Bruce L. Mallory

Social Constructivist Theory and Principles of Inclusion: Challenges for Early Childhood Special Education

Current theoretical and practical conceptualizations in the field of early childhood special education are limited in their attention to the sociocultural context in which development occurs. This article argues for a paradigmatic shift away from the individualistic models of development and learning to a social constructivist model that stems from views of learning and development first articulated by Vygotsky and since expanded upon by Rogoff and others. Such a shift is supportive of the current press for more inclusive classroom practices through an emphasis on the sociocultural context, the role of social activity—including instruction—in learning, and the contributions of learners to their own development. Principles for inclusive early childhood practice are explicated based on the concepts of classrooms as communities, learning as socially mediated, curriculum as contextually relevant and problem based, and assessment as authentic and personally meaningful.

The Role of Social Policy in Life-Cycle Transitions

This article examines the theory, research, and social policy relating to family and individual life-cycle transitions for people with disabilities in the United States. The article describes the degree to which transitions are sensitive to policy design and the broad social and cultural context of transitions. Examples from the Individuals with Disabilities Education Act and the Developmental Disabilities Assistance and Bill of Rights Act illustrate both promising and inadequate policy responses to life-cycle transitions. A series of questions is intended to guide future enactment and analyses of social policies that affect life-cycle transitions.

Consequences of Categorical Labeling of Preschool Children

The use of categorical diagnostic labels prescribed in P.L. 94--142 with children below school age is examined in this article. National practices relative to categorical labeling are reviewed, and questions are posed concerning the consequences of categorical labeling for children from 3 to 6 years old. Data from the state of New Hampshire concerning the frequency of usage for specific categorical labels are presented and are found to be consistent with national trends. Data are presented on the number of children who transition from noncategorical early intervention programs serving children birth to 3 years into categorical preschool programs for children 3 through 5 years. Almost one-third of all children served in early intervention are found not to be eligible for preschool services because of the requirement for a categorical label. The roles of demographic factors related to place of residence, age, and local school policies in deciding who is eligible for services and what diagnostic category is assigned, were considered. Finally, the consequences of categorical labeling for children, parents, and programs are discussed.

Introduction: The ethic of inclusion.

The Politics of Developmentally Appropriate Practice Inclusive Policy, Practice and Theory for Young Children with Developmental Differences Culture, Child Development and Developmentally Appropriate Practice Research in Parent-Child Interaction Expanding the Perceptions of Developmentally Appropriate Practice Understanding Development in Cultural Context The Movement of African-American Children Through Sociocultural Contexts.

Is It Always Appropriate to Be Developmental? Convergent Models for Early Intervention Practice.

Three theoretical models of early intervention practice are discussed in order to identify the common values that characterize each of them. Although the developmental, functional, and biological models were each developed by different sets of practitioners and for different purposes and populations of children, it is possible to infer convergent principles that can guide professional practice. Previous assumptions that these models are discrete are questioned, and two examples of convergent paradigms are analyzed in light of the common values identified here.

The Preparation of Early Childhood Special Educators: A Model Program

A model personnel preparation program, funded by the U.S. Office of Special Education, that trains masters level early childhood special educators is presented. Rde definition is discussed. and the convergence of early childhood and special education as a combined discipline is reviewed. The theoretical perspectives of the program, including cognitive-developmental and ecological frameworks, are described. Coursework and internship arrangements are summarized. Problems encountered in the implementation process are emphasized. These include (1) a lack of early childhood special education certification standards, (2) diverse student characteristics, (3) arranging internship supervision, and (4) preparing specialists for handicapped children below 3 years of age. The programs evaluative process and product questions are presented.

Inclusive policy, practice, and theory for young children with developmental differences.

The Politics of Developmentally Appropriate Practice Inclusive Policy, Practice and Theory for Young Children with Developmental Differences Culture, Child Development and Developmentally Appropriate Practice Research in Parent-Child Interaction Expanding the Perceptions of Developmentally Appropriate Practice Understanding Development in Cultural Context The Movement of African-American Children Through Sociocultural Contexts.

When The Medium Is The Message: Promoting Ethical Action Through Democratic Dialogue

for several hours each week, members of various constituencies—students, faculty, staff, institutional leaders, parents, community partners, and trustees—discussed pressing ethical and social issues facing the campus or broader society? We are not referring to what typically occurs on college campuses: sporadic public panel discussions or lectures followed by a few minutes of polite questions. Nor are we referring to structured events such as departmental or taskforce meetings, judicial processes, or professional development seminars. And we certainly are not envisioning pointcounterpoint debates. What we propose is something quite different—intentionally designed, permanent spaces on campuses for identifying, studying, deliberating, and planning action regarding pressing issues with ethical or social implications. Given that an important mission of colleges and universities is to serve as sites of open inquiry, leading to a deeper understanding of contemporary social challenges, the need for such deliberative spaces is critical. As the higher education community works to address the challenges of increasing diversity, institutional governance, curriculum reform, and constrained resources, the need for inclusive forms of sustained and civil dialogue has become paramount. There seem to be few examples in higher education of such conversations. It is true that campuses sponsor teach-ins, interfaith services, classroom discussions, and residence hall conversations on terrorism, foreign affairs, religious pluralism and fanaticism, and attacks on humanity. But these traditional mechanisms for discussion are often framed as what David Mathews of the Kettering Foundation calls “solution wars.” Participants start with bald assertions about causes and quickly advocate for their preferred solutions, rather than asking: What are the multiple possible explanations for this situation? How do different people define and understand those causes? What kind of community do we live in? What kind of community do we want? Fundamental questions such as these about the underlying values that guide ethical decision-making require democratic and sustained dialogue. By this we mean intergroup and interpersonal conversations in which those present are granted an equal voice at the table, regardless of their formal status within the institution. And those at the table need to be engaged for a length of time sufficient to interrogate, deliberate, and communicate. By consciously moving away from the win-lose model of traditional debate to a more equitable, safe, and sustained approach to problem-solving, we can foster both ethical principles and

The Movement of Children with Mental Retardation from Institutional to Community Care.

The post-release experiences of 68 children with mental retardation were investigated to determine the residential and educational consequences of deinstitutionalization. Research questions focused on the type and stability of community placements, the degree of restrictiveness of such placements, and the types of services received during community placement. The findings were interpreted in light of historical factors occurring during the period of community placement (1970 to 1985), with emphasis on the relationship between the experiences of discharged children and the enactment of federal and state special education laws in 1978 and the issuance of a federal district court order in 1981. A relationship was noted between policy development and improved experiences of deinstitutionalized children, particularly those with severe and profound levels of retardation.

When the Medium is The Message Promoting Ethical Action Through Democratic Dialogue

What would happen on your campus if, for several hours each week, members of various constituencies—students, faculty, staff, institutional leaders, parents, community partners, and trustees—discussed pressing ethical and social issues facing the campus or broader society? We are not referring to what typically occurs on college campuses: sporadic public panel discussions or lectures followed by a few minutes of polite questions. Nor are we referring to structured events such as departmental or taskforce meetings, judicial processes, or professional development seminars. And we certainly are not envisioning pointcounterpoint debates.