J., "Implementing Inclusive Early Childhood Education: A Call for Professional Empowerment" (2002). Department of Teaching and Learning Scholarship and Creative Works. 71.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/71
Published Citation
Soodak, L. C., Erwin, E. J., Winton, P., Brotherson, M. J., Turnbull, A. P., Hanson, M. J., & Brault, L. M. (2002). Implementing inclusive early childhood education: A call for professional empowerment. Topics in Early Childhood Special Education, 22(2), 91-102.