Abstract
As I approach my time as president of DEC, I find myself reflecting on my “why” for becoming a board member, along with the mission and priorities of DEC. The mission of DEC is to promote policies and advances evidence-based practices that support families and enhance the optimal development of young children (0-8) who have or are at risk for developmental delays and disabilities. DEC is an international membership organization for those who work with or on behalf of young children (0-8) with disabilities and other special needs and their families. The mission is my connection to our organization; it’s what drives my involvement and leads me to reflect on changes needed. During my tenure on the board, we have seen many changes, including an organizational shift that allows our initiatives to better connect to the priorities of the organization that are driven by membership. So, as I approach my time as president, I’m reminded to reflect on the DEC priority issues agenda, which guides the work of DEC as an organization and serves as a guide to each individual member’s work. These priorities include the following:
Actually achieving high-quality inclusion. We know that the evidence shows that inclusion is the right thing to do for ALL young children, especially young children with disabilities; yet, we have more work to do to make this a reality. It is a collective duty to ensure high-quality inclusion is the expectation rather than the exception and to passionately advocate for the rights of all children with disabilities to be included as full members of their communities.
Overcoming implicit bias. Implicit bias affects how we support and provide services for young children and their families, especially those from minoritized communities and those with disabilities. Strengthening awareness of the existence and impact of implicit bias is a key first step. We all have a role and responsibility to recognize our biases and change our behavior.
Responding appropriately to young children’s behavior. We know that young children thrive in the context of stable, supportive relationships with adults who love, teach, and care for them. Expulsions, suspensions, and other exclusionary practices in early childhood education threaten the development of these positive relationships. It is time for us to recognize that no young child is an imminent threat or incapable of positive growth and development and that our systems need to encourage the presence of stable, supportive learning opportunities.
Adequately equipping a highly effective workforce. Professionals cannot be fully successful in delivering any of our collective expectations without first receiving adequate training, personnel preparation, and continuing professional development. We have an ethical responsibility to our young children, as a community, not only to set idealistic expectations of practitioners, but an equally critical responsibility to design and deliver a practical and accessible pathway for professionals to achieve them.
Creating and maintaining strong family partnerships. We know strong partnerships and reliable alliances between families and professionals are essential to more effectively achieving the intended outcomes of early intervention/early childhood special education. Truly partnering with families requires including them in decision-making and informing them fully at all levels; it means giving them an equal voice with professionals; it means treating them with dignity and respect. It also means families reciprocate that dignity, respect, and informed decision-making to professionals. It is critical that all parties involved in every young child’s development collectively make deliberate decisions each day, each conversation, to assure this becomes, and remains, the norm throughout their interaction—one child, one family, at a time.
As I reflect on the priority issues agenda, I am reminded of the importance of my involvement in DEC and the collective movement toward ensuring young children with disabilities and their families are included within their communities. It’s important that we all reflect on how we ensure that the identities of all young children and their families are embraced and affirmed. Ultimately, we should reflect on how well our organization pushes the field to moving beyond what is to what is right for children and families. As Frances Hesselbein stated, “Culture does not change because we desire to change it. Culture changes when the organization is transformed; the culture reflects the realities of people working together every day.” With that in mind, I would encourage you to stay connected (or become connected), raise your voices, and continue to engage in professional growth related to all of these important issues.