A5050643101- Family and Disability Support Research
- Early Childhood Education and Development
- Infant Development and Preterm Care
- Educational and Psychological Assessments
- Parental Involvement in Education
- EFL/ESL Teaching and Learning
- Neonatal Respiratory Health Research
- Collaborative Teaching and Inclusion
- Multilingual Education and Policy
- Neonatal and fetal brain pathology
- Migration, Health and Trauma
- Birth, Development, and Health
- Online and Blended Learning
- Second Language Learning and Teaching
- Language, Discourse, Communication Strategies
- Pediatric health and respiratory diseases
- Reading and Literacy Development
- Cultural Competency in Health Care
- Disability Rights and Representation
- Child Development and Digital Technology
- Autism Spectrum Disorder Research
- Interpreting and Communication in Healthcare
- Education and experiences of immigrants and refugees
- Diverse Educational Innovations Studies
University of Massachusetts Boston
2019-2024
Western Oregon University
2016
This study aimed to understand the experiences of parents who have young children with disabilities in Türkiye during COVID-19. We conducted a qualitative analysis semistructured virtual interviews eight parents. used collective within-case and across-case approach analyze interpret interviews. Parents noted difficulties EI/ECSE programs need for individualized functional services their children. Furthermore, reported high-quality, inclusive early childhood importance well-trained educators....
The personnel preparation of early intervention/early childhood special educator (EI/ECSE) candidates is a pivotal stage in supporting the development professionals who can effectively work with young children and at-risk developmental disabilities, their families, other service providers. This process encompasses multifaceted approach to equip knowledge, skills, attitudes/dispositions successfully within field. compilation article includes multiple authors each section share strategies,...
The authors examined the extent to which practices for parent participation in early intervention/ childhood special education (EI/ECSE) programs.The role of parents EI/ECSE is important and supported through literature.The changing traditional family picture classrooms, importance evolving laws regulations recommended regarding are highlighted.The conceptual framework based on children, parents, practitioners' outcomes.Strategies promote involvement provided a direct way understand how...
Infants born low birth weight (LBW) and preterm were evaluated in a high-risk follow-up clinic compared with infants full term. A multivariate linear model was used to examine the overall differences on Bayley Scales of Infant Toddler Development (BSID-III) among three groups: term, heavy LBW (<2,500 g ≥2,000 g), light (<2,000 g). Results indicated no significant BSID-III scores between groups. The extrapolate indicators executive function (EF) components. Dimensions Mastery Motivation...
Contemporary recommended practices in early childhood assessment strive to gain a holistic picture of child learning and development inform screening, eligibility, program planning decisions. These have traditionally focused on competencies reflected developmental domains with limited attention the approaches-to-learning used acquire those competencies. In this article, we call for examination constructs that impact child’s ability learn develop, such as executive function (EF), mastery...
Young refugee populations continue to grow. This scoping review aims identify and summarize studies of programs that provide linguistically responsive practices for children who are refugees. Secondary this are: (a) the gaps in literature, (b) suggest future research policy directions. By studying key features refugees, we can better understand important components a high-quality inclusive equitable environment all children, including those with minority language backgrounds. We conducted an...