Trauma-Informed Care in an Early Childhood Special Education School: A Collective Case Study

• In Event: Fairmont Roundtable Session Seventeen
  In Roundtable Session: Variables Impacting Social Emotional Development in Early Childhood Years (Table 8)

Abstract

Young children experience trauma at high rates, and children with disabilities are at an increased risk of experiencing trauma. One way to mitigate the effects of trauma is through the implementation of trauma-informed care, which requires all members of a school to work together to ensure consistent implementation. Yet, to date, minimal research has been conducted that examines the experiences of early childhood special education (ECSE) professionals implementing trauma-informed care. The purpose of this case study is to explore one ECSE program's experience implementing trauma-informed care.This study will provide valuable information to help the ECSE field more intentionally prepare pre-service and in-service professionals to support young children with disabilities who have experienced trauma.

Authors

• Mia Chudzik, University of Illinois at Urbana-Champaign
  Presenting Author

• Catherine Corr, University of Illinois at Urbana-Champaign
  Presenting Author

• Rosa M. Santos, University of Illinois at Urbana/Champaign
  Presenting Author

• Alexandra V Richmond, University of Illinois at Urbana-Champaign
  Presenting Author