Program Values

College of Education Early Childhood Special Education

Program Values

1. Diversity, Equity, Inclusion, and Accessibility

We believe that diversity, equity, inclusion, and accessibility are foundational to building equitable ECSE systems. DEIA is essential for implementing justice-oriented practices that advance inclusion, belonging, and access for all children and families. This includes honoring the social identities of children and families (e.g., language, culture, race, and ability). It also includes valuing diverse ways of knowing and being (e.g., beyond traditional Western, Eurocentric perspectives). DEIA also includes recognizing disability as a natural part of human diversity. As a program, we prepare students to engage in continual reflexivity, such as examining their own social identities. We emphasize culturally sustaining practices and inclusive approaches that ensure meaningful access and participation. We also center disability experiences, which is vital to shaping equitable ECSE practice.

2. Authentic and Strong Relationships

We believe that strong relationships are the foundation of effective ECSE practice. This includes building authentic, family-centered partnerships and recognizing families as decision makers, advocates, and experts. Strong relationships also include interdisciplinary and interagency collaboration. We recognize that ECSE services are embedded within broader community contexts. Practitioners must be responsive to the values, systems, and people of those communities, especially individuals who have lived experience with disabilities. As a program, we teach students the knowledge and frameworks needed to build, sustain, and value relationships as a core part of their practice. We also intentionally engage in and model relationship-building with community partners through research, teaching, and service.

3. Holistic, Strengths-Based Instruction and Support

We believe in supporting practitioners to use a holistic, strengths-based approach with young children and their families. This includes collaboratively developing and implementing meaningful goals, services, and instruction. However, we do not need to “fix” children and families. As a program, we prepare students to provide high-quality instruction and support. We also emphasize data-based decision-making and ongoing monitoring of outcomes. We teach students to align instruction with both research and the priorities of young children and their families.

4. Ethical and Reflective Practices

We believe that ethical and reflective practices should guide practitioners' decisions and actions. Ethical practice includes conducting oneself with integrity, upholding the values and principles of both ECSE and the families served, and adhering to relevant policies. Reflective practice involves thoughtful consideration of how practices and policies impact young children and families. This includes ongoing self-examination of personal beliefs, biases, and actions that shape practitioner behavior and decisions. These influence the developmental, educational, and relational outcomes for young children and families. As a program, we emphasize that both ethical and reflective practice should involve continuous learning and willingness to improve their approaches and interactions. This will create better conditions for young children, families, and practitioners.

5. Reciprocal Research and Practice

We believe in ensuring practitioners are informed about and prepared to use evidence-based practice when supporting young children and their families. This includes supporting students to be informed consumers of research and implementers of evidence-based practices. We also encourage students to be responsive to feedback and adapt to the unique circumstances of families, schools, and collaborative teams. As a program, we provide students with opportunities to learn from research, participate in research, and translate research into practice. We also support students to have a reflective and critical lens.

College of Education Early Childhood Special Education

Email: jesskh@illinois.edu