Sharing Responsibility: Dec-, NAEYC-, and Vygotsky-Based Practices for Quality Inclusion

Young Exceptional Children

Volumn 2, Issue 1, 1998, Pages 11-20

  Smith, Barbara J ^a   Miller, Patricia S ^b   Bredekamp, Sue ^c  

^a Division for Early Childhood   (United States)

^b EAST CAROLINA UNIVERSITY   (United States)

^c National Association for the Education of Young Children (NAEYC)   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85001193939     PISSN: 10962506     EISSN: None     Source Type: Journal    
DOI: 10.1177/109625069800200102     Document Type: Article

References (15)

1. Berk L. E., Winsler A. (1995). Scaffolding children's learning: Vygotsky and early childhood education. Washington, DC: National Association for the Education of Young Children.
2. Bredekamp S., Copple C. (1997). Developmentally appropriate practice in early childhood programs (rev. ed.). Washington, DC: National Association for the Education of Young Children.
3. Bredekamp S., Rosegrant T. (Eds.). (1992). Reaching potentials: Appropriate curriculum and assessment for young children. Washington, DC: National Association for the Education of Young Children.
4. Division for Early Childhood (DEC). (1993a). DEC recommended practices: Indicators of quality in programs for infants and young children with special needs and their families. Reston, VA: Council for Exceptional Children.
5. Division for Early Childhood (DEC). (1993b). DEC position on inclusion. Denver, CO: Division for Early Childhood.
6. Division for Early Childhood (DEC), National Association for the Education of Young Children (NAEYC), & Association of Teacher Educators (ATE). (1995). Personnel standards for early education and early intervention: Guidelines for licensure in early childhood special education. Denver, CO: Division for Early Childhood.
7. LaMontagne M. J., Danbom K., Buchanan M. (1998). Developmentally and individually appropriate practices. In JohnsonL.J. LaMontagneM.J. ElgasP.M. BauerA.M.(Eds.), Early childhood education: Blending theory, blending practice (pp. 83–109). Baltimore: Paul H. Brookes.
8. McLean M., Odom S. (1993). Practices for young children with and without disabilities: A comparison of DEC and NAEYC identified practices. Topics in Early Childhood Special Education, 13 (3), 274–292.
9. Miller P. S. (1992). Segregated programs of teacher education in early childhood: Immoral and inefficient practice. Topics in Early Childhood Special Education, 11 (4), 39–52.
10. Smith B., Bredekamp S. (1998). Foreward. In JohnsonL.J. LaMontagneM.J. ElgasP.M. BauerA.M.(Eds.), Early childhood education: Blending theory, blending practice (pp. xv–xx). Baltimore: Paul H. Brookes.
11. Smith B., Rose D. (1993). Administrators’ policy handbook for preschool mainstreaming. Cambridge: Brookline Books.
12. Strain P., Goldstein H., Kohler F. (1996). Peer-mediated interventions for young children with autism. In JensenP. HibbsT.(Eds.), Psychosocial treatments of child and adolescent disorders (pp. 573–590). Bethesda, MD: National Institutes of Health.
13. Vygotsky L. (1962). Thought and language. HanfmannE. VakarG.(Eds. & Trans.). Cambridge: MIT Press.
14. Webster's II New College Dictionary. (1995). Complimentary (p. 229). Boston: Houghton Mifflin.
15. Wolery M., Strain P., Bailey D. (1992). Reaching potentials of children with special needs. In BredekampS. RosegrantT.(Eds.), Reaching potentials: Appropriate curriculum and assessment for young children (pp. 92–111). Washington, DC: National Association for the Education of Young Children.