The Relationship Between Early Childhood Education and Early Childhood Special Education

Abstract

This paper has three purposes: to describe (a) common misconceptions about developmentally appropriate practices, (b) areas in which convergence between general and special early childhood education can be achieved, and (c) current collaborative efforts between the two disciplines. Three frequent misconceptions about developmentally appropriate practices focus on the use of teacher-directed instruction, emphasis on emergent curriculum, and the application of the practices to all children. The areas of convergence focus on individually appropriate practices, emphasis on early intervention, family-centered services, advocacy, transition issues, and interdisciplinary approaches. Current collaborative efforts between the National Association for the Education of Young Children and the Division for Early Childhood are described.

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