Samuel L. Odom is Director of the Frank Porter Graham (FPG) Child Development Institute and Professor of Education at The University of North Carolina at Chapel Hill. Prior to his work at The University of North Carolina at Chapel Hill, Dr. Odom previously served in faculty positions at Indiana University and Peabody College/Vanderbilt University. Dr. Odom received a master's degree in special education in 1976 and an educational specialist degree in educational psychology from the University of Tennessee at Knoxville in 1979. He earned his doctorate in 1982 in education and human development from the University of Washington. Throughout his career, Dr. Odom has held positions as a preschool teacher, student teaching supervisor, program coordinator, teacher educator, and researcher. He has written many articles and chapters about programs for young children and their families and has served as the co-editor of five books on early childhood special education. Dr. Odom is an associate editor for Exceptional Children and is on the editorial board of Journal of Early Intervention, Topics in Early Childhood Special Education, Journal of Autism and Developmental Disabilities, and Early Childhood Research Quarterly. He received the Special Education Outstanding Research Award from the American Educational Research Association Special Education Special Interest Group in 1999, the Merle Karnes Contribution to the Field Award from the Division for Early Childhood of the Council for Exceptional Children (CEC) in 2001, and the Outstanding Special Education Research Award from CEC in 2007.Dr. Odom's research interests include interventions and teaching approaches that promote social competence of young children, effective intervention approaches for children with autism, and early childhood curricula that promote children's school success.

• About the EditorsAbout the ContributorsForeword Hon. James B. Hunt, Jr.PrefaceDedicationSECTION I. HISTORICAL OVERVIEW AND CONTEMPORARY ISSUESChapter 1: Children and Their Families: Early RootsBarbara Hanna Wasik and Donna BryantChapter 2: Early Childhood Research in a Globalized Society: Accounting for Demographic Shifts and ChangesIheoma U. IrukaSECTION II. THEME A: RACE, ETHNICITY, LINGUISTIC, CULTURAL, AND SOCIOECONOMIC DIVERSITYChapter 3: African American Boys in Early Childhood: Facing the Challenge of DiversityOscar BarbarinChapter 4: Linguistic and Cultural Diversity: Knowledge Utilization in ECELinda M. Espinosa and Marlene ZepedaChapter 5: Programs, Practices, and Policies Affecting Diverse Children and FamiliesBarbara BowmanChapter 6: Reflections on Race, Ethnicity, Linguistic, Cultural, and Socioeconomic DiversityNatasha Cabrera, Nicole Gardner-Neblett and Iheoma IrukaSECTION III. THEME B: EARLY CARE AND EDUCATIONChapter 7: The Abecedarian Approach to Full Development in Early ChildhoodCraig T. RameyChapter 8: A Long and Winding Road: Using Knowledge to Inform and Improve Early Care and EducationMarilou HysonChapter 9: Stuck in Place: A Brief History of Early Childhood Education: Policy and Prospects for ExpansionRon HaskinsChapter 10: From Research to Effective Policy and Practice in Early Care and Education: Lessons from Frank Porter Graham’s 50 Years of ResearchW.S. BarnettSECTION IV. THEME C: Children with Disabilities and Their FamiliesChapter 11: Fifty Years of Research on Children with Disabilities and their Families: From Changing Behaviors to Transforming LivesJudith J. Carta and Patricia SnyderChapter 12: The Early Intervention/Early Childhood Special Education Workforce: Professional Development Issues and Future DirectionsPam WintonChapter 13: Disability Law and Policy: Core Concepts and the Ethical Principles of Family, Dignity and CommunityRud TurnbullChapter 14: Looking Forward: Research and Practice in Programs for Children and Youth with Disabilities and Their FamiliesSamuel L OdomSECTION V. Fifty Years of Progress and Future DirectionsChapter 15: Fifty Years of Progress and Future DirectionsBarbara Hanna Wasik and Mary Ruth ColemanIndex

Samuel L. Odom is Director of the Frank Porter Graham (FPG) Child Development Institute and Professor of Education at The University of North Carolina at Chapel Hill. Prior to his work at The University of North Carolina at Chapel Hill, Dr. Odom previously served in faculty positions at Indiana University and Peabody College/Vanderbilt University. Dr. Odom received a master's degree in special education in 1976 and an educational specialist degree in educational psychology from the University of Tennessee at Knoxville in 1979. He earned his doctorate in 1982 in education and human development from the University of Washington. Throughout his career, Dr. Odom has held positions as a preschool teacher, student teaching supervisor, program coordinator, teacher educator, and researcher. He has written many articles and chapters about programs for young children and their families and has served as the co-editor of five books on early childhood special education. Dr. Odom is an associate editor for Exceptional Children and is on the editorial board of Journal of Early Intervention, Topics in Early Childhood Special Education, Journal of Autism and Developmental Disabilities, and Early Childhood Research Quarterly. He received the Special Education Outstanding Research Award from the American Educational Research Association Special Education Special Interest Group in 1999, the Merle Karnes Contribution to the Field Award from the Division for Early Childhood of the Council for Exceptional Children (CEC) in 2001, and the Outstanding Special Education Research Award from CEC in 2007.Dr. Odom's research interests include interventions and teaching approaches that promote social competence of young children, effective intervention approaches for children with autism, and early childhood curricula that promote children's school success.

• About the EditorsAbout the ContributorsForeword Hon. James B. Hunt, Jr.PrefaceDedicationSECTION I. HISTORICAL OVERVIEW AND CONTEMPORARY ISSUESChapter 1: Children and Their Families: Early RootsBarbara Hanna Wasik and Donna BryantChapter 2: Early Childhood Research in a Globalized Society: Accounting for Demographic Shifts and ChangesIheoma U. IrukaSECTION II. THEME A: RACE, ETHNICITY, LINGUISTIC, CULTURAL, AND SOCIOECONOMIC DIVERSITYChapter 3: African American Boys in Early Childhood: Facing the Challenge of DiversityOscar BarbarinChapter 4: Linguistic and Cultural Diversity: Knowledge Utilization in ECELinda M. Espinosa and Marlene ZepedaChapter 5: Programs, Practices, and Policies Affecting Diverse Children and FamiliesBarbara BowmanChapter 6: Reflections on Race, Ethnicity, Linguistic, Cultural, and Socioeconomic DiversityNatasha Cabrera, Nicole Gardner-Neblett and Iheoma IrukaSECTION III. THEME B: EARLY CARE AND EDUCATIONChapter 7: The Abecedarian Approach to Full Development in Early ChildhoodCraig T. RameyChapter 8: A Long and Winding Road: Using Knowledge to Inform and Improve Early Care and EducationMarilou HysonChapter 9: Stuck in Place: A Brief History of Early Childhood Education: Policy and Prospects for ExpansionRon HaskinsChapter 10: From Research to Effective Policy and Practice in Early Care and Education: Lessons from Frank Porter Graham’s 50 Years of ResearchW.S. BarnettSECTION IV. THEME C: Children with Disabilities and Their FamiliesChapter 11: Fifty Years of Research on Children with Disabilities and their Families: From Changing Behaviors to Transforming LivesJudith J. Carta and Patricia SnyderChapter 12: The Early Intervention/Early Childhood Special Education Workforce: Professional Development Issues and Future DirectionsPam WintonChapter 13: Disability Law and Policy: Core Concepts and the Ethical Principles of Family, Dignity and CommunityRud TurnbullChapter 14: Looking Forward: Research and Practice in Programs for Children and Youth with Disabilities and Their FamiliesSamuel L OdomSECTION V. Fifty Years of Progress and Future DirectionsChapter 15: Fifty Years of Progress and Future DirectionsBarbara Hanna Wasik and Mary Ruth ColemanIndex

Samuel L. Odom is Director of the Frank Porter Graham (FPG) Child Development Institute and Professor of Education at The University of North Carolina at Chapel Hill. Prior to his work at The University of North Carolina at Chapel Hill, Dr. Odom previously served in faculty positions at Indiana University and Peabody College/Vanderbilt University. Dr. Odom received a master's degree in special education in 1976 and an educational specialist degree in educational psychology from the University of Tennessee at Knoxville in 1979. He earned his doctorate in 1982 in education and human development from the University of Washington. Throughout his career, Dr. Odom has held positions as a preschool teacher, student teaching supervisor, program coordinator, teacher educator, and researcher. He has written many articles and chapters about programs for young children and their families and has served as the co-editor of five books on early childhood special education. Dr. Odom is an associate editor for Exceptional Children and is on the editorial board of Journal of Early Intervention, Topics in Early Childhood Special Education, Journal of Autism and Developmental Disabilities, and Early Childhood Research Quarterly. He received the Special Education Outstanding Research Award from the American Educational Research Association Special Education Special Interest Group in 1999, the Merle Karnes Contribution to the Field Award from the Division for Early Childhood of the Council for Exceptional Children (CEC) in 2001, and the Outstanding Special Education Research Award from CEC in 2007.Dr. Odom's research interests include interventions and teaching approaches that promote social competence of young children, effective intervention approaches for children with autism, and early childhood curricula that promote children's school success.

• About the EditorsAbout the ContributorsForeword Hon. James B. Hunt, Jr.PrefaceDedicationSECTION I. HISTORICAL OVERVIEW AND CONTEMPORARY ISSUESChapter 1: Children and Their Families: Early RootsBarbara Hanna Wasik and Donna BryantChapter 2: Early Childhood Research in a Globalized Society: Accounting for Demographic Shifts and ChangesIheoma U. IrukaSECTION II. THEME A: RACE, ETHNICITY, LINGUISTIC, CULTURAL, AND SOCIOECONOMIC DIVERSITYChapter 3: African American Boys in Early Childhood: Facing the Challenge of DiversityOscar BarbarinChapter 4: Linguistic and Cultural Diversity: Knowledge Utilization in ECELinda M. Espinosa and Marlene ZepedaChapter 5: Programs, Practices, and Policies Affecting Diverse Children and FamiliesBarbara BowmanChapter 6: Reflections on Race, Ethnicity, Linguistic, Cultural, and Socioeconomic DiversityNatasha Cabrera, Nicole Gardner-Neblett and Iheoma IrukaSECTION III. THEME B: EARLY CARE AND EDUCATIONChapter 7: The Abecedarian Approach to Full Development in Early ChildhoodCraig T. RameyChapter 8: A Long and Winding Road: Using Knowledge to Inform and Improve Early Care and EducationMarilou HysonChapter 9: Stuck in Place: A Brief History of Early Childhood Education: Policy and Prospects for ExpansionRon HaskinsChapter 10: From Research to Effective Policy and Practice in Early Care and Education: Lessons from Frank Porter Graham’s 50 Years of ResearchW.S. BarnettSECTION IV. THEME C: Children with Disabilities and Their FamiliesChapter 11: Fifty Years of Research on Children with Disabilities and their Families: From Changing Behaviors to Transforming LivesJudith J. Carta and Patricia SnyderChapter 12: The Early Intervention/Early Childhood Special Education Workforce: Professional Development Issues and Future DirectionsPam WintonChapter 13: Disability Law and Policy: Core Concepts and the Ethical Principles of Family, Dignity and CommunityRud TurnbullChapter 14: Looking Forward: Research and Practice in Programs for Children and Youth with Disabilities and Their FamiliesSamuel L OdomSECTION V. Fifty Years of Progress and Future DirectionsChapter 15: Fifty Years of Progress and Future DirectionsBarbara Hanna Wasik and Mary Ruth ColemanIndex