A Document Analysis of NAEYC’s Developmentally Appropriate Practice Position Statement: What Does It Tell Us About Supporting Children With Disabilities?

Document Type

Article

Publication Date

1-2011

Publication Title

Contemporary Issues in Early Childhood

DOI

10.2304/ciec.2011.12.2.175

Abstract

With the increasing frequency of young children with disabilities being included in early childhood classrooms, there is a critical need for early childhood educators and professionals to take an analytical look at the standards guiding early childhood education. By completing a qualitative document analysis of the developmentally appropriate practice (DAP) position statement of the National Association for the Education of Young Children, the author explored what the statement articulates regarding children with disabilities included in early childhood classrooms. This discussion explicates what teachers may take away from DAP regarding disabilities and the gaps it leaves for individual interpretation in classrooms. Findings indicate that while DAP and inclusive practices have much in common, the position statement lacks the specificity necessary to assist general early childhood teachers in implementing individualized approaches.

Comments

Katy Gregg, "A Document Analysis of the National Association for the Education of Young Children’s Developmentally Appropriate Practice Position Statement: what does it tell us about supporting children with disabilities?", Contemporary Issues in Early childhood, pp. 175-186. Copyright © SAGE Journal. DOI: 10.2304/ciec.2011.12.2.175.

Copyright and Open Access: http://sherpa.ac.uk/romeo/search.php?issn=1463-9491

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