Abstract
Greetings from the DEC Executive Board! As a member of the DEC Executive Board, I often hear my colleagues talk about the “ends policies” of DEC (found here: https://divisionearlychildhood.egnyte.com/fl/0TubuVYx2i#folder-link/). These policies guide our work on the DEC Executive Board and as members of DEC. One of the ends policies is,
DEC exists so that professionals, families and policy makers have an opportunity to connect, engage, and influence each other in a way that supports full community participation and desired outcomes for young children (0-8) who have or are at risk for developmental delays and disabilities.
This is a lofty goal for an organization, and the realization of this goal lies in the actions of our members. I encourage us all to think about what it means to “connect, engage, and influence each other.” It is our responsibility as educators and stakeholders in early childhood special education to work within our professional and personal communities to further the inclusion of young children with or a risk for disabilities. This can take a variety of forms, such as using evidence-based teaching practices with young children to help them meet their individualized goals. It can involve having conversations with families to learn more about their dreams and aspirations for their children. It can include advocating for children in marginalized groups, such as the children of undocumented immigrants. It can involve discussing with colleagues the impact of suspension and expulsion on young children and their families and how it disproportionately effects Black children.
Central to all of these activities is the need to engage with each other and the communities in which we live and work. We must engage in reciprocal dialogues with others as we advocate for young children with or at risk for disabilities. Our ideas might be challenged, and we might challenge the ideas of others. This is a critical aspect of connecting and engaging with others.
But this process can make us feel vulnerable, as well. Often, when we think about or discuss difficult topics, we worry about making mistakes, explaining our ideas imperfectly, or our own past actions that we might regret. These worries can keep us from talking, acting, and engaging in conversations that are necessary to ensure inclusion and bright outcomes for children. We must move past these worries and commit to the task of engaging with and influencing others. I am reminded of a quotation attributed to Maya Angelou: “Do the best you can until you know better. Then when you know better, do better.” As we grow as individuals and professionals, we will make mistakes in our practices. We must remember to learn from our mistakes, acknowledge them, move past them, and continue engaging in the critical work of improving the lives of children and families. We now know better, so we must do better.
I encourage all of us, including me, to think about how we can “connect, engage, and influence each other.” What conversations can we have and what actions can we take to improve the lives of children with or at risk for disabilities and their families? How can we challenge ourselves and others to be better advocates and allies? How can we learn from and be inspired by others? How can we teach and inspire them? Let’s engage in this critical work together!