Chelsea T. Morris is an Assistant Professor of Family and Child Studies at the University of New Mexico. Her research focuses on early childhood inclusive education, including the disproportionate impact that discipline practices have on young children and their families and appropriate care practices in the aftermath of collective and individual trauma.

• 1. Who is Challenging Behavior Actually Challenging in Early Childhood Special Education?; 2. They Just Don’t Care: Reframing Deficit Thinking and Common Myths about Young Children’s Families and Communities; 3. Whole-Child Thinking in the Current State of Early Childhood Special Education; 4. Making Connections with Families to Foster Preschool Social-Emotional Skills and Reduce Exclusionary Discipline Practices; 5. Making Connections with Teachers and Families to Co-Create Meaningful Home-School Resources that Foster Preschool Social-Emotional Skills; 6. Making Connections in Communities through Research Approaches that Recognize Historical Inequities and Cultural Wealth; 7. Creating More than de minimus Higher Education Learning Opportunities for Pre-Service Educators in Teacher Preparation Programs; 8. What’s Next?

Chelsea T. Morris is an Assistant Professor of Family and Child Studies at the University of New Mexico. Her research focuses on early childhood inclusive education, including the disproportionate impact that discipline practices have on young children and their families and appropriate care practices in the aftermath of collective and individual trauma.

• 1. Who is Challenging Behavior Actually Challenging in Early Childhood Special Education?; 2. They Just Don’t Care: Reframing Deficit Thinking and Common Myths about Young Children’s Families and Communities; 3. Whole-Child Thinking in the Current State of Early Childhood Special Education; 4. Making Connections with Families to Foster Preschool Social-Emotional Skills and Reduce Exclusionary Discipline Practices; 5. Making Connections with Teachers and Families to Co-Create Meaningful Home-School Resources that Foster Preschool Social-Emotional Skills; 6. Making Connections in Communities through Research Approaches that Recognize Historical Inequities and Cultural Wealth; 7. Creating More than de minimus Higher Education Learning Opportunities for Pre-Service Educators in Teacher Preparation Programs; 8. What’s Next?

Chelsea T. Morris is an Assistant Professor of Family and Child Studies at the University of New Mexico. Her research focuses on early childhood inclusive education, including the disproportionate impact that discipline practices have on young children and their families and appropriate care practices in the aftermath of collective and individual trauma.

• 1. Who is Challenging Behavior Actually Challenging in Early Childhood Special Education?; 2. They Just Don’t Care: Reframing Deficit Thinking and Common Myths about Young Children’s Families and Communities; 3. Whole-Child Thinking in the Current State of Early Childhood Special Education; 4. Making Connections with Families to Foster Preschool Social-Emotional Skills and Reduce Exclusionary Discipline Practices; 5. Making Connections with Teachers and Families to Co-Create Meaningful Home-School Resources that Foster Preschool Social-Emotional Skills; 6. Making Connections in Communities through Research Approaches that Recognize Historical Inequities and Cultural Wealth; 7. Creating More than de minimus Higher Education Learning Opportunities for Pre-Service Educators in Teacher Preparation Programs; 8. What’s Next?