Date Approved

2-25-2026

Embargo Period

2-25-2026

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Leadership

College

College of Education

Advisor

JoAnn Manning, Ed.D.

Committee Member 1

James Coaxum, III, Ph.D.

Committee Member 2

Michael Farrow, Ed.D.

Keywords

Classroom Practices;Early Head Start and Head Start;Infants and Toddlers;School Readiness;Social Emotional Learning;Special Needs

Disciplines

Early Childhood Education | Education

Abstract

Infants and toddlers develop socially and emotionally at different rates, and children with special needs face added challenges that require intentional support. Social-emotional learning (SEL) in the earliest years builds the foundation for school readiness, relationships, and lifelong success. This qualitative case study explored how infant and toddler teachers individualize SEL for children with special needs in one inclusive, culturally diverse early childhood program. Four teachers participated through semi-structured interviews, classroom observations, and a focus group. Program documents and lesson plans supplemented the data. Guided by the SEFEL framework, double-loop learning, and culturally responsive pedagogy, the study found that teachers individualized SEL by building strong relationships, embedding strategies in routines, and collaborating with families and colleagues. However, limited time, resources, and coaching affected consistency. Findings highlight the need for targeted professional development, leadership support, and equitable SEL tools to strengthen individualized SEL for infants and toddlers with special needs. Keywords: social-emotional learning, infants and toddlers, special needs, cultural responsiveness, individualization

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