ABSTRACT

In Ontario, Canada, the movement toward inclusive education has led to a resource consultant model in early childhood education and care (ECEC). The purpose of this narrative case study was to analyze participant experiences involving a daycare setting previously attended by a young deaf child who benefits from American Sign Language (ASL). Semi-structured interviews were conducted with a community ASL instructor who was hired to provide services in a daycare, a parent of a young deaf child who attended this setting, and a child care resource consultant who worked with all participants. These interviews were used to construct a retrospective narrative of participant experiences in an Ontario ECEC setting. As study findings reveal, the current design of publicly funded early intervention sign language service to deaf children may sometimes be at odds with the ethos of an inclusive ECEC system.

摘要

在加拿大安大略省，向包容性教育发展的运动导致了幼儿教育和保育 (ECEC) 的资源顾问模式。本叙述性案例研究的目的是分析参与者的经历，该经历涉及先前由一名受益于美国手语 (ASL) 的聋童参加的日托环境。半结构化访谈是对受雇在日托中心提供服务的社区 ASL 讲师、参加该环境的聋童的父母以及与所有参与者一起工作的儿童保育资源顾问进行的。这些访谈用于构建安大略省 ECEC 环境中参与者经历的回顾性叙述。正如研究结果所揭示的那样，