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Philosophical differences between early childhood education and special education: Issues for school psychologists
Author(s) -
Mowder Barbara A.,
Widerstrom Anne H.
Publication year - 1986
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198604)23:2<171::aid-pits2310230210>3.0.co;2-w
Subject(s) - psychology , special education , school psychology , early childhood education , intervention (counseling) , early childhood , developmental psychology , pedagogy , field (mathematics) , medical education , psychiatry , medicine , mathematics , pure mathematics
Increasingly, professional psychologists are extending their services from school‐age children to young handicapped children. Psychological intervention and education issues regarding this group of children are complicated by the fact that the field of early childhood special education itself is in its infancy. This article presents the emerging field of early childhood special education, clarifies some major concerns in educating young handicapped children, and raises issues for school psychologists working in this area.