In this article, we draw on DisCrit to critically analyze how a group of early childhood educators approached assistance with young children of color with disabilities in a Head Start inclusion classroom. Using examples from data collected over one school year, we demonstrate how child-centered assistance advances justice for young children of color with disabilities who are often subjected to a surveillance culture in schools. We critique assistance that aligns with the medical model of disability and aims to change young children of color with disabilities to conform to ableist, racist expectations of schooling. We offer examples of assistance practices that contrastingly aim to support young children of color with disabilities to pursue their own interests and purposes. Through these counterstories, we reconceptualize assistance as a practice that can support young children of color with disabilities to be more fully themselves.

在本文中，我们将利用DisCrit来批判性地分析一群早期教育者如何在Head Start融合教室中为有色残疾的幼儿寻求帮助。使用从一个学年收集的数据中的示例，我们证明了以儿童为中心的援助如何提高经常在学校中受到监视文化熏陶的残疾儿童的司法公正。我们批评与残疾医学模型相符的援助，其目的是改变有残疾的有色人种的幼儿，使其符合能力主义，种族主义的教育期望。我们提供了一些帮助做法的示例，这些帮助相反地旨在支持有色残疾的幼儿追求自己的利益和目标。通过这些故事，