International Journal of Early Childhood Special Education (INT-JECSE)
Volume 5, Issue 1, June 2013
From the Editor:
Dear INT-JECSE readers and contributors,
I am glad to let you know that the INT-JECSE is now in its fifth year with growing contributions of you. I would like to thank so much to all who contributes by sending their manuscripts to or have been readers of the INT-JECSE. In our first issue of the fifth year, you will find five articles on various topics of young children with special needs and their families or professionals.
The first article written by Suzanne Thomas and Dona S. Packer and entitled as "A Reflective Teaching Road Map forPre-service and Novice Early Childhood Educators" focuses on guidelines and strategies to facilitate reflective behaviors appropriate for pre-service and novice teachers. Authors suggested guidelines based on the mnemonic "CAR (Context, Attention, Response).
Aydın Bal and Timothy E. Radke are authors of the second article entitled as "Diverse Perspectives on Social-interactional Strengths in Children with Disabilities: A Socioecological Study". The authors examined parents perspectives and lived experiences regarding social strengths of children diagnosed with High Functioning Autism Spectrum Disorders (HFASD) or Asperger Syndrome. They found that a wealth of social interactional strengths that the children developed and practiced in multiple socioecological activity contexts via various mediums. Three themes were emerged: Emotional empathy, sensing fairness, and story telling. This study provides insights to develop more comprehensive conceptualization of social skills in this population.
With the title of "Transdisciplinary Team Building: Strategies in Creating Early Childhood Educator and Health Care Teams, in the third article, the authors, Seong Bock Hong and Laura Reynolds-Keefer examined the experiences of professionals working together in a transdisciplinary approach (TA) inclusive play group in an effort to explore their experience as a part of that team, and to document the development of skills across disciplines. They found that activities such as intentional group reflection impacted the evolution of professional roles including role release skills and role transformation.
Gerald Mahoney in the fourth article discusses "Assimilative Practice and Developmental Intervention". According to Dr. Mahoney "Massive practice corresponds to the concept of assimilation which Piaget identified as one of the two processes involved in developmental learning. Results from intervention research studies that accelerated childrens development by increasing their rate of practice are presented. Although the concept of assimilative practice is overlooked asan essential learning activity in early intervention, the difficulties of promoting maintenance and generalization which are often encountered in early intervention may be addressed by integrating a focus on assimilation into contemporary practice.
Cristina Etzold-Frometa reviewed the book entitled "Ordinary Families, Special Children" written by Milton Seligman and Rosalyn Benjamin Darling. In their book, the authors explain and provide a multi-systems perspective on childhood disability and its effects on family life through research, suggestions and numerous real-life scenarios that depict ways families respond to having a child with a disability.
Looking forward to being with you in December 2013 issue
Ibrahim H.Diken, Ph.D.