Kaderavek Joan N
University of Toledo, Toledo, OH, USA.
Lang Speech Hear Serv Sch. 2009 Oct;40(4):403-5. doi: 10.1044/0161-1461(2008/08-0019). Epub 2008 Oct 24.
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.
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.
SLPs can work toward strategic alliances with ECSEs when they understand the field from the perspective of related professions in early childhood special education.
当包括言语语言病理学家（SLP）、普通教育教师、职业和物理治疗师以及幼儿特殊教育教师（ECSE）在内的专业人员共同协作时，能够最好地促进有特殊教育需求的幼儿取得积极的学业成果。然而，由于每个专业都有专门的学科内术语，跨学科阅读以保持幼儿教育领域的专业知识可能具有挑战性。这个临床论坛提供了幼儿特殊教育领域的最新综述，相关专业的专家撰写的文章描述了该领域当前的问题和趋势。
本序言介绍了通用设计、差异化教学和嵌入式学习机会的概念。序言还概述了从事幼儿特殊教育工作的专业人员的角色、职责和问责制。
当言语语言病理学家从幼儿特殊教育相关专业的角度理解该领域时，他们可以努力与幼儿特殊教育教师建立战略联盟。
