pISSN : 1976-1961

Call for Papers

Educating Children with Diverse Needs and Accommodating Difference

Guest Editor: Kyunghwa Lee, University of Georgia

Manuscript Due Date: 20 May, 2019

Since the 1970s, Disability Studies (DS) and its companion Critical Disability Studies (CDS) have emerged from the humanities across much of the Western world. While science, medicine, and psychology focus on individuals, diagnoses, and treatments for the conceptualization of disability (Connor, Valle, & Hale, 2015), DS and CDS are concerned with challenging “the society-wide, debilitating assumptions about people who do not conform to conventional notions of able-bodiedness” (Smagorinsky, Tobin, & Lee, in press). Applying the ideas and methods of DS/CDS to education, the field of Disability Studies in Education (DSE) began in the United States in 1999 with the founding of a special interest group of the American Educational Research Association. Unlike mainstream special education, the field of DSE encourages educators to contest “the view of disability as an individual deficit that can be remediated” and to critically examine how cultural, sociopolitical, and economic contexts “define people and determine responses to difference” (Gable, 2005, p. 11).

This special issue invites submission of well-grounded empirical studies and high-quality reviews critically examining beliefs and practices involved in educating children with diverse needs and accommodating difference in early childhood education settings in the Pacific Rim and other geographic areas. In particular, this special issue looks for manuscripts that bring a critical perspective to mainstream special education either by drawing on ideas from DS/CDS and DSE or by considering sociocultural factors in approaches to working with children identified as having a disability/special needs. The following are some examples of questions that interest this special issue:

  • How does the process of identifying a child with special needs and/or the assessment method used for identification contribute to over- or under-identification of children from particular backgrounds?
  • How are children who are either officially diagnosed with disability or at-risk of being identified with disorders perceived and educated in the early childhood education setting? How do educational policies or laws influence teachers’ work with children with diverse needs?
  • DS/CDS and DSE reflect the Western concern about the rights of individuals, which has both affordances and constraints in terms of educating children with diverse needs. How do teachers’ perceptions of and practices for children with different needs reflect a particular cultural belief, ideology, or indigenous philosophy? And in what way does such a world view support and/or constrain teachers’ work with diverse young children?

This special issue welcomes a full range of theoretical and methodological approaches.

Manuscript review will follow the standard AJPRECE procedures. Manuscripts should be prepared in accordance with AJPRECE guidelines available at http://www.pecerajournal.com/?page=4 (Note: Papers lacking APA formatting will not be reviewed). Please note on your cover page that your submission is for the Educating Children with Diverse Needs special issue.

Manuscripts should be submitted through the AJPRECE manuscript management site at http://submit.apjrece.newnonmun.com/admin/login.php. Questions regarding this special issue should be directed to Kyunghwa Lee at kyunghwa@uga.edu.


  • Manuscript Submissions Due: 20 May, 2019
  • Expected Publication Date: 1 September, 2019


Connor, D. J., Valle, J. W., & Hale, C. (2015). Practicing disability studies in education: Acting toward social change. New York: Peter Lang.
Gabel, S. L. (Ed.). (2005). Disability studies in education: Readings in theory and method. New York: Peter Lang.
Smagorinsky, P., Tobin, J., & Lee, K. (Eds.). (in press). The disabling environments of education: Creating new cultures and environments for accommodating difference. New York: Peter Lang.

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