There has been a significant increase in the number of children who are culturally and linguistically diverse (CLD) who qualify for early childhood special education (ECSE) services (Banerjee & Guiberson, 2012). The current study investigates the challenges and innovative practices in the evaluation and (ECSE) services for preschool aged children who are refugees. Twenty-eight early childhood educators who work in a small refugee resettlement community participated in a qualitative study using semi-structured interviews resulting in themes regarding challenges and innovative practices. Challenges include: lack of validated assessments, wait time for evaluations, different cultural perspectives and family advocacy. Innovative practices include: assessing skills not dependent on language and including caregivers in evaluations. Implications for future research and teacher preparation are discussed.
Hurley, Jennifer J.; Warren, Rachel A.; Habalow, Rebecca D.; Weber, Lauren E.; and Tousignant, Sarah R., "Early Childhood Special Education in a Refugee Resettlement Community: Challenges and Innovative Practices" (2013). College of Education and Social Services Faculty Publications. 26.