yec

1020288
research-article2021
YECXXX10.1177/10962506211020288YOUNG EXCEPTIONAL CHILDRENRationale for Change / Morgan and Cheatham

Rationale for Change:

Reconceptualizing Inclusive Early
Childhood Education Through
Practice
T
hrough inclusion, children In this introduction to the special
with disabilities can issue, we will make the argument
participate as valued members that there has been incremental
of a learning community as they progress with early childhood
receive effective instruction and inclusion. However, we propose the
appropriate supports in general reconceptualization of inclusive early
education settings (McLeskey et al., childhood education to encourage
2014). However, as we describe in more meaningful and sustainable
this introduction, there are recurring progress for all children, families,
challenges to achieving inclusion. and practitioners. First, we describe
Building on Beneke and Park’s challenges that persist in early
(2019) YEC special issue, in this childhood even though incremental
special issue, we assert that education progress has been made through
for all young children must extend inclusion. Then, we discuss
beyond the inclusion of children with possibilities why these challenges
disabilities in general education have not dwindled. Finally, we draw
settings and, therefore, must from theory to provide a new
inherently encompass and be perspective for thinking about
responsive to all social identities practice in early childhood through
(e.g., ability, race, language) through inclusive education. And yet, we can
inclusive education. Thus, we move forward to ensure that
recognize inclusive education as the practitioners provide high-quality,
process of (a) redistributing access to appropriate, and culturally sustaining
and participation in quality learning education for all young children and
opportunities; (b) recognizing and their families through practice.
valuing all child differences in
learning activities, materials, and
interactions; and (c) creating
Challenges That Persist
opportunities for non-dominant and With Incremental
underrepresented groups to share
their narratives and advance
Progress
solutions for equity, with particular The Education for All
attention given to the interplay of Handicapped Children Act (EAHCA,
multiple and intersecting social
identities (e.g., ability, race, language) DOI: 10.1177/10962506211020288
https://doi.org/10.1177/10962506211020288

Chelsea W. Morgan, MA journals.sagepub.com/home/yec

in learning contexts (e.g., home, Article reuse guidelines:
Gregory A. Cheatham, PhD school, and community settings; sagepub.com/journals-permissions
The University of Kansas Waitoller & Annamma, 2017). © 2021 Division for Early Childhood

Vol. 24, No. 3, September 2021 YOUNG EXCEPTIONAL CHILDREN 115

 Rationale for Change / Morgan and Cheatham

1975) was a significant step toward actually backsliding, as nearly 40%

inclusive education by granting all of children who qualify for special
school-age children suspected of and education now receive a majority of
having disabilities with the right to an their education in general education
education. From this point, changes settings (USDOE, 2020), compared
to the initial legislation provided to about 48% of children more than
children with or considered at-risk 25 years ago (USDOE, 1995). In
for disabilities with the possibility of short, progress toward inclusion
more comprehensive educational across decades of implementation
experiences, such as the expansion of has been minimal at best (Barton &
service provision to infants, toddlers, Smith, 2015), stalling (Guralnick &
preschoolers, and their families Bruder, 2016), and backsliding at
(Education for the Handicapped Act worst (USDOE, 1995, 2020).
[EHA], 1986) and increasing Discourse surrounding the

“
accountability through standardized inclusion of children identified with
testing measures by including most or considered at-risk for disabilities
children who qualify for special has been refined over time, such as
…progress toward education (Individuals With the shift from mainstreaming to
Disabilities Education Act [IDEA], inclusion. However, these proposed
inclusion across decades 1997). Despite incremental progress
(U.S. Department of Education
solutions have reproduced similar
outcomes (Cornett & Knackstedt,
[USDOE], 2010), recurrent challenges 2020), such as instructional
of implementation has to inclusion persist (Cornett & ineffectiveness and racial bias,
Knackstedt, 2020). because they come from the same
been minimal at best… The inclusion of children with perspective (i.e., functionalist
disabilities in general education paradigm; Skrtic, 1995b). Past and
and backsliding at settings is recognized as best practice current iterations of special
in the fields of early childhood education legislation are bound to a
worst… education and early childhood system that, at its core, was designed

”
special education (Division for Early to serve children and families who
Childhood/National Association for represent dominant social identities
the Education of Young Children, (e.g., able-bodied and able-minded,
2009). However, progress toward the English-speaking, White) within a
goal of early childhood inclusion has society where individuals (e.g.,
been minimal, as Barton and Smith children) are labeled (e.g., diagnosed
(2015) demonstrated a 5.7% increase with a disability) and treated (e.g.,
in the percentage of children with Individualized Educational Program)
disabilities who received a majority based on their perceived disability
of their services in general education (Beratan, 2006).
settings from 1985 to 2012. There is The current approach to labeling
also evidence that inclusion progress children based on their ability creates
has been stalling, as Guralnick and two arbitrary groups: children with
Bruder (2016) indicated disabilities and children without
practitioners’ challenges with disabilities. The distinction between
implementing instructional practices “disabled” and “nondisabled” serves
that support inclusion of children as rationale to educate children
with disabilities in general education without disabilities through general
settings. Furthermore, a comparison education (e.g., common spaces,
using recent national data reveals practices, materials, and activities)
that early childhood inclusion is and children with disabilities through

116 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 3, September 2021

 Rationale for Change / Morgan and Cheatham

special education (e.g., separate For example, different frames for

spaces, practices, materials, and the wicked problem of instructional
activities), even though all children ineffectiveness can lead to different
are first and foremost considered to possible solutions that each have
be in the general education (Gartner their own set of limitations (Skrtic,
& Lipsky, 1987). As long as there is a 2019). A clinical approach may
need to distinguish between these suggest individualizing educational
two groups, regardless of incremental services for children in isolated
progress that has been made, settings, such as special education
pervasive challenges will still exist classrooms or resource rooms, but
and are evidenced by negative this method removes children from
outcomes for children, families, and general education settings. An
practitioners. Because we are tied to agency-centered perspective may
a system that is inherently support efforts to equip families to
inequitable, changes at the level of implement evidence-based practices

“
policy are necessary (Artiles, 2020; to support their child’s development,
Cornett & Knackstedt, 2020); yet, but practices supported by rigorous
practitioners have an important role research might not equate to a best
…practitioners have an as agents of change who can fit for every child and family. A
implement innovative practices that behavioral viewpoint might
important role as agents are essential for reimagining a new, recommend implementing
more equitable education system interventions to fidelity, but there
of change who can (Skrtic, 1995a, 2012, 2013). may be times when practitioners
have to adjust the intervention to
meet the individual learning
implement innovative Wicked Problems preferences of the child. For the
wicked problem of instructional
practices that are essential Unlike tame problems that exist ineffectiveness—and for all wicked
in the hard sciences (e.g., biology, problems—each possible solution
for reimagining a new, engineering) that are defined by clear invites additional considerations to
processes and markers of success further address (Rittel & Webber,
more equitable education (e.g., developing a vaccine, developing 1973). Although the problem may
renewable energy sources), wicked never be fully solved, some solutions
system… problems are complex challenges in may be more functional and

”
the social sciences that are meaningful than others.
problematic because of how they are Approaches to solving wicked
formulated (Blanco, 1994). For problems in special education often
instance, any particular framing of a align with either the medical model
problem naturally imposes a of disability (medical model) or the
particular path to interpret and social model of disability (social
address the problem. Also, there is no model; Cornett & Knackstedt, 2020).
way to determine how little or how These two contrasting models to
much context to include in the address human diversity in the field
problem formulation. Nonetheless, of education emerge in Bacon and
the formulation of wicked problems Pomponio’s (2020) work outlining
ultimately influences policy (e.g., how differences between two approaches.
is progress defined and measured) One approach follows the medical
and practice (e.g., which practices are model by encouraging the
implemented to meet progress development of interventions that
indicators; Rittel & Webber, 1973). provide technical solutions to address

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 Rationale for Change / Morgan and Cheatham

learner difference from the norm 2020). This approach to education

(e.g., disability) by remediating child mitigates wicked problems that the
deficits to uphold the status quo first approach replicates in efforts to
(Skrtic, 1995b). Another approach address (e.g., instructional
aligns with the social model by ineffectiveness, over- and
supporting the removal of barriers underrepresentation, segregation) by
that exist within systems, contexts, foregrounding equity and justice
practices, and relationships to foster (Bacon & Pomponio, 2020). This
equity and justice through perspective centers on children’s
transformative schooling that relationships with each other as they
celebrates human difference learn more about themselves and
(Greenstein, 2015). their world (Greenstein, 2015).
The first approach to addressing Simply put, the more difference and

“
disability in education creates diversity children experience in
additional wicked problems, such as classrooms and programs, the richer
over- and underrepresentation of their experiences will be in learning
Simply put, the more children from marginalized how to navigate difference, and the
backgrounds placed in special better equipped they will be to
difference and diversity education programs (McCall & Skrtic,
2009), instructional ineffectiveness
contribute to a pluralistic society.
Although limitations of this new
(Artiles et al., 2010), and exclusion/ approach are not known, the
children experience in segregation (McCabe et al., 2020) that opportunity to reimagine an
further magnify difference from the education system intentionally
classrooms and programs, norm for children with disabilities. designed for all children is promising.
Attempts to address these wicked Overhauling policy changes would
the richer their experiences problems from this perspective often be needed to officially make the shift
result in refining policy (e.g., to all-encompassing, socially just,
will be in learning how to expanding populations included in education practice (Cornett &
high-stakes testing) and practice (e.g., Knackstedt, 2020); yet, early
navigate difference… English-only instruction) to better educators, early childhood
accommodate children with administrators, and other

” disabilities within existing classrooms

and practices (Bacon & Pomponio,
2020). However, attempts informed by
this first approach are problematic
stakeholders can start making this
shift through their practice (Skrtic,
1995a, 2012, 2013).

because they designate children with

disabilities as appendages or
The Order of Things: A
accessories who are added to the Foucauldian Perspective
existing structures and practices of
schooling (Cornett & Knackstedt, Michele Foucault (1926–1984)
2020). was a French philosopher whose
On the contrary, the second ideas were revolutionary at the time
approach, transforming schooling for of publication and remain influential
equity and justice, requires and relevant today in applied fields,
redesigning education systems, such as special and general
settings, and practices that are education. Foucault viewed the
inherently designed and intended for world through a critical perspective,
all children, who embody all markers a means to reflect upon existing
of difference (e.g., ability, race, societal structures and seek change to
language; Cornett & Knackstedt, address power imbalances

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 Rationale for Change / Morgan and Cheatham

experienced by minoritized come from the same way of thinking,

individuals and communities (Freire, they (re)produced similar outcomes
1970; Wodak & Meyer, 2016). for children with disabilities that
Throughout his career, Foucault broadly signify wicked problems in
developed theoretical strategies to special education, such as
critique social institutions, such as instructional ineffectiveness and
health care (Foucault, 1973) and racial bias (Skrtic, 1995b). When
prison systems (Foucault, 1977), to considering the order of things as
free communities who are they currently exist in inclusive early
marginalized by external control and childhood education, utilizing a
domination. different perspective or different way
Foucault’s work allows for the of thinking could bring about new
re-evaluation of social practices that solutions for addressing wicked
may marginalize individuals and problems (Schön, 1993). Importantly,
communities, such as children with practitioners can address some of
or considered at-risk for disabilities these challenges through their own
and their families. For example, practice within their classrooms

“
Flores (2013) applied Foucault’s (Skrtic, 1995a, 2012, 2013).
(2007) concept of governmentality to
critique how bilingual education in
…perhaps more the United States continues to uphold
Purpose of the Special
power relations by standardizing Issue
meaningful progress can language and removing linguistic and
cultural nuances from instruction. As Despite the important progress
be made by utilizing a a follow-up to this critique, Flores that has been made to support
and Schissel (2014) proposed positive outcomes for young children,
different lens to frame dynamic bilingualism as a possible their families, and practitioners,
solution for more meaningful and perhaps more meaningful progress
problems and practice. nuanced language learning in can be made by utilizing a different
educational settings through a lens to frame problems and practice.

” practice called translanguaging,

which will be discussed later in this
special issue.
Among Foucault’s (1970) key
The purpose of this special issue is to
reconceptualize inclusive early
childhood education through practice
in ways that benefit all children, their
ideas, the order of things refers to the families, practitioners, and society.
notion that every historical era Following Kurth and Foley (2014),
(epoch) has predominant ways of we encourage others to consider
thinking (episteme) that influence inclusive education as a concept that
social practices and social outcomes. applies to all forms of human
These ways of thinking are evidenced difference (e.g., ability, race, language,
through taxonomies, which are gender identity, sexual orientation,
classification structures that organize nationality). Furthermore, we
knowledge by assigning words to recognize the term inclusive education
label and refer to objects, practices, as a verb, rather than a noun, that
and ideas within a given topic. positions early educators as
Within the field of special education, facilitators who establish and
mainstreaming and inclusion are maintain social belonging by and for
examples of taxonomies that have all children within a classroom
distinct practices and concepts; yet, community (Valente, 2016).
because both of these taxonomies

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 Rationale for Change / Morgan and Cheatham

Table 1
Foucauldian Terms in the Special Issue
Term Definition Example

Archeology The examination of changes to ways of thinking Examination of the emergence of modern health care (Foucault,
(epistemes) over time 1973)
Examination of the emergence of the prison system (Foucault,
1977)
Examination of deafness and Deafness as social constructs
(Reagan, 2002)
Episteme A predominant way of thinking in a particular Children with disabilities can be best served in separate settings
era or epoch (i.e., segregated settings)
Children with disabilities can be present in general education
settings when their skills allow for their participation (i.e.,
mainstreaming)
Epoch An era or time period characterized by Institutionalization movement (1800s–1920s)
distinct trends and practices Integration movement (1930s–1960s)
Mainstreaming movement (1960s–1970s)
Inclusion movement (1980s–2010s)
Governmentality The exertion of control through The modern health care system: birth rate, fertility, mortality
institutionalized social practices The prison system: punitive crimes, policing, surveillance
Bilingual education policies (Flores, 2013)
Heterotopia Complex spaces where the real (e.g., physical Preschool classroom
realm: people, materials) and unreal (e.g., Preschool program
abstract realm: constructed meanings and Community spaces
ideas about the physical realm) coexist Employment setting
Paradigm A worldview informed by a set of beliefs Functionalist paradigm: Societal stability occurs at the level of the
about how the world works individual and maintains through observable and measurable
practices
Humanist paradigm: Communities seek freedom by resisting
dominant beliefs and practices by reconstructing knowledge
and subsequent social practices to improve human capacity
Parrhesia The opportunity to speak candidly To critique the practice of institutionalization
To critique the practice of mainstreaming
To critique the practice of inclusion
Taxonomy A set of concepts that are related to a broader Avocados, apples, and oranges are classified in the fruit
topic, because their meanings were socially taxonomy because they have seeds
constructed based on a specific set of beliefs Disability labels, placement continuum, and individualized
education programs relate to the taxonomy of the medical
model of disability because they are premised on labeling,
placing, and treating perceived child deficits

This special issue provides rest of the article. To help with this,
practices that practitioners can we have organized Foucauldian
implement to foster the terminology that appears throughout
reconceptualization of inclusive early this special issue into Table 1 for
childhood education. Differing from definitions and examples of key
traditional YEC articles that translate terminology, which readers can refer
research to practice, articles in this back to as they read each article. The
special issue bridge theory to practice. articles in this special issue address
Because we draw upon Foucault’s inclusive early childhood education
perspectives and ideas as we connect relating to (a) service provision, (b)
theory to practice, portions of each program administration, (c) language
article may be more complex than the instruction, and (d) peer relationships.

120 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 3, September 2021

 Rationale for Change / Morgan and Cheatham

In the first article, McWilliam, provide rationale for their importance

García-Grau, Morales-Murillo, and in early childhood. Authors present an
Stevenson define Foucauldian approach and a framework to inform
concepts and situate them within the how early educators can foster
taxonomy of service provision, relational aspects of inclusive early
specifically early intervention for childhood education through which
children from birth through 5 years of all young children can learn from,
age. Here, McWilliam and colleagues appreciate, and value difference.
provide readers with a historical Planning, organizing, and editing
overview of evolving knowledge that the special issue has been an iterative
informs early intervention and present process over the past 2½ years. We
a model to move the field forward. In wish to thank each of the authors for
the second article, Love addresses the their contributions to the special
taxonomy of program administration issue. We also wish to thank each of
by discussing how the Foucauldian the reviewers who contributed their
concept of heterotopia can contribute ideas and insight to help us shape
to administrators’ actualization of each manuscript to better connect

“
inclusive early childhood education. theory to practice.
This article encourages stakeholders In this introduction, we argued
to reconceptualize the purpose and that early childhood special education
…the purpose of means of inclusive education by has made incremental progress.
moving past the notion of placement Therefore, we will propose a different
this special issue is to as a sole indicator of inclusive approach in this special issue to
education to facilitate education that encourage more meaningful and
reconceptualize inclusive is truly inclusive of and for all young
children. In the third article, Beatty,
sustainable progress for all children,
families, and practitioners. Thus, the
Acar, and Cheatham delve into the purpose of this special issue is to
early childhood education taxonomy of language instruction to reconceptualize inclusive early
explore differing approaches to childhood education through practice
through practice in ways language instruction and use with in ways that benefit all children, their
children and families. This article families, practitioners, and society. We
that benefit all children, introduces translanguaging as an hope that this special issue generates
instructional practice that honors all discussion and opens opportunities
their families, practitioners, languages of each child and family. In for collaborative and innovative ways
the final article, Morgan, Du, and to reconceptualize inclusive early
and society. Friesen center their discussion on the childhood education through

”
taxonomy of peer relationships and practice.

Authors’ Note
You may reach Chelsea W. Morgan by e-mail at chelseamorgan@ku.edu.

ORCID iD
Chelsea W. Morgan https://orcid.org/0000-0002-6989-9240

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