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Language, Speech, and Hearing Services in Schools Vol.40 403-405 October 2009. doi:10.1044/0161-1461(2008/08-0019)
© American Speech-Language-Hearing Association
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Prologue

Perspectives From the Field of Early Childhood Special Education

Joan N. Kaderavek
The University of Toledo, Toledo, OH

Contact author: Joan N. Kaderavek, Mail Stop 954, University of Toledo, Toledo, OH 43606. E-mail: Joan.Kaderavek{at}utoledo.edu.

Purpose: Positive academic outcomes for young children with special education needs can best be facilitated when a combination of professionals including speech-language pathologists (SLPs), general education teachers, occupational and physical therapists, and early childhood special educators (ECSEs) work together. However, it can be challenging to read across disciplines to maintain expertise within the domain of early childhood education because each profession has specialized intradisciplinary terminology. This clinical forum provides an up-to-date summary of the field of early childhood special education, with articles from experts from related professions describing current issues and trends in the field.

Method: This prologue introduces the concepts of universal design, differentiated instruction, and embedded learning opportunities. The prologue also outlines the roles, responsibilities, and accountability of professionals who work in early childhood special education.

Conclusion: SLPs can work toward strategic alliances with ECSEs when they understand the field from the perspective of related professions in early childhood special education.

KEY WORDS: early childhood special education, universal design, differentiated instruction, embedded learning opportunities


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