Introduction

This year, the editorial board of the Journal of International Special Needs Education (JISNE) has seen many transitions that I would like to acknowledge and bring to your attention. First, I would like to welcome Dr. Tahnee Wilder of Howard University who assumed the role of technical editor and Dr. Kelly Kearney of Augustana University who assumed the role of managing editor. I would also like to welcome Dr. Andrew Schiff who assumed a new role as associate editor after having served as managing editor for several years. Welcome to each of you and thank you for your service. Secondly, I would like to thank Dr. Ana Paula Loução Martins of Universidade do Minho who recently voluntarily stepped down from the board after having served as associate editor for eight years. Thank you, Paula, for your outstanding contributions; you brought a much-needed perspective to the journal, which will be missed.As I present to you this issue of the journal, I would like to highlight that the issue contains two manuscripts written by Drs. Clayton Keller and Suzanne Martin focusing on the international history of the Council for Exceptional Children (CEC)—an idea that was initiated by my predecessor, Dr. Rashida Banerjee. The first article (Part 1) looks at evidence of international aspirations and activities as they are articulated in the mission and vision, policy, units, committees, work groups, and membership of the organization. The second article (Part 2) looks at the CEC’s international engagement efforts organized around the five areas including, “advocacy, professional development, conferences, the translation of CEC content, and its recognition as a leading organization in the field.” As the CEC continues to grow and influence the steady evolution of special education internationally, it is important for the readership of the JISNE to review this history, interrogate it, and proffer ways to enhance the organization’s contributions to the international efforts geared towards the continued advancement of special education. I think these articles provide an insightful opportunity for broader conversations that can shape the future of the organization and that of the field of special education globally.This issue also features an article by Eva Staffans, Kristina Ström, and Siv Björklun focusing on the views of early childhood special education teachers in Finland regarding supporting children with speech, language, and communication needs. In the final article, Bülbin Sucuoğlu, Ahmet Bilal Özbek, Ergül Demir, and Hatice Bakkaloğlu discuss the factors predicting the school adjustment of preschool children with and without special needs in Türkiye. I hope you will find these articles interesting and insightful. Happy reading!Morgan Chitiyo