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Disrupting Inequitable Family-Professional Decision-Making in EC/ECSE: Alternate Possibilities through the Humanist Frame

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Title: Disrupting Inequitable Family-Professional Decision-Making in EC/ECSE: Alternate Possibilities through the Humanist Frame
Language: English
Authors: Christine L. Hancock (ORCID 0000-0003-1170-5789), Chelsea W. Morgan (ORCID 0000-0002-6989-9240)
Source: Topics in Early Childhood Special Education. 2026 45(4):264-275.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Education Level: Early Childhood Education
Descriptors: Early Childhood Education, Special Education, Decision Making, Young Children, Partnerships in Education, Family (Sociological Unit), Power Structure, Early Childhood Teachers, Special Education Teachers, Humanism
DOI: 10.1177/02711214241259366
ISSN: 0271-1214
1538-4845
Abstract: Although families are recognized as educational decision-makers for their children, inequitable family-professional partnerships persist in early childhood and early childhood special education (EC/ECSE), particularly for marginalized families. In this article, we argue that to promote equitable decision-making and best meet the needs of young children from birth through age five and their families, EC/ECSE professionals can reframe family-professional partnerships through an alternate lens to disrupt and transform entrenched power dynamics. To this end, we first introduce two perspectives of knowledge and power, functionalism and humanism, and discuss how they contribute to decision-making in EC/ECSE. Then, we present a model to examine power and apply the model to contrast decision-making rooted in functionalist and humanist framings. To conclude, we provide recommendations for policy, research, and practice through the humanist frame.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496920
Database: ERIC
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  Data: Disrupting Inequitable Family-Professional Decision-Making in EC/ECSE: Alternate Possibilities through the Humanist Frame
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  Data: <searchLink fieldCode="AR" term="%22Christine+L%2E+Hancock%22">Christine L. Hancock</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1170-5789">0000-0003-1170-5789</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chelsea+W%2E+Morgan%22">Chelsea W. Morgan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6989-9240">0000-0002-6989-9240</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Topics+in+Early+Childhood+Special+Education%22"><i>Topics in Early Childhood Special Education</i></searchLink>. 2026 45(4):264-275.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 12
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  Data: 2026
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: 10.1177/02711214241259366
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  Data: 0271-1214<br />1538-4845
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  Label: Abstract
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  Data: Although families are recognized as educational decision-makers for their children, inequitable family-professional partnerships persist in early childhood and early childhood special education (EC/ECSE), particularly for marginalized families. In this article, we argue that to promote equitable decision-making and best meet the needs of young children from birth through age five and their families, EC/ECSE professionals can reframe family-professional partnerships through an alternate lens to disrupt and transform entrenched power dynamics. To this end, we first introduce two perspectives of knowledge and power, functionalism and humanism, and discuss how they contribute to decision-making in EC/ECSE. Then, we present a model to examine power and apply the model to contrast decision-making rooted in functionalist and humanist framings. To conclude, we provide recommendations for policy, research, and practice through the humanist frame.
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  Data: 2026
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  Data: EJ1496920
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        Value: 10.1177/02711214241259366
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      – Text: English
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      – SubjectFull: Special Education
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      – SubjectFull: Decision Making
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      – SubjectFull: Young Children
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: Family (Sociological Unit)
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      – SubjectFull: Power Structure
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      – SubjectFull: Early Childhood Teachers
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      – SubjectFull: Special Education Teachers
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      – SubjectFull: Humanism
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      – TitleFull: Disrupting Inequitable Family-Professional Decision-Making in EC/ECSE: Alternate Possibilities through the Humanist Frame
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