Abstract
As co-teachers in a toddler room, we share a personal narrative about our experiences working with a child diagnosed with autism while in our care. Framed within the competing discourses of the medicalized perspective on disability and the individual, child-centered philosophies of early childhood education, we investigate the inequities we felt in the classroom and make connections to the field of early childhood inclusive education at large.
Author Biography
Emmanuelle N. Fincham
Emmanuelle N. Fincham is a toddler teacher and researcher at the Rita Gold Early Childhood Center at Teachers College, Columbia University. Currently working on her dissertation, Emmanuelle is interested in the possibilities that arise when locating and disrupting the expected and “best” practices in early childhood teaching, research, and teacher education.
Amanda R. Fellner
Amanda R. Fellner is an infant and toddler teacher at the Rita Gold Early Childhood Center at Teachers College, Columbia University. She is also a doctoral student and her work examines young children’s use of space and risk-taking practices, re-examining common understandings of what children can/should be allowed to do, as well as investigating teachers’ practice related to children’s risk-taking.
Recommended Citation
Fincham, E. N.,
&
Fellner, A. R.
(2019).
Including Autism: Confronting Inequitable Practices in a Toddler Classroom.
Occasional Paper Series,
(42).
DOI: https://doi.org/10.58295/2375-3668.1307
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Special Education and Teaching Commons