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.
Jennifer J. Hurley, Rachel A. Warren, Rebecca D. Habalow, Lauren E. Weber & Sarah R. Tousignant (2014) Early childhood special education in a refugee resettlement community: challenges and innovative practices, Early Child Development and Care, 184:1, 50-62, DOI: 10.1080/03004430.2013.769214