International Journal of Early Childhood Special Education <p>International Journal of Early Childhood Special Education (INT-JECSE) is an online, open-access, scholarly, peer-reviewed journal offering scholarly articles on various issues of young children with special needs (0-8 age) and their families.</p> International Journal of Early Childhood Special Education en-US International Journal of Early Childhood Special Education 1308-5581 <p>I accept that the Owner of International Journal of Early Childhood Special Education, the Editor, Associate Editors, Reviewers and the Editorial Board cannot be hold responsible regarding the scope, the findings, the discussion and conclusion of the manuscript submitted.</p> <p>I declare to the editorship of International Journal of Early Childhood Special Education that the manuscript is original and has not been published anywhere else or is not under evaluation process for any other journal.</p> <p>I approve that I grant International Journal of Early Childhood Special Education as the sole and exclusive right and license to publish for the full legal term of copyright of my manuscript concurring with article 5846 / 22-23-25 while I retain copyright in the work.</p> The Effect of the Psychoeducational Group Family Education Program for Families of Children Diagnosed with Autism Spectrum Disorder on Parents: A Pilot Study <p>Autism Spectrum Disorder (ASD) is a neurobiological developmental deficiency which manifests itself with social interaction and communication disorder and repetitive behaviors and concerns. The individual with ASD have some adverse effects on the family. There are research results in the literature which report that the levels of stress and depression in parents of children with ASD are high, their perceptions of social support are low, and their family functioning is impaired. This study aims to investigate the effect&nbsp;of the Psychoeducational Group Family Education Program (PGFEP), developed by the researchers for families of children diagnosed with ASD within 0-2 years, on parents' stress, depression, social support perception, and family functions. The effect of the&nbsp;PGFEP was examined with a pilot study before the main implementation. This study was&nbsp;conducted with the pre-test post-test weak experimental design. Data were analyzed by the Wilcoxon signed-rank test. When the data were analyzed, the PGFEP was observed to reduce the stress and depression levels of the parents and increase the level of perceived social support in general. However, it was observed that the program did not have a statistically significant effect on the family functions of the parents of children with ASD.</p> Avsar Ardic Atilla Cavkaytar ##submission.copyrightStatement## 2019-07-05 2019-07-05 11 1 1 17 10.20489/intjecse.581495 The Challenges of Itinerant Early Childhood Special Education: The Perspectives of Practitioners <p>ECSE teachers who serve as itinerants face professional challenges that can differ from their classroom-based colleagues. The purpose of this study was to understand the kinds of challenges that itinerant ECSE teachers from one state face. A content analysis of comments related to professional challenges yielded six themes that focused on logistics, caseload, confidence and competence, characteristics of teachers, parents, or early childhood programs, accessing resources and professional support, and meeting the needs of specific children. Most of the comments centered on the characteristics of teachers, parents or early childhood programs. Implications for future research include the need for replication with other groups of itinerant teachers. Implications for practice focus on the need to better prepare ECSE teachers for roles as itinerants.</p> Laurie A. Dinnebeil Gwen Weber William F. McInerney ##submission.copyrightStatement## 2019-07-05 2019-07-05 11 1 18 30 10.20489/intjecse.583501 Perceptions of Turkish Preschool Teachers’ about Their Roles within the Context of Inclusive Education <p>The roles and responsibilities of preschool teachers are principal factors in the success of inclusive practices. Teachers should be aware of their roles and act accordingly in order to be effective in inclusive settings. The aim of this study is to evaluate preschool teachers’ perceptions of their roles within the context of inclusion education. The participants were 19 preschool teachers with students with disabilities in their inclusive classrooms. Based on semi-structured interviews with the teachers, their role perceptions are discussed under six themes. Teachers are aware of some, but not all of their roles and responsibilities required of them by the relevant special law. They have significant deficiencies in knowledge and strategies necessary to adequately fulfill their legallydefined roles.</p> Mehmet Seckin Gezer Veysel Aksoy ##submission.copyrightStatement## 2019-07-05 2019-07-05 11 1 31 42 10.20489/intjecse.583541 Multi-component Professional Development for Early Interventionists <p>An evaluation was conducted of the Partnering for Success: Foundational Institute offered through the Early Intervention Training Program at the University of Illinois, the state-funded professional development provider for Part C. The evaluation examined facilitators and barriers to changes in participants’ practices in working with families in the early intervention system. Data were also gathered on the efficacy of the training components used during the 4-day, multi-component linked series. Participants reported that teaming and collaboration were effective facilitators for change, and administrative&nbsp;issues served as barriers to change. Participants also reported that group discussions and videos were the most effective components that assisted in changing practices.</p> Christine M. Spence Rosa Milagros Santos ##submission.copyrightStatement## 2019-07-05 2019-07-05 11 1 52 63 10.20489/intjecse.585390 Parents’ Ideal Type Approaches to Early Education Pathways: Life Stories from Sweden <p>In this study, parents told their story about their children; their children’s preschool and preschool class; their children’s educational transitions; and their own cooperation with staff. The views of parents (N=27) were collected by way of life story interviews. The bioecological model for human development was adopted as a theoretical, conceptual and analytical frame. A qualitative bioecological content analysis and a quantitative content analysis were performed. More than half of the children were described as typical in terms of development, while a few were described as being gifted and talented by their parents, and about a third had special educational needs. More preschools than preschool classes were considered to be high in quality, and more preschoolhome collaboration than preschool class-home collaboration was felt to be high in quality. The following ideal type approaches of the parents emerged: (1) involved and concerned parents; (2) involved but unconcerned parents; and (3) uninvolved and unconcerned parents. The number of involved and concerned parents increased from preschool to preschool class. This study has relevance for preschool and preschool class teachers, special educators, policy-makers and researchers in inclusive and special education.</p> Margareta Sandström Johanna Lundqvist Annika Axelsson ##submission.copyrightStatement## 2019-07-05 2019-07-05 11 1 64 79 10.20489/intjecse.585453 Integration-related Experience and Preparedness from The Aspect of Hungarian Preschool Teacher Candidates <p>The aim of this study was to examine the experience of graduating preschool teacher candidates related to children with special needs, moreover to reveal their attitudes and perceptions of preparedness and competence regarding integration. A survey was used to collect data from 360 (mean age: 26.09 yrs.) graduating students attending 10 Hungarian preschool teacher training institutions. Besides revealing the experience and self-perceptions, our purpose was to investigate the factors influencing the development of attitudes and perceptions of preparedness and competence. The hypotheses were justified: the more and positive experience gained related to children with special needs and integration lead to more positive attitudes and self-perceptions. Differences between the answers of full-time and part-time students also appeared regarding their opinion about their competence in connection with integration. The participants also expressed the need for more practical training related to integration and inclusion. These results are a key of importance regarding the development of inclusion<br>related elements of preschool teacher training.</p> Zsófia Böddi Mónika Serfőző Zsuzsa F. Lassu Valéria Kerekes ##submission.copyrightStatement## 2019-07-05 2019-07-05 11 1 80 91 10.20489/intjecse.587251 Activity-Based Intervention to Support Second Language Acquisition <p>Activity-based intervention (ABI) is a naturalistic teaching approach used with young children to facilitate learning and development. Several studies have been conducted on ABI to examine effects on children; however, there is a shortage of literature on how to use ABI to facilitate the acquisition of a second language. This paper describes ABI,&nbsp;showcases studies on ABI used to enhance children’s communication or language development,&nbsp;and demonstrates a model for using ABI for second language acquisition.</p> Marisa Macy ##submission.copyrightStatement## 2019-07-05 2019-07-05 11 1 43 51 10.20489/intjecse.584468