Inclusion Bibliography By Author
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The relationship between the home environment and early motor development. (1999)
Abbott, A., & Bartlett, D. J.
This paper examines the relationship of the home environment to infant motor development. It reviews the literature investigating deprivation, parental expectations, and aspects of the home environment that are associated with poverty. The authors describe a number of methodological issues associated with the misinterpretation of data, the presence of confounding variables, and the use of inadequate measurement tools. They conclude that clarification of those aspects of the home environment that impact infant motor development may have important implications for physical and occupational therapists working in early intervention programs.
Physical & Occupational Therapy in Pediatrics, 19(1), 43-57.
Infant motor development and aspects of the home environment. (2000)
Abbott, A., Bartlett, D. J., Kneale Fanning, J. E., & Kramer, J.
Forty-three mothers and their infants participated in this study, which examined the relationship between home environment and infant motor development. When the infants were 5 months old, parental expectation of their motor development at 8 months was measured. When the infants were 8 months old, the home environment was assessed using the HOME Inventory, and infant motor development was assessed using the Alberta Infant Motor Scale. No statistically significant correlations were found, however the mothers demonstrated high expectations of 8-month motor performance, and higher scores were noted on aspects of the home environment and infant motor development than in normative samples. The authors conclude that higher infant motor development scores are associated with more supportive and stimulating home environments.
Pediatric Physical Therapy, 12(2), 62-67.
The exceptional child: Inclusion in early childhood education. (1996)
Allen, K. E., & Cowdery, G.E.
This book focuses on inclusive early childhood programs and the teaching of all young children. It provides information on early intervention and public policy, likenesses and differences among children, planning for inclusion, and implementing inclusive early childhood programs. Chapters include: (1) An Inclusive Approach to Early Education; (2) Federal Legislation: Early Intervention and Prevention; (3) Inclusive Programs for Young Children; (4) Normal and Exceptional Development; (5) Developmental Disabilities: Causes and Classification; (6) Sensory Impairments: Hearing and Vision; (7) Physical Disabilities and Health Problems; (8) Learning and Behavior Disorders; (9) Partnership with Families; (10) Assessments and the IFSP/IEP Process; (11) Characteristics of Effective Teachers in Inclusive Programs; (12) The Developmental-Behavioral Approach; (13) Arranging the Learning Environment; (14) Facilitating Self-Care, Adaptive, and Independence Skills; (15) Facilitating Social Development; (16) Facilitating Speech, Language, and Communication Development; (17) Facilitating Preacademic and Cognitive Learning; (18) Managing Challenging Behaviors; and (19) Planning Transitions to Support Inclusion. There is also a contributed essay entitled, Inclusion in Early Childhood Education: What We Have Learned; Where Are We Going?
Albany, NY: Delmar Publishers.
Training parents as milieu language teachers. (1992)
Alpert, C. L., & Kaiser, A. P.
This study, involving six mothers of preschoolers with language impairments, found that mothers could be taught to correctly apply four milieu language teaching procedures (model, mand-model, time delay, and incidental teaching) and that use of the procedures is associated with positive effects on various aspects of child language.
Journal of Early Intervention, 16(1), 31-52.
Contemporary management of motor control problems Proceedings of the II Step Conference. (1991)
American Physical Therapy Association
This collection of 28 articles examines new information that emerged in the early 1990s regarding the sciences of motor control, motor learning, and motor development. With this information, traditional concepts of physical therapy were questioned, and new models for understanding motor control problems began to develop. Articles include: (1) Opening remarks, (2) Past to the present, (3) Theory, Criteria Importance and Impact, (4) Assumptions Underlying Motor Control for Neurological Rehabilitation, (5) Theories of Motor Control; New Concepts for Physical Therapy, (6) How Theoretical Frameworks Bias Evaluation and Treatment, (7) Motor Learning Principles for Physical Therapy, (8) Designing Practice for Motor Learning: Clinical Implications, (9) Life-Span Motor Development, (10) Should the Normal Motor Development Sequence Be Used as a Theoretical Models in Patient Treatment, (11) Should the Normal Motor Development Sequence Be Used as a Model in Pediatric Physical Therapy, (12) Should the Normal Motor Development Sequence Be Used as a Theoretical Model to Progress Adult Patients, (13) Motor Development: Traditional and Contemporary Theories, (14) Merging Neurophysiologic Approaches with Contemporary Theories, (15) Framework for the Measurement of Neurological Impairment and Disabilities, (16) Abnormalities to Motor Development, (17) Recovery Process: Maximizing Dysfunction, (18) Perceptual Issues in Motor Control, (19) Psychological Growth as a Determinant of Motor Development, (20) Motor Control Problems in Parkinson’s Disease, (21) Stroke, (22) Cerebral Palsy: Contemporary Treatments Concepts, (23) Motor Attainments in Down Syndrome, (24) Head Trauma in Children, (25) Head Trauma in Adults, (26) Functional Abilities in Context, (27) Action Steps Recommendations after the Conference, (28) Past, Present and Future of the Step II Conference.
Alexandria, VA: American Physical Therapy Association.
Yes, Michael: Reflections on how inclusion can build social skills. (2003)
Anderson, G. T.
This article describes the experiences of a preschool teacher and her students regarding the inclusion of a child with autism in the classroom. It specifically addresses the following: (1) how social skills affect academic skills; (2) teaching social competency; (3) coaching group entry; (4) successful group entry and sustained social interaction; and (5) lessons learned from inclusion of a special needs child.
Texas Child Care, 26(4), 24-27.
Social interaction and acceptance of deaf or hard-of-hearing children and their peers: A comparison of social-skills and familiarity-based interventions. (1996)
Antia, S. D., & Kreimeyer, K. H.
This study compared effects of a teacher-mediated social skills intervention and an integrated activities intervention on social interaction among young children ages 4 to 6 with and without hearing impairments. The social skills intervention successfully increased social interactions among deaf and hard-of-hearing children, but neither intervention increased interaction between hearing-impaired and normally hearing peers.
Volta Review, 98(4), 157-180.
Moving toward inclusion by narrowing the gap between early childhood professionals. (1995)
Appl, D. J.
Inclusive child care programs are built upon planning and implementation that includes all educators. Currently, there is a gap between early childhood educators and early childhood special educators. This gap can be bridged by concentrating on commonalities in educational practices, instructional strategies, and interventions.
Early Childhood Education Journal, 23(1), 23-26.
Children with Down syndrome: Implications for adult-child interactions in inclusive settings. (1998)
Appl, D. J.
Reviews research on children with Down syndrome, highlighting physical, medical, intellectual, language, and behavioral characteristics that provide valuable information for caregivers and teachers in planning and intervention. Reviews research on parent-child interactions, providing guidelines for caregivers and teachers working in inclusive settings. Suggests that interactions and environments must be adjusted to support the uniqueness of each child.
Childhood Education, 75(1), 39-43.
Inclusive parent-child play groups: How comfortable are parents of children with disabilities in the group? (1997)
Appl, D. J., Fahl-Gooler, F., & McCollum, J. A
Inclusive parent-child play groups are a vehicle for providing family-centered services for the birth-to-3 populations within a natural environment. Although there is literature on the benefits of inclusive settings for children, little is know about the effects on parents when they participate along with their children. This study explores the perspectives of 12 parents of children with disabilities who attended inclusive PIWI (Parents Interacting With Infants) play groups between 1987 and 1996. From interviews with these parents, the researchers generated factors that can be considered when planning and implementing inclusive play groups to help parents of children with disabilities feel more comfortable with the groups.
Infant-Toddler Intervention, 7(4), 235-249.
LINKing assessment and early intervention: An authentic curriculum-based approach. (1997)
Bagnato, S. J., Neisworth, J. T., & Munson, S. M.
Applying the LINK rating system, the authors of this book provide comprehensive profiles of more than 50 curriculum-embedded and curriculum-compatible assessment and intervention systems. Chapters include: (1) Bridging the Assessment-Early Intervention Gap; (2) Building a Model Curriculum for the Early Childhood Years; (3) Authentic Curriculum-Based Evaluation Through LINK; (4) Snapshots and Close-Ups of Authentic Curriculum-Based Assessment Systems; (5) Forging and Evaluating an Authentic Assessment/Curriculum LINK; and (6) LINK Vignettes.
Baltimore: Paul H. Brookes Publishing Co.
Collaborative goal-setting with families: Resolving differences in values and priorities for services. (1987)
Bailey, D. B.
Parents and educators often differ in the values and priorities they assign services for the young handicapped child. Methods for resolving these differences include collaborative goal setting, viewing families from a systems perspective, using effective listening and interviewing techniques, negotiating values and priorities, and acting as case managers for families.
Topics in Early Childhood Special Education, 7(2), 59-71.
Stability and change in parents’ expectations of mainstreaming. (1987)
Bailey, D. B., & Winton, P. J.
This article describes the expectations of 31 families of nonhandicapped children and 9 families of handicapped children prior to the introduction of handicapped children into a daycare center that had previously served only nonhandicapped youngsters. A follow-up assessment was conducted after nine months of mainstreaming, in which subjects completed a questionnaire on the benefits and drawbacks of mainstreaming. Both groups of parents were similar in their opinions of the benefits of mainstreaming. Expectations generally changed little over time, although parents of nonhandicapped children showed a reduction in concerns about effects on their own children.
Topics in Early Childhood Special Education, 7, 73-88.
Friendship and acquaintance among families in a mainstreamed day care center. (1989)
Bailey, D. B., & Winton, P. J.
The study describes friendship and acquaintanceship patterns of 47 families (of which 9 had handicapped children) attending an integrated day care program. Families of children with handicaps were more likely to become friends with other families of children with handicaps than with families of normally developing children though they desired broader acquaintanceships.
Education and Training in Mental Retardation, 24, 107-113.
Inclusion in the context of competing values in early childhood education. (1998)
Bailey, D. B., McWilliam, R. A., Buysse, V., & Wesley, P. W.
Inclusion of preschoolers with disabilities in programs for typically developing children has a strong legal, rational, moral, and empirical basis. Despite this compelling foundation, however, the desirability of inclusion continues to be debated, and acceptable options for inclusive placements are often difficult to find. Professionals and parents are often placed in a position in which inclusion must be weighed against other compelling values in making decisions about placements for children. The paper describes three competing values high-quality programs, specialized services, and family-centered practices and demonstrates how in many communities these values and inclusion are difficult to achieve simultaneously. Placement in inclusive settings should be a goal for all children with disabilities, but placements should also be of high quality, sufficiently specialized, and consistent with family priorities. The paper presents a series of recommendations for changes needed for this goal to be attained.
Early Childhood Research Quarterly, 13(1), 27-47.
Family outcomes in early intervention: A framework for program evaluation and efficacy research. (1998)
Bailey, D. B., McWilliam, R. A., Darkes, L. A., Hebbeler, K., Simeonsson, R. J., Spiker, D., & Wagner, M.
Suggests eight questions that can serve as a framework for determining the extent to which early intervention has accomplished the goals inherent in a family-centered approach. Conceptual issues and methodological considerations associated with documenting these outcomes are presented and recommendations regarding implementation and future directions are made.
Exceptional Children, 64(3), 313-328.
Changes in preschool children's social interactions with classmates with and without disabilities. (1997)
Bandyk, J. E., & Diamond, K. E.
This study examines changes in the social interactions of children with and without disabilities who were enrolled in inclusive preschool classes. It investigated the frequency of child participation in groups during free play, differences in participation patterns of children with and without disabilities, and ways in which children's patterns of participation with other children and adults during free play changed over the course of the year. Four preschool classrooms with 59 children (52 typically developing and with disabilities such as spina bifida, cerebral palsy, and severe communication disorders) were observed during free play, using a classroom mapping procedure and coding. Children with disabilities were observed interacting with peers or playing in proximity to peers 58 percent of the time in the fall, and 54 percent in the spring. In contrast, normally developing children spent almost three-quarters of their time in both fall and spring interacting with peers or in close proximity. Children with disabilities interacted with teachers 23 percent of the time in the fall and 31 percent in the spring (compared to about 10 percent both times for normally developing children). Results suggest that, while children with disabilities have social skill deficits and are seen as less desirable play partners, interactions between children with and without disabilities occurred with significant frequency.
West Lafayette, IN: Purdue University, Department of Child Development and Family Studies. ERIC Document, ED40968.
Discovering family concerns, priorities, and resources: Sensitive family information gathering. (2003)
Banks, R. A., Santos, R. M., & Roof, V.
This article provides an overview of the family information gathering process in early intervention and the effect of cultural and linguistic diversity on family information gathering. Practical strategies that early intervention providers can use in interviews, surveys, and observations are discussed, as well as implications for personnel preparation.
Young Exceptional Children, 6(2), 11-19.
Parent and clinic early intervention for children with language handicaps: A cost-effectiveness analysis. (1988)
Barnett, W. S., Escobar, C. M., & Ravsten, M. T.
The economic efficiency of alternative types of intervention was investigated with language-impaired preschool children. Forty children were assigned to one of four groups: home-based intervention, center-based intervention, both center- and home-based intervention, and no treatment. The home-based program was more economically efficient based on costs and resulting language test scores.
Journal of the Division for Early Childhood, 12(4), 290-298.
Skilled dialogue: strategies for responding to cultural diversity in early childhood. (2003.)
Barrera, I., & Corso, R.
Understanding how to respond to cultural diversity is one key to successful interaction with young children and their families. This book for early childhood professionals introduces the strategy of Skilled Dialogue, a field-tested model for respectful, reciprocal, and responsive interaction that honors cultural beliefs and values, and that will allow practitioners to strengthen their relationships with children and families and better address developmental and educational goals. Following an introduction that defines key terms, the book is organized into three sections. Chapters in Section 1 explore core concepts related to the challenge of communication and interaction across diverse cultural parameters, and introduce the concept of cultural competency as a response, through the strategy of Skilled Dialogue. Chapters in Section 2 further describe the Skilled Dialogue process, specifically its foundational beliefs, characteristic qualities, and component skills. Chapters in Section 3 extend the previous discussions of Skilled Dialogue, presenting vignettes to illustrate practical applications of the strategy with children and families in early childhood settings. The book's four appendices include an essay, "Trauma from a Cultural Perspective" (Dianne Macpherson); an essay, "Looking Closer" (Jon Wilson) on not making assumptions about family circumstances; photocopiable materials such as a critical incident analysis sheet and a home language usage profile; and guidelines for using an interpreter/translator during test administration.
Baltimore: Paul H. Brookes Publishing Co.
From monologues to skilled dialogues: Teaching the process of crafting culturally competent early childhood environments. (1997)
Barrera, I., & Kramer, L.
This chapter summarizes descriptions and discussions of the need for and challenges of cultural competence. The first section highlights issues and research and experiences that are critical to an adequate understanding of both need and challenge. Activities to promote development of necessary attitudes, understandings and skills in preservice and inservice settings are also provided, as are resources to supplement these activities.
In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Reforming personnel preparation in early intervention: Issue, models, and practical strategies (pp. 217-251).
Communities, families, and inclusion. (1998)
Beckman, P. J., Barnwell, D., Horn, E., Hanson, M. J., Gutierrez, S., & Lieber, J.
Conducted interviews with families of children with or without disabilities to identify factors that facilitated or acted as barriers to children's inclusion in community settings. Found that a facilitative factor unique to children with disabilities was the availability of environmental adaptations in community settings. Barriers unique to children with disabilities included negative attitudes toward disability and the child's behavior.
Early Childhood Research Quarterly, 13(1), 125-150.
Teacher preparation for inclusive settings: A talent development model. (2000)
Benner, S. M., & Judge, S. L.
Investigated the effectiveness of and reactions to an alternative teacher education program for students seeking early childhood licensure who wanted to work with young children in inclusive settings. The program used a talent development model. Data from interviews, observations, artifacts, and focus groups indicated that the talent - development model was a viable approach to teacher education.
Teacher Education Quarterly, 27(3), 23-38.
Expectations and concerns: What mothers and fathers say about inclusion. (1998)
Bennett, T., Lee, H., & Lueke, B.
Interviews of 18 parents with children (ages 3 to 6) with disabilities in inclusive settings indicate that parental world views have a strong influence on decisions about children's placement, that parents have a broad view of inclusion, and that expectations of the parent - professional relationship are more pronounced because of factors related to inclusion.
Education and Training in Mental Retardation and Developmental Disabilities, 33(2), 108-122.
Weaving interventions into the fabric of everyday life: An approach to family assessment. (1995)
Bernheimer, L. P., & Keogh, B. K.
In response to legislative mandates, the focus in early childhood special education has shifted from the child to the child in the context of the family. This shift has major implications for assessment and for intervention. An ecocultural approach for assessing families of young children with developmental problems is described, focusing on the importance of incorporating information about families’ daily routines and accommodations for their children. Case material from the REACH and CHILD projects is used for illustration and clarification. Implications of the ecocultural approach for assessment and intervention are discussed.
Topics in Early Childhood Special Education. 15(4), 415-433.
"But those kids can't even do math": An alternative conceptualization of outcomes for inclusive education. (1996)
Billingsley F. F., Gallucci, C., Peck, C. A., Schwartz, I S., & Staub, D.
The authors of this article present an empirically derived outcome framework for inclusive educational settings. The framework includes skills, membership, and relationships as co-equal outcome domains that exist in a transactional relationship with each other, as well as with the more fundamental outcome of participation.
Special Education Leadership Review, 13, 43-55.
School and parent partnerships in the preschool years. (2005)
Block, J. S., Weinstein, J., & Seitz, M.
The Individuals with Disabilities Act (IDEA Amendments, 1997) requires that children with disabilities be included in regular education classes to the maximal extent possible. The law also recognizes parents as indispensable partners in the education of their child and requires that they be involved in decisions related to their child's IEP, placement, and progress. This chapter focuses on the importance of parent participation when working with children with autism. An open and friendly school system and an understanding of how a child with autism can impact family life help to facilitate parent/professional partnerships. Providing parents with information and services that respect their important influence on their child's development benefits both the school and the child. Parental involvement may pose some challenges to educators, but their input is a legal requirement with many potential benefits. Ultimately, the hope is that children and families will have more satisfying and productive lives when educators and parents work together effectively.
In D. Zager (Ed.), Autism spectrum disorders: Identification, education, and treatment (3rd ed., pp. 229-265). Mahwah, N.J.: Lawrence Erlbaum Associates, Publishers.
An activity-based approach to physical education for preschool children with disabilities. (1996)
Block, M. E., & Davis, T.
This article describes activity-based intervention. It provides examples of how goals and objectives can be embedded into child-directed play activities which stress motor development. Information is included on making suggestions for assessment, identifying goals and functional objectives, and embedding goals and objectives into routine, planned, and child-initiated activities.
Adapted Physical Education Quarterly, 13, 230-246.
Childcare patterns and issues for families of preschool children with disabilities (2004)
Booth-LaForce, C., & Kelly, J. F.
This article discusses the findings of a longitudinal study of childcare patterns for 89 young children with developmental disabilities. Compared with census data and a sample of typically developing children, these children started childcare later, attended for fewer hours, were more likely to be in informal settings, and were less likely to transition into formal settings as they got older. The children's mothers identified the following as major issues of concern: finding high quality care, costs, transportation, and integrating childcare with other needed services. For children who were not in childcare, those whose mothers identified their special needs as an issue in keeping them out of care showed lower adaptive behavior scores than those whose mothers did not consider this to be an issue. These two groups had comparable diagnoses, mental development scores, and motor development scores. The authors examine these findings in the context of the need for good-quality childcare options, family leave policies, and welfare work expectations.
Infants & Young Children, 17(1), 5-16.
Local variations in least restrictive environment placements for preschool children with disabilities. (1998)
Borden, E. M.
This paper discusses the outcomes of a study that examined local response to the implementation of the least restrictive environment (LRE) provision for preschool children with disabilities in two counties in New York State during the 1994-97 school years. Open-ended interviews were conducted with four groups in each county: Committee on Preschool Special Education chairpersons, county representatives, preschool special education directors, and Head Start directors. Counties A and B identified three factors as influential in the implementation of LRE: state policy, cost, and organization of the Committee on Preschool Special Education. County A viewed the 1996 legislative changes as influential in affecting positive changes in the delivery system. Although the county representative was responsible for the costs of preschool special education, all remaining groups in County A recognized the influence of cost in the implementation of the LRE mandate. All four groups in County A perceived a conflict of interest in the role of the evaluator at committee meetings. Some interviewees in County B viewed the 1996 legislation as a top-down state initiative, the cost was not viewed as influential, and the role of the evaluator was not perceived as a conflict of interest.
Dissertation Abstracts International, 59(04), 1119.
One program’s journey: Using the change process to implement service in natural environments. (2001)
Brault, L. M. J., Ashley, M., & Gallo, J.
This article profiles the Hope Infant Family Support Program in San Diego, California, and its shift to providing educational services in the natural environment. How the program managed this complex change process is discussed, including the development of a vision statement, incentives, skill development, resource allocation changes, and action planning.
Young Exceptional Children, 5(1), 11-19.
The challenge of inclusion (1995)
Bricker, D.
This paper takes the position that many of the personnel working in early intervention and early childhood special education embrace inclusion at the conceptual level but ignore or discount its implications at the applied or child level. A discussion of the policies and practices of inclusion as they may potentially affect individual children and families serves as a basis for offering a series of recommendations for fostering successful inclusion. This article is followed by responses by P. S. Strain, C. A. Peck, and A. P. Turnbull and V. P. Turbiville.
Journal of Early Intervention, 19(3), 179-194.
Inclusion: How the scene has changed. (2000)
Bricker, D.
This paper takes the position that many early childhood personnel embrace inclusion at the conceptual level but ignore or discount its implications at the applied or child level. Discussion of policies and practices of inclusion as they may affect individual children and families serves as the basis for recommendations for fostering successful inclusion.
Topics in Early Childhood Special Education, 20(1) 14-19.
The natural environment: A useful construct?. (2001)
Bricker, D.
This article offers an alternative to the term "natural environment" in which delivery of individualized services consistent with family needs and values is of first-order importance. It is argued that the use of authentic intervention activities will produce better outcomes than focusing on placements that must include chronologically aged peers.
Infants and Young Children, 13(4), 21-31.
An activity-based approach to early intervention. 3rd ed. (2004)
Bricker, D., & Cripe, J. J.
This book is meant to help families and professionals better understand activity-based intervention and work together as a team to help young children meet their IEP and IFSP goals. Chapters include: (1) Evolution of Activity-Based Intervention; (2) Description of Activity-Based Intervention; (3) Activity-Based Intervention and a Linked System; (4) Organizational Structure of an Activity-Based Approach; (5) Application of Activity-Based Intervention; (6) Activity-Based Intervention and the Team; (7) Issues Associated with the Use of an Activity-Based Approach; (8) Conceptual Foundations for an Activity-Based Approach; (9) The Empirical Bases for an Activity-Based Approach; and (10) Into the Future. It includes an appendix entitled, Linking Assessment and Goal Development.
Baltimore: Paul H. Brookes Publishing Co.
Project ChiLD (Children Learn Differently): Using team collaboration to increase the active participation of children with disabilities in Head Start. (1999, March)
Bromer, B. L.
Project ChiLD (Children Learn Differently) was designed to integrate children who display serious disabilities into the Head Start program in which they were enrolled and to increase their full participation in all classroom activities. The 8-month project created a strategic plan to improve interagency collaboration between one Head Start center enrolling 140 children. The center had 12 children with serious disabilities who would receive special education services from the local school system. Head Start teacher behavior was observed over the course of 1 month to determine a baseline of teacher practices. Analysis of the outcomes revealed that a visible system for team collaboration was attained and that children with moderate and severe disabilities were integrated into more activities through Head Start teachers' increased use of best educational practices. Head Start teachers also verbalized a positive response to the use of team meetings as a way to increase individual skill in managing the children's special needs. Head Start teachers viewed team meetings as useful to them, a system of team collaboration as good for Head Start, and the increased involvement of special education staff as having made a positive change. Two appendices contain the Head Start Best Practice Observation Checklist and the Team Collaboration Planning Sheet.
Paper presented at the Annual Southern Early Childhood Association Conference, Nashville, TN. ERIC Document, ED433103.
Components of successful integration in child care centres: An Ontario study. (1995)
Brophy, K., et al.
Examined teachers in the process of integrating children with special needs into childcare programs in Ontario, Canada. Twenty-four teachers in seven childcare centers were interviewed. Found an extant model for the integration of children with special needs, and that both child-centered and teacher-centered strategies were used to make this process successful.
Early Child Development and Care, 112, 53-63.
Time as a resource and constraint for parents of young children with disabilities: Implications for early intervention services. (1992)
Brotherson, J. J., & Goldstein, B. L.
Analysis of focus group discussions, involving 21 family members (having young children with disabilities) and 19 professionals, identified issues associated with families' use of time in the area of needed supports and time as a constraint. Implications are discussed in relation to developing early intervention programs.
Topics in Early Childhood Special Education, 12(4), 508-527.
An observational study: Examining the relevance of developmentally appropriate practices, classroom adaptations, and parental participation in the context of an integrated preschool program. (2000)
Brown, M. S., Bergen, D., House, M., Hittle, J., & Dickerson, T.
Examined developmentally appropriate practices in learning centers in an integrated preschool classroom, noting how special education teachers made adaptations for their special needs children, and explored the role of parents. Found that special needs children developed their own voice in learning centers and self-regulatory behaviors through interactions with typical peers and with adults. Learning center adaptations benefited all students.
Early Childhood Education Journal, 28(1), 51-56.
Play and social interaction of children with disabilities at learning activity centers in an inclusive preschool (2002)
Brown, M., & Bergen, D.
Examined the types of play and social interactions in which nine preschoolers with disabilities engaged while at their chosen learning/activity centers in an inclusive program. Found individual differences in the amount of time spent in various centers, the number of different types of play engaged in, and in the amount of time spent in play of various types. Also found differences in number/type of peer and teacher interaction events.
Journal of Research in Childhood Education, 17(1), 26-37.
Social interactions of preschoolers with and without impaired hearing in integrated kindergarten. (2000)
Brown, P. M., Remine, M. D., Prescott, S. J., & Rickards, F. W.
This study investigated the social competence of children with normal hearing (n=10) and children with impaired hearing (n=10) who attended an integrated preschool program for 4- to 5-year-olds. Observation of sociodramatic play and nonplay activities showed child entry behaviors were associated both with the hearing status of participants and with activity type.
Journal of Early Intervention, 23(3), 200-211.
Inclusion: A time to include and support young children. (1997)
Brown, W. H.
Describes historical attitudes about the education of children with developmental delays by classifying the trends into four time periods: (1) forget and hide; (2) screen and segregate; (3) identify and help; and (4) include and support. Provides contemporary information about early childhood inclusion in the least restrictive environment possible.
Dimensions of Early Childhood, 25(3), 3-5.
Including and supporting preschool children with developmental delays in early childhood programs. (1997)
Brown, W. H., Ed.; Conroy, M. A., Ed.
Mainstreaming, integrating, and including young children with developmental delays in programs with peers without developmental delays began over 25 years ago and has gained much legal and policy support. This book provides early childhood educators with high-quality and contemporary information that they might need while serving young children with developmental delays and their families in early childhood programs. The book's chapters are: (1) "Family-Centered Practices and Inclusive Early Childhood Programs" (Wesley Brown); (2) "Collaboration and Service Coordination in Inclusive Early Childhood Programs" (Judith A. Niemeyer and Glenn A. Bass); (3) "Activity-Based Intervention Strategies for Serving Young Children with Developmental Delays in Early Childhood Programs" (Juliann Woods Cripe and Julia M. Lee); (4) "Promoting Language for Children with Developmental Delays in Inclusive Settings: Effective Strategies for Early Childhood Educators" (Maureen A. Conroy and William H. Brown); (5) "Promoting and Supporting Peer Interactions in Inclusive Preschools: Effective Strategies for Early Childhood Educators" (William H. Brown and Maureen A. Conroy); and (6) "Assistive Technology and Preschool Children: Opening Doors (Ana Lopez-De Fede and Janice Weber).
Little Rock: The Southern Early Childhood Education Press.
Project BLEND: An inclusive model for early childhood services. (1996)
Brown, W. H., Horn, E. M., Heiser, J. G., & Odom, S. L.
This paper describes a model demonstration project to provide inclusive early intervention services to young children with developmental delays and their families. It notes the importance of collaborative partnerships among the significant adults in a child's life as a basis for effective program implementation. The project has three major components: service coordination, family-child care-project partnerships, and transition services.
Journal of Early Intervention, 20(4), 364-375.
An intervention hierarchy for promoting young children's peer interactions in natural environments. (2001)
Brown, W. H., Odom, S. L., & Conroy, M. A.
This article presents a conceptual framework based on an intervention hierarchy to assist in deciding how to promote the peer interactions of young children with peer-related social competence difficulties in natural environments. It discusses making developmentally appropriate and inclusive early childhood programs the foundation for improved peer interactions.
Topics in Early Childhood Special Education. 21(3), 162-175.
Observational assessment of young children's social behavior with peers. (1996)
Brown, W. H., Odom, S. L., & Holcombe, A.
Describes the role of observational research in the assessment of children's peer-related social competence and the conceptual frameworks that serve as a foundation for observational assessment of children's social goals. Describes technological advances that allow more descriptive, precise, and complex behavioral codes. Provides an example of an observational system that assesses children's social goals and behavioral strategies.
Early Childhood Research Quarterly, 11(1), 19-40.
Ecobehavioral assessment in early childhood programs: A portrait of preschool inclusion. (1999)
Brown, W. H., Odom, S. L., Li, S., & Zercher, C.
A study of 112 preschoolers with and without disabilities in 16 community-based, inclusive preschool programs found both groups of children exhibited similar child behaviors and were meaningfully engaged in a variety of adult- and child-initiated activities within similar activity contexts; however, children with disabilities received more adult support and attention.
Journal of Special Education, 33(3), 138-153.
The provision of early intervention and early childhood special education within community early childhood programs; Characteristics of effective service delivery. (1993)
Bruder, M. B.
This article describes a model demonstration project that looked at providing early intervention services to young children in typical early childhood settings. Thirty children aged 2-5 years with a range of disabilities participated. Results indicated that all of the children made significant developmental progress. Positive outcomes on measures of attitude were also reported. The authors discuss a number of specific aspects of service delivery that were identified as being critical to the successful delivery of early intervention services within community programs.
Topics in Early Childhood Special Education, 13(1), 19-37.
The effectiveness of specific educational/developmental curricula for children with established disabilities. (1997)
Bruder, M. B.
This chapter reviews the status of curricula for children with established disabilities in the field of early childhood intervention. Challenges presented by differences in child and family characteristics are discussed. Some of these include, for example, the wide range of caregiving environments and the emergence of families and other caregivers who have multiple and differing skill levels, roles, and responsibilities.
In M. J. Guralnick (Ed.), The effectiveness of early intervention (pp. 523-548). Baltimore. Paul H. Brookes Publishing Co.
A collaborative model to increase the capacity of childcare providers to include young children with disabilities. (1998)
Bruder, M. B.
This article describes a statewide project in Connecticut that attempted to meet the training and support needs of childcare providers as they included greater numbers of children with disabilities into their programs.
Journal of Early Intervention. 21(2), 177-186.
Renewing the inclusion agenda: Attending to the right variables. (2000)
Bruder, M. B.
This commentary reacts to an article that presented an agenda for educational change to encourage early childhood inclusion. It calls for a leadership agenda for the nation, agreement about inclusion as a feasible program model, development and dissemination of effective practices and evidence-based guidelines, family involvement, and increased funding.
Journal of Early Intervention, 23(4), 223-230.
Family-centered early intervention: Clarifying our values for the new millennium. (2000)
Bruder, M. B.
This article discusses why the universal adoption of family-centered values and practice in early intervention is problematic in the context of the current state of early intervention. Recommendations are provided for the new millennium, including participatory research in family-centered early intervention and personnel preparation based on learning communities methodology.
Topics in Early Childhood Special Education, 20(2), 105-15.
Infants and toddlers: Outcomes and ecology. (2001)
Bruder, M. B.
The purpose of this chapter is to provide a framework for early intervention for children with disabilities from birth to age 3, as delivered under Part C of IDEA. This framework is predicated on the notion that the enhancement of a child’s development by his or her family and others should happen only in natural environments as described by law: the home or in places in which typical children can also participate. Early intervention then can provide the foundation for families as they pursue inclusionary home and community (including school) activities as their children age out of early intervention.
In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 203-228). Baltimore. Paul H. Brookes Publishing Co.
A comparison of two types of early intervention environments serving toddler-age children with disabilities. (1995)
Bruder, M. B., & Brand, M.
A comparison was made of the quality of 24 inclusive childcare classroom environments serving toddler-age children with and without disabilities and 25 segregated early intervention classroom environments serving children with disabilities only. The Infant Toddler Environmental Rating Scale documented that the inclusive classrooms scored higher on six of seven subscales.
Infant-Toddler Intervention, 5(3), 207-218.
Models of integration through early intervention/child care collaboration. (1990)
Bruder, M. B., & Dunst, C. J.
This article describes the collaborative work of three states (Connecticut, Delaware and Massachusetts) to integrate childcare and early intervention services. It explains that expanding service delivery options for children and families is a major advantage of this kind of collaboration. The authors state that trainers, administrators, and policy-makers need to work together in order to achieve successful outcomes for all involved.
Zero to Three, 10(3), 14-17.
Expanding learning opportunities for infants and toddlers in natural environments: A chance to reconceptualize early intervention. (1999)
Bruder, M. B., & Dunst, C. J.
This article examines the characteristics of child language intervention approaches that are described in the research literature as “naturalistic”. Thirty-four interventions were analyzed and a comprehensive list of the treatment techniques or components that were included in at least eight of these studies was compiled. The interventions were analyzed according to the inclusion of three teaching techniques that manipulated consequences and eight techniques that manipulated antecedent stimuli. Findings showed that naturalistic language interventions varied considerably in the teaching techniques used. The authors include a continuum showing the degree to which interventions included adult-directed and child-directed strategies, and present ratings of the naturalness of intervention contexts. The results demonstrate apparent variability on what constitutes “naturalistic” language intervention.
Zero to Three, December 1999/January 2000, 34-36.
A comparison of the effects of type of classroom and service characteristics on toddlers with disabillities. (1998)
Bruder, M. B., & Staff, I.
This study examined the developmental progress of two groups of comparable toddler-age children with disabilities who received early intervention in different types of classroom settings: segregated and inclusive. Children in the segregated classrooms received a higher intensity and frequency of related services. The inclusive classrooms had slightly longer hours and larger groups of children. Findings demonstrated no significant differences in developmental progress between the two groups after one year. The findings demonstrated that inclusive childcare settings were as effective as segregated classrooms for these toddlers.
Topics in Early Childhood Special Education, 18(1), 26-37.
Toddlers receiving early intervention in childcare centers: A description of a service delivery system. (1997)
Bruder, M. B., Staff, I., & McMurrer-Kammer, E.
Early intervention services provided to 68 toddler-age children with disabilities were analyzed. Data were collected across family, child, and service characteristics. Children received services distributed across special instruction, speech therapy, occupational therapy, and physical therapy delivered primarily at the childcare center. Individual Family Service Plans primarily contained child-focused outcomes.
Topics in Early Childhood Special Education, 17(2), 185-208.
Ethical issues involved in home-visiting. (1990)
Bryant, D., Lyons, C., & Wasik, B. H.
This paper addresses several major ethical issues faced by early intervention home visitors in their helping relationships with clients: maintaining a client focus, client independence, honesty, confidentiality, limits of intervention, and termination. Examples of home visiting dilemmas from two early intervention programs illustrate the issues. A professional code of ethics is recommended.
Topics in Early Childhood Special Education, 10(4), 92-107.
Inclusion in a childcare context: Experiences and attitudes of family childcare providers. (1999)
Buell, M. J., Gamel-McCormick, M. , & Hallam, R. A.
A study of 189 family childcare providers found that those who had experience with children with disabilities were more likely to be willing to care for them in the future. Barriers identified included: lack of knowledge, limitations on caring for other children, and the need to purchase special equipment.
Topics in Early Childhood Special Education, 9(4), 217-24.
A survey of general and special education teachers' perceptions and in-service needs concerning inclusion. (1999)
Buell. M, Hallam. R., Gamel-McCormick.M, Scheer. S.
A sample of special and general education teachers (N=289) were surveyed about their understanding, perceptions, and training needs related to the inclusion of children with special needs in general education settings. Special educators rated themselves higher than general education teachers in the following areas: their understanding of inclusion, their self-efficacy and ability to positively affect students in inclusive settings, and their access to supports needed to promote inclusion.
International Journal of Disability, Development and Education, 46, 143-114.
Child care is rich in routines. (2002)
Butterfield, P. M.
This article describes how good quality childcare that is rich in daily routines and patterns can enhance children’s cognitive and social development. Patterns and routines are emotional regulators for children. They influence social development and help children learn to express their feelings. The author also discusses how children transfer patterns and routines learned in childcare settings to their homes.
Zero to Three, 22(4), 29-32.
The identity crisis in early childhood special education: A call for professional role clarification. (1993)
Buysee, V., & Bailey, D. B.
Professional roles in early childhood special education (ECSE) are expanding beyond traditional frameworks of direct service, to include consultation services, program planning and evaluating, and marketing. Potential dangers of role conflict and role overload are noted.
Topics in Early Childhood Special Education, 13(4), 418-429.
Friendships of preschoolers with disabilities in community-based child care settings. (1993)
Buysse, V.
The friendship status of 58 preschoolers with disabilities in inclusive child care settings in North Carolina was examined. The majority of children were found to have at least one friend. Associated factors included diagnosis, developmental level, behavioral characteristics, characteristics of the friend, similarities between the child and the friend, and opportunities to spend time together.
Journal of Early Intervention, 17(4), 380-395.
Consultation in early childhood settings. (2005)
Buysse, V.
This book describes a process to help early childhood professionals who are serving as consultants to educators and caregivers of young children with disabilities from birth through age 5. The process involves the following 8 steps: (1) initiate contact with the consultee and establish open, respectful communication; (2) build rapport while gathering crucial information about the consultee; (3) work with the consultee to assess concerns and needs; (4) set goals directly related to these concerns and needs; (5) select appropriate strategies for meeting the goals; (6) prepare the consultee to implement the strategies; (7) evaluate the effectiveness of the strategies and the consultation itself; and (8) hold a summary conference to review outcomes and plan next steps. For each step, the authors provide a description of key consultation tasks, critical considerations for consultant and consultee, strategies for improving communication, and a “What If” section. The guide is meant to help consultants and consultees form strong, respectful partnerships that enhance child and family outcomes.
Baltimore: Paul H. Brookes Publishing Co.
Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: A review of comparative studies. (1993)
Buysse, V., & Bailey, D. B.
This article examines research methodology, dependent measures, and programmatic variables used to analyze the effects of preschool integration of children with disabilities. Analysis provides support for the benefits of preschool integration with respect to social and other behavioral outcomes, though not for developmental outcomes over time. (Author/JDD)
Journal of Special Education, 26(4), 434-461.
The relationship between child characteristics and placement in specialized versus inclusive early childhood programs. (1994)
Buysse, V., Bailey, D. B., Smith, T . M., & Simeonsson, R. J.
Assessment of age, disability severity, developmental status, functional abilities, and behavioral characteristics of 162 children found that children enrolled in inclusive programs were more mildly disabled and functioned at higher levels than counterparts in programs exclusively for children with disabilities.
Topics in Early Childhood Special Education, 14(4), 419-435.
Setting effects on friendship formation among young children with and without disabilities. (2002)
Buysse, V., Goldman, B. D., & Skinner, M. L.
This study examined the effects of social setting on the friendship formation of 333 preschool children (120 with disabilities) enrolled in inclusive early childhood programs. Typically developing children in specialized classrooms had significantly more friends. In child care settings, however, there were no statistically significant differences in number of friendships.
Exceptional Children, 68(4), 503-17.
Friendship formation in inclusive early childhood classrooms: What is the teacher's role? (2003)
Buysse, V., Goldman, B. D., & Skinner, M. L.
This article discusses the findings of a study that examined strategies teachers use to promote friendship formation in inclusive early childhood settings. The study involved 25 general early childhood educators from 9 childcare centers and 20 early childhood special educators from 9 specialized programs. The teachers reported using the following strategies most frequently: providing sufficient free choice time, allowing children to form their own friendships, and commenting on the play between friends. They reported rarely arranging for children to play together outside of the classroom or allowing two friends to exclude other children from their play. They also reported being more active in the role of supporting friendships in which one or both children had special needs. The authors discuss the implications of these findings and present directions for future research.
Early Childhood Research Quarterly, 18(4), 485-501.
Models and styles of consultation: Preferences of professionals in early intervention. (1994)
Buysse, V., Schulte, A., Pierce, P., & Terry, D.
This study examined preferences for consultation models and styles among 67 professionals who worked in early intervention programs in Colorado. Participants preferred a collaborative approach involving shared responsibility across all stages of the consultation process and a directive style of sharing specific strategies to address the concerns of consultees.
Journal of Early Intervention, 18(3), 302-310.
Toward a definition of quality inclusion: Perspectives of parents and practitioners. (2001)
Buysse, V., Skinner, D., & Grant, S.
Interviews were conducted with 92 parents and practitioners to examine their views of quality inclusive child care. Findings confirmed the two-dimensional view of quality inclusion to encompass both general early childhood practices and individualization. For each dimension, program features, resources, strategies, and outcomes associated with high-quality inclusion are identified.
Journal of Early Intervention, 24(2), 146-161.
Quality of early childhood programs in inclusive and noninclusive settings. (1999)
Buysse, V., Wesley, P. W., Bryant, D. M., & Gardner, D.
This study assessed factors that contributed to global program quality in early childhood settings. The sample consisted of 180 community-based child care centers from 12 geographically and economically diverse regions in North Carolina. The Early Childhood Environment Rating Scale (ECERS) total mean score was used as the primary measure of global program quality. The study found that 62 (34%) of the early childhood programs reported enrolling at least one child with disabilities. The study also found that inclusive early childhood programs scored significantly higher on the ECERS overall than did noninclusive programs. Results of an Analysis of Covariance (ANCOVA) indicated three other predictors of global program quality: teacher education, professional experience, and teacher self-ratings of knowledge and skill.
Exceptional Children, 65(3), 301-314.
Implementing early childhood inclusion: Barrier and support factors. (1998)
Buysse, V., Wesley, P., & Keyes, L.
Examined the underlying factor structure of a rating scale to assess perceived barriers and supports for early childhood inclusion. Identified a single support factor and three barrier factors with adequate internal consistency: (1) program quality; (2) community resources; and (3) coordinating and integrating services for children with disabilities and their families. Barriers were similar for parents and professionals.
Early Childhood Research Quarterly, 13(1), 169-184.
Don't ask-don't tell: A reply to Giangreco. (1996)
Buysse, V., Wesley, P., Keyes, L., & Bailey, D.
This comment on "Extending the Comfort Zone to Include Every Child" (Giangreco, same issue) defends research on teachers' comfort levels with young children with disabilities. The importance of asking teachers about their concerns regarding inclusive placements in order to meet teachers' needs for information, training, and support is emphasized.
Journal of Early Intervention, 20(3), 209-210.
Assessing the comfort zone of child care teachers in serving young children with disabilities. (1996)
Buysse, V., Wesley, P., Keyes, L., & Bailey, D.
A study assessed the attitudes of 52 general early childhood teachers serving young children with disabilities in inclusive early childhood settings. Findings indicated teachers' comfort levels decreased as the severity of the child's disability increased and were lowest when the child had severe disabilities in leg functioning, muscle tone, and appropriate behavior.
Journal of Early Intervention, 20(3), 189-203.
Participation-based services: Promoting children's participation in natural settings. (2004)
Campbell, P.
This article focuses on promoting a child’s active participation in activities and routines that occur naturally in home and community settings. The author describes a series of steps that early intervention providers can use to collaborate with families and other caregivers, identify typical routines and activities, and provide services that promote active participation in a range of natural settings.
Young Exceptional Children, 8(1), 20-29.
Promoting Inclusion by Improving Child Care Quality in Inner-City Programs. (2005)
Campbell, P., Milbourne, S., Silverman, C., & Feller, N.
An innovative training program to improve the quality of child care for all children including those with disabilities was developed, implemented, and evaluated over a 5-year time span with child caregivers working primarily in inner city child care programs. A total of 283 directors and child caregivers participated in 1 of 15 courses that used the infant-toddler (n = 8) or preschool (n = 7) curricula of the training program. Each training curricula presented age-specific content in didactic class sessions scheduled across a 3- to 4-month time period. These class sessions were combined with three on-site consultation visits and an out-of-class assignment. Following participation in the training program, quality of care increased in infant-toddler and preschool classrooms. Before and after training, caregivers’ interactions with children were characterized as neither punitive nor detached but with only moderate levels of positive interaction and permissiveness.
Journal of Early Intervention, 28(1), 65-79.
Strengths-based child portfolios: A professional development activity to alter perspectives of children with special needs. (2001)
Campbell, S.
Forty-eight portfolio projects were completed by 65 urban, infant-toddler childcare workers who participated in a professional development program designed to increase the quality of childcare for children with and without disabilities. Results indicated a significantly higher number of strengths-based themes in child stories written after completion of the portfolio project.
Topics in Early Childhood Special Education, 21(3), 152-161.
Integration in early childhood programs in three countries. (1997)
Carlson, H. L., & Karp, J. M.
Using grounded theory to study programs integrating special needs children in preschool classrooms, this paper found that the core variable emerging from comparative analysis was the role of assistant teacher: across all programs, the assistant assumed a primary caregiver relationship with the child, engaged in teaming with other teachers, and interacted with parents in mutually supportive ways.
International Journal of Early Years Education, 5(2), 107-17.
Developmentally appropriate practice: A critical analysis as applied to young children with disabilities. (1995)
Carta, J. J.
Premises and misconceptions about developmentally appropriate practice (DAP) are discussed, along with how the premises and practices of DAP diverge from and overlap with recommended practices for early childhood special education. Instructional strategies that have been effective for teaching young children with disabilities and that follow DAP guidelines are presented.
Focus on Exceptional Children, 27(8), 1-14.
Inclusion and mainstreaming revisited-again. (Special Issue). (1997)
Carta, J. J. (Ed.).
This is the third special issue of TECSE devoted to the topic of mainstreaming/inclusion. Each of the six articles in this issue describes the results of an empirical study that examined factors affecting the integration of young children with disabilities into community-based programs.
Topics in Early Childhood Special Education, 17(3).
A preliminary study of inclusive special education services for infants, toddlers, and preschool-age children in California. (1998)
Cavallaro, C. C., Ballard-Rosa, M., & Lynch, E. W.
A survey of 43 early childhood special-education administrators in California found the programs for infants tended to be home-based, preschoolers with mild disabilities were frequently fully included, and preschoolers with severe disabilities and low-incidence disabilities were more often partially included or placed in special classes only.
Topics in Early Childhood Special Education, 18(3), 169-182.
Preschool inclusion. (1999)
Cavallaro, C. C., Haney, M.
This resource guide provides field-tested, research-based strategies for including young children with disabilities in early childhood programs. It is designed to help preservice and in-service educators, Head Start personnel, and child care providers with information to promote inclusion in children's earliest social and educational experiences. The introductory chapter provides background information on special education and a description of the philosophy and approach that guide the implementation of the CHIME model of inclusion of children with disabilities in early education programs. Chapter 2 discusses unique aspects of working with families in inclusive environments. In the third chapter, collaboration is discussed as one of the most important ingredients of successful inclusion. The remainder of the book provides guidelines and specific strategies, including assessment and observation; strategies for facilitating children's participation and social integration; daily activity planning to ensure that strategies are implemented consistently; strategies for supporting positive behavior (and prevention and dealing with difficult behaviors); and strategies for monitoring and evaluating children's progress. Case studies of four different children who were in the inclusion program at the CHIME institute are provided to illustrate inclusion strategies. Appendices include reproducible forms for assessment and planning and a list of resources.
Baltimore: Paul H. Brookes Publishing Co.
The essence of play: A child’s occupation. (1997)
Chandler, B. (Ed.).
Both theoretical and practical applications related to the essence of play are discussed in this presentation. It includes information on the following topics: play as an occupation and indicator of health, insights from the play of nonhuman primates, the anthropological study of play, infant play, a neurodevelopmental explanation of what happens when we play, play things such as toy use, accessibility, and adaptation, playmates, play environments, and treatments related to play.
Bethesda, MD: The American Occupational Therapy Association, Inc.
Early childhood teacher preparation in special education at 2- and 4-year institutions of higher education. (2005)
Chang, F., Early, D. M., & Winton, P. J.
The movement toward inclusion has made educating and caring for children with disabilities an increasingly critical part of the early education teacher’s role. The goal of this paper is to describe the extent to which early childhood teacher preparation programs are including early childhood special education/early intervention content and experiences as part of their core course and practicum requirements. A nationally representative survey of 438 chairs and directors of early childhood teacher preparation programs revealed that while a large proportion of programs consider early childhood special education/early intervention to be a part of the mission of their program, the amount of coursework and practicum experience vary considerably by content area and level of degree offered by the program. Implications are offered for policy and future research.
Journal of Early Intervention, 27(2), 110-124.
Small-group massed-trial and individually distributed-trial instruction with preschoolers. (1995)
Chiara, L., Schuster, J., Bell, J., & Wolery, A.
This study compared the effectiveness and efficiency of using a small-group massed-trial instructional format to an individually administered distributed-trial format, both using the constant time delay procedure, in teaching eight preschool children (including three with developmental disabilities) to name pictures. Although all subjects acquired the naming behaviors, the distributed instruction was slightly more efficient for six children.
Journal of Early Intervention, 19(3), 203-217.
Specialist certificate program: Preparing professionals to provide services in natural environments and inclusive settings. Final Report. (2001)
Chiarello, L. A., & Campbell, P.
This final report discusses the activities and outcomes of an interdisciplinary graduate program designed to prepare already licensed or certified physical therapists and occupational therapists for the full inclusion of students with disabilities in educational settings and for the full participation of infants, toddlers, and young children in natural settings. The program resulted in: (1) the certification of 25 physical therapists and 10 occupational therapists; (2) the development and evaluation of a related services certificate model; (3) the completion of a school-based practicum by 19 students, during which the students created individualized action plans and were paired with a professional mentor with complementary expertise; (4) the development and evaluation of the early intervention certificate model focused on providing pediatric therapy intervention in natural environments; and (5) a workshop for families interested in serving as mentors for the practicums, and the pairing of these mentors with 17 therapists to develop an understanding of the ways early intervention therapists can assist families and children in accessing and using community resources. Charts illustrating the certificate programs for school-based services and for early intervention services are provided, along with an article describing the early intervention certificate program ("Physical Therapist Education for Service in Early Intervention" from Infants and Young Children, Aspen Publishers; April 2000; 12(4): 63-76).
ERIC Document, ED471943.
Peer-mediated social interaction skills. (2000)
Choi, H.J.
Choi, H. J. This article discusses the difficulties that preschool children with disabilities have in interacting with their peers and favorably reviews a workshop package designed for educational staff in early childhood settings. "PEER IN" describes intervention strategies to improve social interaction skills between children with disabilities and typically developing peers.
International Journal of Disability, Development and Education, 47(1), 107-10.
Inclusion and development in the early years: Making inclusion conventional? (2005)
Clough, P., & Nutbrown, C.
This special issue of Child Care in Practice focuses on inclusive early childhood education and care. It highlights both global and local issues related to inclusion and discusses barriers as well as practices that promote the inclusion of all young children in high-quality preschool programs. The collection of articles offers a wide range of strategies for those who are pursuing the goal of providing all young children with equal opportunities to participate in their communities.
Child Care in Practice, 11(2), 99-102.
Empowerment and family support. (1995)
Cochran, M.
This is a compilation of the original, and highly regarded six issues of the Empowerment and Family Support Series bulletins circulated between 1989 and 1992. These bulletins were based on the single notion that healthy families are the cornerstone of healthy communities. Family strengths are identified through a myriad of circumstance, examples and data, but generally fall into the category that parents rate highly in importance as the most influential adults in the lives of children.
Ithaca, NY: Cornell University Press.
Individual differences in language delayed children's responses to direct and interactive preschool instruction. (1991)
Cole, K. N., Dale, P. S., & Mills, P. E.
This study compared the effects of 2 preschool curricula (Direct Instruction and Mediated Learning) on language development of 107 children with delayed language. No main effect differences were found between programs. Higher performing students on the pretest benefited more from Direct Instruction and lower performing students gained more from the Mediated Learning curriculum.
Topics in Early Childhood Special Education, 11(1), 99-124.
Effects of preschool integration for children with disabilities. (1991)
Cole, K. N., Mills, P., Dale, P., & Jenkins, J.
This study of 100 children with mild and moderate disabilities and 24 typically developing children found no main effect differences between integrated and segregated groups in a special education preschool program. Aptitude-by-treatment analyses revealed that higher performing students gained more from integrated classes, whereas lower performing students gained more from segregated classes.
Exceptional Children, 58(1), 36-45.
Consultation: Applications to early intervention. (1991)
Coleman, P. P, Buysse, V., Scalise-Smith, D. L., & Schulte, A. C.
There is a serious shortage of professionals who provide services to infants and toddlers with special needs and their families. The authors of this article describe the use of consultation as a possible service delivery option to use in early intervention. They include a case study of a child receiving early intervention services and provide examples of verbal consultation strategies to use with the family.
Infants and Young Children, 4(2), 41-46.
Consultation: Strategies to facilitate inclusion. (1998)
Conroy, M. A., Hales, C., & Handy, R.
Describes the implementation of a pilot program for proactive inclusion at East Tennessee State University Child Study Center. Focuses on program characteristics critical to inclusion, such as effective consultation strategies related to transitions, assessment and curriculum, and professional development; and family-centered services.
Dimensions of Early Childhood, 26(2), 13-18.
Adapting early childhood curricula for children in inclusive settings 4th ed. (1996)
Cook, R. E., Tessier, A., & Klein, M. D.
This text takes is meant to prepare future early childhood teachers to work effectively with infants and young children with disabilities. It is organized around the following four themes: how all young children learn, children in the context of their family, traditional developmental domains, and the need to take a synthesized view of the “whole” child. Every chapter includes examples of developmentally appropriate activity-based strategies for adapting curriculum to suit both children and their families. Chapters include: (1) Providing for Special Needs in Early Education: The Challenge; (2) In Partnership with Families; (3) Recognizing Special Needs and Monitoring Progress; (4) Developing Individualized Intervention Plans and Programs; (5) Implementing Intervention and Instructional Strategies; (6) Promoting Social and Emotional Development; (7) Helping Young Children Develop Motor Skills; (8) Nurturing Communication Skills; (9) Encouraging the Development of Cognitive Skills and Literacy; and (10) Providing Inclusion Support to Young Children with Special Needs in Community-Based Settings.
Englewood Cliffs, NJ: Prentice-Hall, Inc.
Adapting early childhood curricula for children in inclusive settings (6th Ed.). (2004)
Cook, R. E., Tessier, A., & Klein, M. D.
This text is meant to prepare future early childhood teachers to work effectively with infants and young children with disabilities. It is organized around the following four themes: how all young children learn, children in the context of their family, traditional developmental domains, and the need to take a synthesized view of the “whole” child. Each chapter includes examples of developmentally appropriate activity-based strategies for adapting curriculum to suit both children and their families. Chapters include: (1) Providing for Special Needs in Early Education: The Challenge; (2) In Partnership with Families; (3) Recognizing Special Needs and Monitoring Progress; (4) Developing Individualized Intervention Plans and Programs; (5) Implementing Intervention and Instructional Strategies; (6) Promoting Social and Emotional Development; (7) Helping Young Children Develop Motor Skills; (8) Nurturing Communication Skills; (9) Encouraging the Development of Cognitive Skills and Literacy; and (10) Providing Inclusion Support to Young Children with Special Needs in Community-Based Settings.
Englewood Cliffs, NJ: Prentice-Hall, Inc.
Embedding assessment of young children into routines of inclusive settings: A systematic planning approach. (2004)
Cook, R. J.
This article discusses a systematic approach to embedding child assessment practices into the daily routines of inclusive early childhood settings. It describes a process for reorganizing criterion-referenced assessment items, behavioral indicators, and state standards to better fit the typical routines and activities of a child's day.
Young Exceptional Children, 7(3), 2-11.
Starting where we can: Using action research to develop inclusive practice. (2004)
Cook, T.
This article discusses the Inclusive Practice Pilot Project (IPP), which was designed to develop more inclusive services for young children in one city in England. The project used an action research reflexive practice approach with practioners as a means to develop increased understanding linked to practice change. Both the catalysts for and barriers to the development of more inclusive practices are explored. The authors conclude that in order to successfully promoted more inclusive early childcare services, emphasis needs to be placed not only on technical and organizational change, but also on supporting changes in attitudes toward and understanding of inclusion.
International Journal of Early Years Education, 12(1), 1-16.
Group friendship activities: An easy way to develop the social skills of young children. (1996)
Cooper, C. S., & McEvoy, M. A.
Group friendship activities can help young children with disabilities in preschool programs develop social skills. Suggestions for successful implementation address the size of the group, activity length, choice of activity, selecting expressions of friendship, and participation of individual children.
Teaching Exceptional Children, 28(3), 67-69.
Developmentally appropriate practice and early childhood special education. (1995)
Copland, I.
Examines issues related to current practice in early childhood special education in light of developmentally appropriate practice (DAP). Focuses on the appropriateness of DAP principles to the education of young children with disabilities, specifically the importance placed on play in mainstream early education and whether this can be transferred successfully to special education programs.
Australian Journal of Early Childhood, 20(4), 1-4.
Collaborative consultation for speech-language pathologists. (1993)
Coufal, K.
This article offers a working definition and an overview of the critical components of collaborative consultation, including theoretical foundations, competencies, and model components. It focuses on the role of the speech language pathologist within various models and as a participant in a five-step problem-solving procedure.
Topics in Language Disorders, 14(1), 1-14.
Preparing practitioners for planning intervention for natural environments. (1997)
Cripe, J. W., & Venn, M. L
The purpose of this chapter is to enhance participants' capacity to implement recommended practices that ensure the development of child-initiated, family-guided, contingently responsive, functional, activity-based, and play-based intervention within natural settings. It discusses processes related to planning interventions and describes strategies for developing the knowledge base and the skills needed to implement these processes.
In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Reforming personnel preparation in early intervention: Issue models and practical strategies (pp. 337-362). Baltimore.
Family-guided routines for early intervention services. (1997)
Cripe, J. W., Hanline, M. F. Dailey, S. E.
This article provides basic steps to help care providers and service providers work collaboratively to implement a family-guided, routines-based approach to early intervention. The authors describe the following six steps: identify and use the general schedule of the day including typical routines; select preferred routines; build upon natural strategies used by the care provider; implement and discuss the plans with service providers; teach new strategies and model when appropriate; and monitor progress, revise, adjust and gather feedback. Specific examples and tables are included.
Young Exceptional Children, 1(1), 18-26.
Social behaviors of children with visual impairments enrolled in preschool programs. (1996)
Crocker, A. D., & Orr, R. R.
Comparison of the social interactions of nine children with visual impairments and a group of nine children with full sight found that children with visual impairments were capable of interacting with others, but there were differences in the frequency of social initiations and the targets of these initiations. Results support integration of preschool children with visual impairments.
Exceptional Children, 62(5), 451-462.
Elements of successful inclusion for children with significant disabilities. (2004)
Cross, A. F., Traub, E., Hutter-Pishgahi, L., & Shelton, G.
This article describes a study that was done to identify which of the practices used by specialists and early childhood education personnel were successful in promoting the inclusion of 7 young children with significant disabilities in typical preschool and childcare settings. The following 4 elements common to each of the research sites were identifed: attitudes, parent-provider relationships, therapeutic interventions, and adaptations. These elements were explored in depth in order to better understand essential practices that contribute to the successful inclusion of children with significant disabilities in the typical community childcare or preschool programs.
Topics in Early Childhood Special Education, 24(3), 169-183.
Enhancing the social interaction skills of preschoolers with visual impairments. (2002)
D'Allura, T.
A study involving nine preschool children with visual impairments found that following a cooperative learning strategy intervention in an integrated preschool, the children with visual impairments interacted with peers at levels comparable to those of sighted children, while those in the self-contained class maintained the same rate of interactions.
Journal of Visual Impairment & Blindness, 96(8), 576-84.
Family-centered functional therapy: A choice for children with motor dysfunction. (2001)
Darrah, J., Law, M., & Pollock, N.
This article discusses family-centered functional therapy, a model of practice for children with motor dysfunction based on tenets derived from family-centered philosophy and dynamic systems theory. This model stipulates that parents must be included in the identification of functional goals. Positive results of pilot work with 12 children are presented.
Infants and Young Children, 13(4), 79-87.
The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delays. (2001)
Daugherty, S., Grisham-Brown, J., & Hemmeter, M. L.
In the current study, a constant time delay (CTD) procedure was embedded in classroom activities and routines to teach counting to three preschool children with speech and language delays. CTD was effective in teaching numbers to all three children. One child out of two also was able to acquire non-target information.
Topics in Early Childhood Special Education, 21(4), 213-221.
Young children with special needs: A developmentally appropriate approach. (1998)
Davis, M. D., Kilgo, J. L., & Gamel-McCormick, M.
This book discusses the blending of early childhood education and early childhood special education disciplines to meet young children’s need for hands-on, interactive learning. It discusses a curriculum that reflects the social, emotional, physical and cognitive growth of children, and the importance of developmentally appropriate practice (DAP) in program development. Chapters include: (1) Early Childhood Education and Early Childhood Special Education: The Best of Both Worlds; (2) Developmentally Appropriate Practice: What It Is and How It Works; (3) Principles of Developmentally Appropriate Practice Applied to Young Children with Special Needs; (4) Assessment of Developmentally Appropriate Curriculum Programs for Young Children with Disabilities; (5) Using Individualized Plans as a Basis for Designing Developmentally Appropriate Learning Experiences for Young Children with Special Needs; (6) Using Principles of Developmentally Appropriate Practice to Make Decisions About the Learning Environment; (7) Using Principles of Developmentally Appropriate Practice to Make Decisions about Materials, Learning Centers, and Integrated Thematic Units; and (8) Using Developmentally Appropriate Practices to Make Decisions about Guiding the Behavior of Young Children.
Boston, MS: Allyn & Bacon.
Promoting prosocial behaviours among preschool children with and without disabilities. (1996)
Davis, M. T., et al.
An intervention using natural reinforcement and peer influence with three-person groups of preschoolers, each containing one child with a disability, was evaluated. The design of the intervention (multiple probes across subjects) was found to be effective in increasing the subjects' positive social initiations. Some generalization was also found. Variable response to the intervention indicated the need for individualization.
International Journal of Disability, Development and Education, 43(3), 219-246.
The role of child care professionals in placement and programming decisions for preschoolers with special needs in community-based settings. (1994)
DeHaas-Warner, S.
Notes that recommendations of preschool teachers are pivotal in creating a "goodness of fit" when placing special needs children. Discusses child, parent, and program considerations for placement decisions.
Young Children, 49(5), 76-78.
The administrator's role in making inclusion work. (2001)
Delaney, E. M.
Describes the role of early childhood education (ECE) administrator as a protagonist for inclusion of children with disabilities. Suggests this role entails laying the foundation for inclusion through articulating program philosophy, choosing the curriculum model, identifying appropriate instructional strategies, and arranging the environment. Implementing the program involves developing expert staff, creating professional growth opportunities, and recognizing family members' expertise.
Young Children, 56(5), 66-70.
"I wanted to see if we could make it work": Perspectives on inclusive childcare. (2000)
Devore, S., & Hanley-Maxwell, C.
A study explored how six child care providers who were included children with special needs are able to provide care on a daily basis. Factors included the providers' commitment, finding the balance between resources and needs, problem-solving with parents, access to emotional support and technical assistance, and access to other supports.
Exceptional Children, 66(2), 241-255.
Preschool children's concepts of disability in their peers. (1993)
Diamond, K. E.
A total of 28 nondisabled 4-year-olds in mainstream preschool classes explained the disabilities of 14 peers by referring to concepts of immaturity, accident, or adaptive equipment to account for the behavioral differences that they observed.
Early Education and Development, 4(2), 123-129.
Evaluating preschool children's sensitivity to developmental differences in their peers. (1994)
Diamond, K. E.
This study found first that an adaptation of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children exhibited construct validity and test-retest reliability in assessing preschool children's sensitivity to age-related differences in peers' developmental abilities. Second, children with disabilities were viewed as less competent on developmental tasks than classmates without disabilities.
Topics in Early Childhood Special Education, 14(1), 49-63.
Preschool children's conceptions of disabilities: The salience of disability in children's ideas about others. (1996)
Diamond, K. E.
Interviews with 46 nondisabled children (ages 3 to 6) in inclusive programs found that most children were aware of physical disability, half the children were aware of sensory disabilities, but no children expressed an awareness of Down syndrome. Children were most sensitive to effects of a physical disability on a child's motor performance.
Topics in Early Childhood Special Education, 16(4), 458-475.
Relationships among young children's ideas, emotional understanding, and social contact with classmates with disabilities. (2001)
Diamond, K. E.
Forty-five preschool children were interviewed and their classrooms observed to determine their ideas about helping others, their understanding of emotions, their acceptance of individuals with disabilities, and their social contact with classmates with disabilities. Children with social contact with disabled classmates had significantly higher scores on measures of emotional understanding and acceptance of children with disabilities.
Topics in Early Childhood Special Education, 21(2), 104-113.
Participation in inclusive preschool programs and sensitivity to the needs of others. (2000)
Diamond, K. E., & Carpenter, E. S.
This study compared attitudes about helping of preschool children (N=63) in either inclusive classes or classes for typically developing children. Children were interviewed and teachers rated each child's prosocial behaviors. Children in the inclusive classes received significantly higher helping strategy scores and were significantly more likely to refer to disability in their responses.
Journal of Early Intervention, 23(2), 81-91.
Children's perspectives on the roles of teachers and therapists in inclusive early childhood programs. (2000)
Diamond, K. E., & Cooper, D. G.
Examined typically developing children's ideas about the roles of the teachers, interventionists, and therapists in inclusive early childhood programs. Found that children not requiring therapists and interventionists did not know the names of specialists assisting their disabled peers. Children viewed teachers' roles as teaching children and therapists' roles as providing special services for a few students.
Early Education and Development, 11(2), 203-16.
Preschoolers' ideas about disabilities. (2005)
Diamond, K. E., & Huang, H.
This article discusses the ideas and attitudes that typically developing 3- to 5-year old children have about classmates with disabilities. The authors examine how parents, teachers, and experiences in inclusive preschool programs may affect children's perceptions and offer strategies for teachers to use to promote understanding and interaction between children with and without disabilities.
Infants & Young Children, 18(1), 37-46
Attitudes of parents of preschool children toward integration. (1994)
Diamond, K. E., & LeFurgy, W. G.
Assessed parents' attitudes toward integration or mainstreaming of children with developmental disabilities. Subjects had preschool children with and without disabilities enrolled in either integrated or self-contained classrooms. Found that, by the end of school year, parents whose children had participated in integrated programs held more positive attitudes toward integration than did parents whose children had not participated in integrated classes.
Early Education and Development, 5(1), 69-77.
Integrating young children with disabilities in preschool: Problems and promise. (1994)
Diamond, K. E., Hestenes, L. L., & O'Connor, C. E.
Reviews research concerning barriers to and benefits of integrating young children with disabilities into regular preschool programs. Discusses the effects of integrated programs on children without disabilities, critical integration issues, activity-based intervention, and implications for integrated programs.
Young Children, 49(2), 68-75.
Relationships between enrollment in an inclusive class and preschool children's ideas about people with disabilities. (1997)
Diamond, K. E., Hestenes, L. L., Carpenter, E. S., & Innes, F. K.
Comparison of children enrolled in regular (N=31) and inclusive (N=29) preschool programs found that children in inclusive settings had more knowledge of disabilities and gave higher acceptance ratings to children with and without disabilities than did children in regular preschool classes.
Topics in Early Childhood Special Education, 17(4), 520-536.
Increasing pretend toy play of toddlers with disabilities in an inclusive setting. (2004)
DiCarlo, C. F., & Reid, D. H.
This study looked at a program for promoting pretend toy play in young children with disabilities. Five participating 2-year olds were given choices of play centers which contained toys that tend to promote pretend play in typically developing toddlers. Classroom staff provided prompting and praise with resultant increases noted in independent pretend toy play in all of the children. In discussing these results, the authors focus on the importance of promoting play in toddlers with disabilities that is similar to the play of children without disabilities. They also discuss the need to identify critical aspects of the program that can be applied to inclusive early childhood settings.
Journal of Applied Behavior Analysis, 37(2), 197-207.
Embedding augmentative communication within early childhood classrooms. (2000)
DiCarlo, C., Banajee, M., & Buras-Stricklin, S.
This article first describes various augmentative communication systems including sign language, picture symbols, and voice output communication devices. It then explains ways to embed augmentative communication within four types of early childhood classroom activities: (1) special or planned activities, (2) meal time, (3) circle time, and (4) self-care routines.
Young Exceptional Children, 3(3), 18-26.
Growing with inclusion: A personal reflection. (2000)
Dickson, J.
Relates personal experiences to the challenges of the inclusive classroom. Details recommendations for inclusive classrooms, including the following: valuing each child's uniqueness; individualizing expectations and goals; adapting the classroom environment to support children's needs; tailoring staff responsibilities to support children's needs; and problem-solving with resource specialists, special educators, and parents.
Early Childhood Education Journal, 27(4), 251-254.
Supporting inclusion in community-based settings: The role of the "Tuesday morning teacher." (2000)
Dinnebeil, L. A., & McInerney, W. F.
This article discusses possible roles and responsibilities for itinerant teachers and makes recommendations about the kinds of preparation and support these teachers should receive to facilitate early childhood inclusion. The use of itinerant teachers to modify the physical environment, provide appropriate levels of support, and monitor children's progress is discussed.
Young Exceptional Children, 4(1), 19-26.
An analysis of the perceptions and characteristics of childcare personnel regarding inclusion of young children with special needs in community-based programs. (1998)
Dinnebeil, L. A., McInerney, W. F., C., & Juchartz-Pendry, K.
This study examined personnel characteristics associated with an interest in caring for young children with special needs. 400 early childhood personnel in northwestern Ohio were surveyed. Most respondents expressed an interest in providing inclusive childcare, but cited lack of knowledge as a concern.
Topics in Early Childhood Special Education, 18(2), 118-128.
Itinerant early childhood special education services: Service delivery in one state. (2001)
Dinnebeil, L. A., McInerney, W. F., Roth, J., & Ramaswamy, V.
A survey of 229 itinerant early childhood special education teachers found they mostly used direct service strategies. Teachers reported infrequent implementation of indirect services such as modeling intervention techniques and writing intervention plans for teachers or parents. Teachers reported being satisfied with their jobs and being welcomed in classrooms and homes.
Journal of Early Intervention, 24(1), 35-44.
Children enrolled in multiple programs: Characteristics, supports, and barriers to teacher communication. (1996)
Donegan, M. M., Ostrosky, M. M., & Fowler, S. A.
Questionnaire and interview results from 24 teachers of preschool children enrolled in both an early childhood special education program and another early childhood program, such as day care, indicated recognition of the need for staff communication across programs but great variation in the actual intensity and nature of such communication in practice.
Journal of Early Intervention, 20(2), 95-106.
Creating learning opportunities for students with severe disabilities in inclusive classrooms. (2003)
Downing, J.E., & Eichinger, J.
This article examines ways in which professionals can provide opportunities for children with severe disabilities to learn within general inclusive educational activities. Examples of ways that students can work on their individualized objectives in a variety of settings are provided.
Teaching Exceptional Children, 36 (1), 26-31.
The preschool checklist: Integration of children with severe disabilities. (1995)
Drinkwater, S., & Demchak, M.
This article presents and explains the Preschool Checklist, a measure that incorporates research-based guidelines for developing preschool programs that include children with severe disabilities. The checklist assesses four areas: (1) scheduling and instructional arrangements, (2) socialization and communication, (3) alternative communication; and (4) appearance of the child.
Teaching Exceptional Children, 28(1), 4-8.
Spatial density as a setting event for the social interaction of preschool children. (2004)
Driscoll, C., & Carter, M.
The effects of spatial density as a setting event on the social interaction of preschool children were examined in this review. A specific interest was the potential application of this setting event to children with special needs in inclusive settings. Twelve studies were examined, revealing a range of methodological and technical difficulties in the extant research. Several studies reported significant effects, but results were inconsistent and very limited research examining students with special needs is available. Several suggestions for future research are offered, including conduct of studies in typical preschool settings with representative group sizes, study of children with special needs, and use of research designs that allow idiosyncratic responses to interventions to be considered. Despite considerable recent interest and research on setting events, the body of research on spatial density is dated and methodologically problematic. It is suggested that renewed interest in this class of setting events might be appropriate.
International Journal of Disability, Development and Education, 51(1), 7-37.
Spatial density as a setting event for the social interaction of preschool children. (2004)
Driscoll, C., & Carter, M.
This review was done to examine the effects of spatial density as a setting event on the social interaction of preschool children. The researchers were specifically interested in looking at the potential application of this setting event to children with special needs in inclusive settings. A total of 12 studies were reviewed and found to have a range of methodological and technical difficulties. Several of these reported significant effects, but the findings were inconsistent and there was very limited research that included students with special needs. The researchers suggest that a renewed interest in this class of setting events might be appropriate and offer a number of suggestions for future research.
International Journal of Disability, Development and Education, 51(1), 7-37.
An experimental evaluation of positive behavior support in a community preschool program. (2004)
Duda, M.A., Dunlap, G., Fox, L., Lentini, R., Clarke, S.
This study was done to evaluate the effectiveness of positive behavior support (PBS) with two 3-year old girls in an NAEYC accredited community-based preschool program. The results showed fewer challenging behaviors and increased engagement for both of the children in two different group situations. The authors discuss these findings and suggest that further research needs to be done related to the efficacy and utilization of PBS with young children in typical childcare settings.
Topics in Early Childhood Special Education 24(3). 143-155.
Reinforcement in developmentally appropriate early childhood classrooms. (2000)
Duncan, T. K., Kemple, K. M., & Smith, T. M.
Examines the use of behavioral strategies in inclusive early childhood education settings, focusing on positive reinforcement. Notes that developmentally appropriate practice does not preclude the use of reinforcement as incentives. Describes different types of reinforcers and answers frequently asked questions about reinforcement strategies. Provides guidelines for using reinforcers effectively and for deciding when they are appropriate.
Childhood Education, 76(4), 194-203.
Proximal and distal features of day care quality and children's development. (1993)
Dunn, L.
Examined the efficacy of assessing proximal factors in day care, such as children's experiences, and distal factors, such as caregiver characteristics, in predicting children's development. Proximal and distal quality were equally effective predictors. The validity of the National Association for the Education of Young Children's guidelines on developmentally appropriate practice as a measure of proximal quality was tentatively supported.
Early Childhood Research Quarterly, 8, 167-192.
Occupational therapy. (1996)
Dunn, W
This chapter provides a historical and social/cultural overview of both occupational therapy and disabilities throughout the twentieth century, including early intervention. It describes the purpose of occupational therapy and how services are provided in relation to functional outcomes. Natural settings are discussed as compatible with an occupational therapy and service model as it relates to daily living and leisure activities. Early intervention services in community settings, assessment, key issues for participating on EI team, integrated services and daily routines are explored in detail in the remainder of the chapter.
Brookes Publishing Co.
Everyday children's learning opportunities: Characteristics and consequences. (2000)
Dunst, C. J.
This Children's Learning Opportunities Report presents findings from an intervention study examining the characteristics of everyday activity settings and learning opportunities related to improved child learning and parents' judgments of child progress.
Children's Learning Opportunities Report, Vol. 2, No. 1. Retrieved October 25, 2004.
http://www.everydaylearning.info/reports.php
Revisiting “rethinking early intervention". (2000)
Dunst, C. J.
Major components of the social support and social systems approach to early intervention are reviewed, reflections are presented, and the future use of the model are discussed. The paper concludes with an overview of a "third generation" model integrating new evidence for studying and practicing family systems intervention.
Topics in Early Childhood Special Education, 20(2), 95-104.
Family and community activity settings, natural learning environments, and children's learning opportunities. (1999)
Dunst, C. J., & Bruder, M. B.
Children's Learning Opportunities Early Childhood Research Institute staff conducted studies to learn more about how family and community life provides children different kinds of natural learning opportunities. Institute staff identify, develop, and evaluate ways of using family and community life as sources of children's learning opportunities for infants, toddlers, and preschoolers with or at-risk for delays in their development.
Children's Learning Opportunities Report, Vol. 1, No. 2. Retrieved October 25, 2004.
http://www.everydaylearning.info/reports.php
Increasing children’s learning opportunities in the context of family and community life. (1999)
Dunst, C. J., & Bruder, M. B.
The Children's Learning Opportunities Early Childhood Research Institute is a 5-year initiative funded by the U. S. Department of Education, Office of Special Education Programs. Institute staff identify, develop, and evaluating ways of using family and community life as sources of learning opportunities for infants, toddlers, and preschoolers with or at risk for delays in their development. Institute staff are especially interested in identifying everyday experiences that provide children learning opportunities strengthening child capabilities and promoting new competencies.
Children’s Learning Opportunities Report, Vol. 1, No. 1. Retrieved April 3, 2006.
http://www.everydaylearning.info/reports.php
Valued outcomes of service coordination, early intervention, and natural environments. (2002)
Dunst, C. J., & Bruder, M. B.
A survey of 879 early intervention program providers and parents investigated desired outcomes of service coordination, early intervention, and natural environments practices. Results found only two outcome categories (family satisfaction and improved family quality of life) were considered to be valued outcomes of all three services.
Exceptional Children, 68(3), 361-375.
Family life as sources of children's learning opportunities. (1999)
Dunst, C. J., & Hamby, D. W.
A national survey of more than 1,700 parents and other caregivers was conducted to learn about family life as sources of children's learning opportunities. The study is part of research being done by staff of the Children's Learning Opportunities Early Childhood Research Institute. Survey participants were asked about where their children's learning took place in their homes and as part of family routines, rituals, celebrations, and other kinds of everyday family experiences and opportunities. The Institute goal is to identify, develop, and evaluate ways of using family and community life as sources of learning activities and opportunities promoting child abilities.
Children's Learning Opportunities Report, Vol. 1, No. 3. Retrieved October 25, 2004.
http://www.everydaylearning.info/reports.php
Community life as sources of children's learning opportunities. (1999)
Dunst, C. J., & Hamby, D. W.
A national survey of more than 1,500 parents and other caregivers was conducted to learn about community life as sources of children's learning opportunities. The study is part of research conducted by the staff of the Children's Learning Opportunities Early Childhood Research Institute. Survey participants were asked about where their children's learning took place in their neighborhoods and as part of community routines, rituals, celebrations, and other kinds of everyday community experiences and opportunities. The Institute goal is to identify, develop, and evaluate ways of using family and community life as sources of learning activities and opportunities promoting child abilities.
Children's Learning Opportunities Report, Vol. 1, No. 4. Retrieved October 25, 2004.
http://www.everydaylearning.info/reports.php
Family-oriented program models and professional helpgiving practices. (2002)
Dunst, C. J., Boyd, K., Trivette, C. M., & Hamby, D. W.
This article discusses two studies that examined different models of family-oriented programs and two components of practitioner help-giving practices (relational and participatory). It was found that relational and participatory aspects of help-giving were practiced less often in professionally-centered programs than in family-centered programs. Family-centered programs were more likely to provide parents with (a) choices and options and (b) opportunities to be involved in both solutions to problems and acquisition of knowledge and skills that strengthen functioning. The authors discuss these findings in terms of the importance of the models used to structure social and human services program practices.
Family Relations, 51(3), 221-229.
Characteristics and consequences of everyday natural learning opportunities. (2001)
Dunst, C. J., Bruder, M. B., Trivette, C. M., Hamby, D., Raab, M., & McLean, M.
Relationships among different person and environment characteristics of everyday natural learning opportunities and changes in child learning, behavior and performance were examined in a study with 63 parents and their infants, toddlers, and preschoolers with disabilities or delays. Findings showed that learning opportunities that were interesting, engaging, competence producing, and mastery-oriented were associated with optimal child behavioral change.
Topics in Early Childhood Special Education, 21(2), 68-92.
Natural learning opportunities for infants, toddlers, and preschoolers. (2001)
Dunst, C. J., Bruder, M. B., Trivette, C. M., Raab, M., & McLean, M.
This article provides practitioners a framework for using everyday family and community learning activities as a way of increasing learning opportunities for infants, toddlers and preschoolers. The framework includes four steps. Step one describes a procedure for identifying the sources of children's learning opportunities. Step two illustrates how a family and practitioner can work together to choose natural learning environments as sources of learning opportunities. Step three describes how an intervention plan is developed for increasing children's learning opportunities in the context of everyday family and community life. Step four describes how a plan can increase learning opportunities in the context of everyday family and community life.
Young Exceptional Children, 4(3), 18-25.
Everyday family and community life and children’s naturally occurring learning opportunities. (2000)
Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M., & Bruder, M. B.
National surveys of nearly 3,300 parents (and other caregivers) of infants, toddlers, and preschoolers with or at risk for developmental delays were conducted to ascertain the sources of naturally occurring learning opportunities afforded young children in the context of family and community life. One group of parents completed a survey about family life as sources of learning opportunities (N = 1723), and another group completed a survey of community life as sources of learning opportunities (N = 1560). Confirmatory factor analysis indicated that both family and community life were each made up of 11 different categories of learning opportunities. Results indicate the 22 categories provide a framework for recognizing and identifying sources of learning opportunities that give children a rich array of experiences constituting natural learning environments.
Journal of Early Intervention, 23(3), 151-164.
Interest-based natural learning opportunities. (2000)
Dunst, C. J., Herter, S., & Shields, H.
This monograph focuses on effective and doable teaching strategies for young children with special needs. The volume's eight articles highlight teaching practices for a variety of curriculum content, including (1) approaches for working with families of young children who have special needs; (2) tips and techniques that can be used in classrooms or other intervention settings; (3) benefits of teacher/child conversations; and (4) advantages of providing ample practice opportunities.
In S. Sandall & M. Ostrosky (Eds.), Natural environments and inclusion: (pp. 37-48), Young Exceptional Children Monograph Series, No. 2. Denver, CO: Division for Early Childhood of the Council for Exceptional Children.
Mapping community-based natural learning opportunities. (2001)
Dunst, C. J., Herter, S., Shields, H., & Bennis, L.
This article explains the use of a community mapping methodology to identify natural learning environments and inclusion opportunities for young children with disabilities. Four steps are discussed: (1) selecting kinds of learning opportunities for mapping; (2) gathering information about community learning sources; (3) developing an informational database; and (4) using the maps to involve children in community learning.
Young Exceptional Children, 4(4), 16-25.
An evidence-based approach to documenting the characteristics and consequences of early intervention practices. (2002)
Dunst, C. J., Trivette, C. M., & Cutspec, P. A.
The purposes of this paper are (1) to describe the key features of an evidenced-based approach to documenting the characteristics and consequences of environmental interventions, and (2) to illustrate the use of this approach in identifying and isolating practice characteristics that are related to the variations in observational outcomes.
Centerscope, Vol. 1, No 2. Retrieved April 3, 2006.
http://www.evidencebasedpractices.org/centerscope/centerscopevol1no2.pdf
Young children’s participation in everyday family and community activity. (2002)
Dunst, C. J., Trivette, C. M., Hamby, D., Raab, M., & Bruder, M. B.
This article discusses a study that looked at the participation patterns of children birth to 6 years of age in everyday family and community activities. Parents or other primary caregivers were asked to complete a survey of either family life or community life as sources of their children’s everyday learning opportunities and experiences. The study identified rates of children’s participation at different ages in 50 family activities and 50 community activities. Results were analyzed in terms of similarities and differences in participation patterns. The findings suggest that everyday family and community activities can be used to provide rich learning opportunities that enhance children’s development.
Psychological Reports, 91, 875-897.
Contrasting approaches to natural learning environment interventions. (2001)
Dunst, C. J., Trivette, C. M., Humphries, T., Raab, M., & Roper, N.
A three-dimensional model is used to compare various approaches to natural environment interventions. The model distinguishes between practices that are contextually or noncontextually based, adult or child directed, and practitioner or nonpractitioner implemented. One approach (practitioner implemented, adult directed) has increasingly been emphasized to the exclusion of other methods.
Infants and Young Children, 14(2), 48-63.
Supporting and strengthening families, Volume 1: Methods, strategies and practice. (1994)
Dunst, C., Trivette, C. & Deal, A.
This book updates and elaborates upon the practices described in Enabling and Empowering Families, published in 1988. Chapters include: Part I: Introduction; (1) Enabling and Empowering Families; (2) Meaning and Key Characteristics of Empowerment. Part II: Family Support Programs; (3) Aims and Principles of Family Support Programs; (4) Supporting and Strengthening Family Functioning: Toward a Congruence Between Principle and Practice. Part III: Individualized Family Support Plans; (5) A Flexible and Functional Approach to Developing Individualized Family Support Plans; (6) A Family-Centered Approach to Developing Individualized Family Support Plans. Part IV: Family Needs, Strengths, and Resources; (7) Needs-Based Family-Centered Intervention Practices; (8) Measuring the Adequacy of Resources in Households with Young Children; (9) Strengths-Based Family-Centered Intervention Practices; (10) Assessing Family Strengths and Capabilities; (11) Resource-Based Family-Centered Intervention Practices; (12) Measuring Social Support in Families with Young Children with Disabilities. Part V: Effective Help-Giving Practices; (13) What is Effective Helping?; (14) Characteristics of Effective Help-giving Practices; (15) Empowering Case Management Practices: A Family-Centered Perspective; (16) Parent-Professional Collaboration an Partnership; (17) Help-Giving Practices and the Self-Efficacy Appraisals of Parents. Part VI: General Conclusion; (18) Final Thoughts Concerning Adoption of Family-Centered Intervention Practices.
Cambridge, MA: Brookline Books, Inc.
Enabling and empowering families: Principles and guidelines for practice. (1988)
Dunst, C., Trivette, C., & Deal, A.
This book was written for practitioners who are working with families, but have inadequate training in family systems assessment and intervention. It is meant to enhance professionals' ability to help families identify their needs, locate formal and informal resources and supports, and effectively access these resources. Chapters include: (1) Introduction; (2) Needs, Aspirations, and Family Functioning; (3) Help-Giver Behavior and Family Functioning; (4) Intervention Principles and Operatives: Linking Theory, Research, and Practice; (5) A Family Systems Asessment and Intervention Model; (6) Case Studies; and (7) Family-Level Intervention Plans.
Cambridge, MA: Brookline Books, Inc.
Developing individualized education programs for children in inclusive settings: A developmentally appropriate framework. (2000)
Edmiaston, R., Dolezal, V., Doolittle, S., Erickson, C., & Merritt, S.
Presents a developmentally appropriate framework reflecting the constructivist orientation of early childhood education to guide development of IEP goals and objectives for young children with disabilities. Discusses problems teachers encounter with IEPs, including defining skills too narrowly, not considering the time factor, and isolating the child. Presents sample goals and objectives for a child based on proposed IEP framework.
Young Children, 55(4), 36-41.
Parental reports of community activity patterns: A comparison between young children with disabilities and their nondisabled peers. (1995)
Ehrmann, L., Aeschlelman, S. R., & Svanum, S.
Parents of 82 children with disabilities and 132 children without disabilities, ages 2 through 5, completed questionnaires that assessed frequency of child participation in age-appropriate community activities and the parental experience of introducing the child to community settings. Overall, parents of children with disabilities reported participation in fewer community activities than parents of children without disabilities.
Research in Developmental Disabilities, 16(4), 331-343.
A community assessment of preschool providers' attitudes toward inclusion. (1995)
Eiserman, W. D., Shisler, L., & Healey, S.
Inclusion attitudes of 220 preschool teachers and administrators representing private preschools, Head Start classes, and Chapter 1 programs were assessed. Respondents held moderately positive attitudes toward inclusion. Attitudes toward serving children with diverse disabilities and special needs, and perceived needs in doing so, were also determined.
Journal of Early Intervention, 19(2), 149-167.
Promoting interactions among preschoolers with and without disabilities: Effects of a buddy skills-training program. (1997)
English, K., Goldstein, H., Shafer, H., & Kaczmarek, L.
A study of four children with disabilities and six children without disabilities in an integrated preschool investigated the effects of pairing children with disabilities with trained peers for school activities and teaching interaction skills to all the children. Results found interactions between the children significantly increased after training.
Exceptional Children, 63(2), 229-243.
Inclusion and classroom membership in early childhood. (2000)
Erwin, E. J., & Guintini, M.
A study examined classroom membership in an early childhood setting which included a 3-year-old boy with multiple disabilities. Interpersonal interactions with peers and practices that contributed to building community are discussed. Findings revealed that there were deliberate and ongoing efforts to create a strong sense of community within the classroom.
International Journal of Disability, Development and Education, 47(3), 237-57.
Fostering democratic values in inclusive early childhood settings. (1997)
Erwin, E. J., & Kipness, N. A.
Examines the role of democracy in education and its importance in early childhood education programs, including benefits to children. Discusses implications for early childhood education programs that include children with disabilities, makes suggestions for promoting democracy in inclusive early childhood environments, and identifies considerations in determining the appropriateness of practices for children with disabilities.
Early Childhood Education Journal, 25(1), 57-60.
A qualitative study of social dynamics in an inclusive preschool. (1999)
Erwin, E. J., Alimaras, E., & Price, N.
Describes a study exploring the social dynamics within a typical preschool classroom that included a 3-year-old with severe visual impairments. Notes that this child was an active participant in shared social experiences with his peers, which contributed to his membership and acceptance. Discusses adult mediation and interpretation of the environment, offering suggestions for future research.
Journal of Research in Childhood Education, 14(1), 56-67.
Representing young children with disabilities in classroom environments. (2000)
Favazza, P. C., LaRoe, J., Phillipsen, L., & Kumar, P.
The Inventory of Disability Representation was administered to 92 teachers representing kindergarten, community child care, or preschool settings. Low scores across settings indicated that classrooms typically do not have materials that represent or depict children with diverse abilities. Reasons cited by teachers are noted, as are benefits resulting from the depiction of all children in early childhood classrooms.
Young Exceptional Children, 3(3), 2-8.
Assessment of young children with special needs: Foundations for tomorrow. (2000)
Fewell, R. R.
This article begins with the state of assessment of young children with special needs in the 1960s and traces changes through the end of the century. The embrace of multiple assessment measures, including standardized, norm-referenced measures and informal, functional measures is discussed and development of ecologically valid assessments is explained.
Topics in Early Childhood Special Education, 20(1), 28-42.
Mainstreaming revisited. [Special issue]. (1990)
Fewell, R. R. (Ed.)
This special issue revisits the topic of mainstreaming, almost 10 years after an earlier special issue on the topic. It focuses what has been learned, the challenges for the 1990s, and the implications of the passage of Public Law 99-457.
Topics in Early Childhood Special Education, 10(2).
The relationship between time in integrated environments and developmental gains in young children with special needs. (1990)
Fewell, R. R., & Oelwein, P. L.
The study with 135 children (3-12 years of age) with Down syndrome or other developmental disabilities found no significant differences in rate of gain across six domains when the amount of time in mainstreamed environments was varied. Down syndrome subjects improved expressive language skills most at sites with no integration.
Topics in Early Childhood Special Education, 10(2), 104-116.
Routines of daily living and rituals in family life: A glimpse at stability and change during the early child-raising years. (2002)
Fiese, B. H.
Routines and rituals provide stability and predictability and are associated with child well being and family satisfaction. This article explores communication, commitment and continuity as three dimensions of routines and rituals. Meaningful and enduring rituals are described as ones that families define for themselves. The authors explain how routines can ease stress and provide a sense of belonging. The Family Ritual Questionnaire is explored as a tool for assessment.
Zero to Three, 22(4), 10-13.
Children's play, teacher-child interactions, and teacher beliefs in integrated early childhood programs. (1994)
File, N.
This study examined the cognitive and social complexity of the play of children with disabilities enrolled in integrated early childhood programs and their interaction with teachers. The author found that teachers were more likely to support the cognitive aspects of children’s play than the social aspects, despite their belief that disabled children lagged behind their typically developing peers in the acquisition of social skills.
Childhood Research Quarterly, 9(2), 223-240.
The relationship of program quality to children's play in integrated early intervention settings. (1993)
File, N., & Kontos, S.
Twenty-eight children with and without disabilities were observed during free play in integrated early childhood programs, and associations among program quality indicators and children's play were analyzed. The study attempted to predict dynamic/process measures of program quality (teacher behavior) from global and structural measures of quality and to predict children's behavior.
Topics in Early Childhood Special Education, 13(1), 1-18.
Promoting children's conversations during play with adult prompts. (1999)
Filla, A., Wolery, M., & Anthony, L.
Two interventions (environmental modification and adult prompting) were evaluated for promoting conversations between three preschoolers with and six without disabilities. Three conditions were used: classroom baseline, theme boxes, and system of least prompts. Use of the system of least prompts produced increases in rates of conversation, turns per conversation, and rate of initiations without responses.
Journal of Early Intervention, 22(2), 93-108.
Inclusion, one step at a time: A case study of communication and decision making across program boundaries. (1997)
Fink, D., & Fowler, S.
Describes how a public school district relocated one of its early childhood special education classrooms to a private childcare facility in order to enable social interaction with typically developing children. Communication and decision making about classroom, visits across programs, the dually enrolled children, and jointly planned activities.
Topics in Early Childhood Special Education, 17(3), 337-362.
The first installment of a serial novel on inclusive practices: Tell me more. (1999)
Fowler, S. A.
This commentary on a previous article (Odom 1999) that investigated 16 inclusive programs in 4 regional U. S. locations notes the omission of information about the quality of services, providers' perspectives, the extent to which what practitioners say corresponds with classroom practice, and range of special services delivered.
Journal of Early Intervention, 22(3), 203-04.
Embarking on integration of preschool programs: Creating positive change. (1997)
Frankel, E. B., & McKay, D.
Presents a case study of the process of change as two university-based child care programs move toward full inclusion of special needs children. Describes the critical patterns of change that emerged, focusing on the impact of change on staff and program. Highlights themes of change that indicate there are some conditions necessary for change to be lasting and effective.
Early Child Development and Care, 138, 57-70.
Differential effects of structured social integration and group friendship activities for promoting social interaction with peers. (1999)
Frea, W., Craig-Unkefer, L., Odom, S. L., & Johnson, D.
A study compared the effects of social integration activities and group friendship activities in enhancing social relations with two preschoolers with disabilities in two inclusive classrooms. Results indicated differential benefits across the two approaches, suggesting a need to tailor the selection of interventions to the individual child's characteristics and interests.
Journal of Early Intervention, 22(3), 230-242.
Teachers and inclusion: Perspectives on changing roles. (1997)
Gallagher, P. A.
A study investigated eight preschool special educators' evolving views of their changing needs and responsibilities during their first year as facilitators of inclusion into community settings of children with disabilities. Results found the teachers became much more specific in expressing their roles and needs as they gained experience.
Topics in Early Childhood Special Education, 17(3) 363-386.
The social construction and subjective reality of activity settings: Implications for community psychology. (1993)
Gallimore, R., Goldenberg, C. N., & Weisner, T. S.
This article discusses the idea that activity settings are, to some extent, social constructions of the participants involved. A number of ecological, cultural, interactional, and psychological factors contribute to the socially constructed meaning of a particular activity setting. These factors can be examined both directly and indirectly, in terms of personnel, cultural values, tasks, scripts for conduct, and motives and purposes of the actors. Examples and extensions to community psychology are drawn from research that has been done with the following populations: Native Hawaiian children and families, Spanish-speaking children and Mexican and Central American immigrant parents, European American families with a developmentally delayed child, and European American families who intentionally adopted non-conventional child-rearing values and practices.
American Journal of Community Psychology, 21(4), 537-559.
Family responses to young children with developmental delays: Accommodation activity in ecological and cultural context. (1993)
Gallimore, R., Weisner, T., Bernheimer, L., Guthrie, D., & Nihira, K.
Euro-American families (n=102) of young children with developmental delays reported substantial accommodation activity and proactive efforts to sustain a family environment. Accommodation variables included family subsistence and finances, accessibility of services, home and neighborhood safety, domestic workload, child care tasks, child play groups, marital role relationships, social support, father's role, and information sources.
American Journal of Mental Retardation, 98(2), 185-206.
Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. (2002)
Garfinkle, A. N., & Schwartz, I. S.
The effectiveness of a peer imitation intervention with three preschool children with autism and one with developmental delays was studied. Results indicated participants increased peer imitation behaviors in small group and free play settings. Increases were also seen in social behavior and in levels of nonsocial engagement.
Topics in Early Childhood Special Education, 22(1), 26-38.
Preparing early childhood educators for inclusive programs: A call for professional unification. (1997)
Gargiulo, R. M., Sluder, L. C., & Streitenberger, D.
Discusses the increasing responsibility of teacher educators to prepare individuals who can effectively serve young children in inclusive settings. Maintains that a unified teacher training program that prepares professionals to serve all young children holds strong promise for improving the delivery of services.
Early Childhood Education Journal, 25(2), 137-39.
The impact of early intervention legislation: Local perceptions. (1998)
Garrett, J. N., Thorp, E. K., Behrman, M. M., & Denham, S. A.
Twenty-eight local interagency coordinating council (LICC) coordinators were surveyed on their perceptions of the implementation of early intervention legislation. Participants reported positive local impact in the areas of family-centered services and service coordination, improved childfind, funding, networking, and developmental outcomes. Negative effects included increased paperwork and reduction in "at-risk" services.
Topics in Early Childhood Special Education, 18(3), 183-190.
The development of a bachelors degree in early childhood education: Preparation for teaching inclusive education. (1999)
Gelfer, J., Filler, J., & Perkins, P.
Discusses the need for a unified curriculum to meet needs of all young children in inclusive settings and describes development of an early-childhood teacher's preparation program offering a comprehensive curriculum collaboratively between a university and a community college in Nevada. Presents program's requirements, goals, and stages of development.
Early Child Development and Care, 154, 41-48.
Preschool teachers' perceptions of including children with disabilities. (1994)
Gemell-Crosby, S., & Hanzlik, J. R.
Analysis of questionnaire responses from 71 preschool teachers found that the more satisfied teachers were with the level of support and training they received regarding inclusion of children with disabilities, the more positive were their attitudes toward the inclusion concept. Self-perceptions of competency were also related to positive attitudes toward inclusion and support and training received.
Education and Training in Mental Retardation and Developmental Disabilities, 29(4), 279-290.
Emergent literacy in an early childhood classroom: Center learning to support the child with special needs. (1999)
Genisio, M., & Drecktrah, M.
Acknowledges that children with special needs flourish and benefit from early-childhood environments that empower learning. Discusses center learning, which allows children to be actively engaged in self-directed learning based on strength, ability, and interest. Suggests that center learning can enhance aspects related to emergent literacy development and is limited only by the imagination of early-childhood educators.
Early Childhood Education Journal, 26(4), 225-231.
Critical incident reporting: A procedure for monitoring children's performance and maximizing progress in inclusive settings. (1998)
Gettinger, M., & Stoiber, K. C.
Using a systematic storytelling procedure-termed critical incident recording a-teacher-as-researcher model was implemented with staff in early childhood centers that include children with disabilities. The approach encourages teachers to conduct a critical analysis of children's performance and of environmental variables that contribute to children's progress. The procedure also contributes to teachers' professional development by encouraging reflection and thoughtful practice.
Early Childhood Education Journal, 26(1), 39-46.
Collaborative investigation of inclusive early education practices: A blueprint for teacher-researcher partnership. (1999)
Gettinger, M., Stoiber, K. C., & Lange, J.
This article describes the rationale, development, and first-year implementation of Wisconsin's Preschool Action Research and Development Initiative, a school-university partnership that creates opportunities for researchers and teachers to work collaboratively while examining issues related to early childhood inclusion. Findings on the impact on teachers' (n=38) practices are discussed.
Journal of Early Intervention, 22(3), 257-265.
Review of social interaction measures in infants and preschool children. (1998)
Ghuman, J. K., Peeples, C. D., & Ghuman, H. S.
A review of 36 social interaction measures found that there are no measures available to evaluate infants and preschool children's basic capacity for social interaction. The available measures are described and grouped into parent-child interaction, social skills, social competence, play, adaptive behavior, communication, general development, and problem behavior measures.
Infants and Young Children, 11(2), 21-44.
Making related service decisions for students with severe disabilities: Roles, criteria, and authority. (1990)
Giangreco, M.
The study identified the similarities and differences among the self-reported perceptions of 312 parents and professionals regarding roles, criteria, and authority used for making decisions on the provision of occupational, physical, and speech/language therapy as related services for students with severe disabilities.
Journal of the Association for Persons with Severe Handicaps, 15(1), 22-31.
Extending the "comfort zone" to include every child. (1996)
Giangreco, M. F.
Comments on "Assessing the Comfort Zone of Child Care Teachers in Serving Young Children with Disabilities" (Buysse and others, same issue) and questions using children's characteristics as the basis for determining teachers' comfort levels. The possible use of comfort level data in denying access to educational placements is discussed.
Journal of Early Intervention, 20(3), 206-208.
Planning for Andrew: The use of COACH and VISTA in an inclusive preschool program. (1998)
Giangreco, M. F., Whiteford, T., Whiteford, L., & Doyle, M. B.
This case study chronicles the use of two educational planning tools, COACH (Choosing Outcomes and Accommodations for Children) and VISTA (Vermont Interdependent Services Team Approach) for a 4-year-old with Down syndrome who attends a general education preschool. The decision-making process and follow-up interviews are described, illustrating the benefits and limitations of these approaches at the preschool level.
International Journal of Disability, Development and Education, 45(4), 375-396.
Common professional practices that interfere with the integrated delivery of related services. (1991)
Giangreco, M., Edelman, S., & Dennis, R.
Presents professional practices believed to facilitate the integrated delivery of related services, as well as those believed to interfere with it. Discusses extent to which parents and general education teachers report a lack of critical information about the provision of related services and implications pertaining to personnel preparation, supervision of staff, advocacy, and collaborative teamwork.
Remedial and Special Education, 12(2), 16-24.
Helping or hovering? Effects of instructional assistant proximity on students with disabilities. (1997)
Giangreco, M., Edelman, S., Luiselli, T. E., MacFarland, S.
Observations and interviews in 16 classrooms concerning proximity of instructional assistants to students with disabilities found: (1) interference with general educator responsibility; (2) separation from classmates; (3) dependence on adults; (4) impact on peer interactions; (5) limitations on receiving competent instruction; (6) loss of personal control; (7) loss of gender identity; and (8) interference with instruction of other students.
Exceptional Children, 64(1), 7-18.
Patterns of adult-child linguistic interaction in integrated day care groups. (2000)
Girolametto, L., Hoaken, L., Weitzman, E., & van Lieshout, R.
This study investigated the language input of eight childcare providers to eight young children with developmental disabilities and language delay in day care contexts. Findings indicated that language input addressed to these children was directive and not finely tuned to their expressive language levels. Also, these children interacted infrequently with the adult or with other children.
Language, Speech, and Hearing Services in Schools, 31(2), 155-168.
Interactive focused stimulation for toddlers with expressive vocabulary delays. (1996)
Girolametto, L., Pearce, P., & Weitzman, E.
This study explored effects of training 25 mothers to administer focused intervention to teach specific target words to their toddlers with expressive vocabulary delays. Following treatment, mothers' language input was slower, less complex, and more focused. The children used more target words, more words during play, and had larger vocabularies than a control group.
Journal of Speech and Hearing Research, 39(6), 1274-1283.
Use of peers as change agents in communicative interactions with preschoolers with disabilities. (1995)
Goldstein, H., English, H., Shafer H., & Kaczmarek, L.
A peer intervention program to improve communicative interaction and social integration of preschoolers with moderate developmental disabilities is described. Children without disabilities are taught facilitative strategies which are not particularly intrusive and do not obligate responses by the disabled child. The facilitative strategies capitalize on interaction skills common to the communication and play repertoires of typical preschoolers.
Preventing School Failure, 39(4), 16-20.
Interaction among preschoolers with and without disabilities: Effects of across-the-day peer intervention. (1997)
Goldstein, H., English, H., Shafer H., & Kaczmarek, L.
Eight preschoolers with moderate developmental disabilities were paired with typically developing peers who had been taught simple strategies to facilitate communicative attempts. Consistent improvements in social interaction by trained peers and target children were demonstrated. These improvements generalized when trained peers were assigned to different target children.
Journal of Speech, Language, and Hearing Research, 40(1), 33-48.
Developmentally appropriate environments for children with special needs. (1993)
Graham, M. A., & Bryant, D. M.
This article presents a variety of strategies for adapting learning environments to meet the needs of all young children, including children with special needs. Based on research of how children learn most effectively from both the early childhood literature and from special education studies, the authors discuss the following aspects of adapting environments to meet the capabilities and needs of all young children: ratios and group size, structure, curriculum, integration of special therapies, interest areas, environmental assessment, role of the family, multicultural adaptations, transitions, promoting of social interactions, health and safety, outdoor environments, and personnel standards and competencies.
Infants and Young Children, 5(3), 31-42.
Inclusion, impact and need: Young children with a visual impairment. (2005)
Gray, C.
In the past decade there has been a growing impetus to include children with special needs in typical educational classrooms. However, there is very little research available about the needs of children with visual impairments (VI) in preschool settings. This paper describes a study that explored this topic by examining the perceptions and experiences of parents, young children with visual impairments, and early childhood professionals. The findings demonstrate that there has been a recent increase in the number of children with VI in early care settings in Northern Ireland. The interviewees were generally committed to the idea of inclusive education, but were concerned about the lack of training available for staff in the area of VI. They were also critical of specialist schools in Northern Ireland for failing to offer a full range of educational opportunities to children with VI.
Child Care in Practice, 11(2), 179-190.
The least restrictive environment: Longitudinal trends. (2004)
Green, T. M.
This study examined the percentage of time that children with individualized education plans (IEPs) were removed from general education settings. Six years worth of data were gathered on 2, 020 students who had been identified as have either a learning, mental or behavior disability. The data set was analyzed for trends on average removal time during the six years and for trends across the six years using ethnic, gender, disability, grade level, and school district size as independent variables. Analyses were also done on grade level during the first year of the study to look at the effects of grade level over the six years. Results demonstrated that children in preschool and kindergarten during the first year of the study spent significantly more time in special education than students who were in first through third grades, fourth through sixth grades, and seventh grade and above. The least restrictive environment (LRE) in the first year of the study was similar to the LRE in the sixth year. Analyses using between groups measures demonstrated significant results on the demographic characteristics of district size, ethnic group, disability category, and grade levels. Trends showing more time in general education were limited to a few specific categories. The findings suggest that the best predictor of percentage of time removed from the general education setting after six years in a special education program was the LRE during the first year.
Dissertation Abstracts International Section A: Humanities and Social Sciences, 64(8-A), 2840.
The project approach in inclusive preschool classrooms. (1997)
Greenwald, C., & Hand, J.
Describes a project approach in inclusive classrooms which balances the needs of children with and without developmental delays and provides effective and efficient learning. Provides guidance in choosing the project topic, introducing ideas, implementing project activities, completing the project, and evaluating the experience.
Dimensions of Early Childhood, 25(4), 35-39.
Transdisciplinary activity-based assessment for young children with multiple disabilities. (2000)
Grisham-Brown, J. L.
Discussion of transdisciplinary activity-based assessment for young children with multiple disabilities focuses on application of assessment results to program planning for inclusion of these children in typical early childhood classes. Assessment steps are detailed and a sample assessment protocol is included. A case study is used to illustrate the process.
Young Exceptional Children, 3(2), 3-10.
Using an embedding strategy to teach preschoolers with significant disabilities. (2000)
Grisham-Brown, J. L., Schuster, J. W., Hemmeter, M. L., & Collins, B. C.
This study discusses the impact of using an embedded skill approach to teach preschoolers with significant disabilities, as well as the impact of using paraprofessionals to implement the approach within inclusive preschool programs. Response prompting procedures within an embedded sill approach were used to teach four children with significant disabilities two target skills during three preschool activities. All of the children made progress above baseline performance and all demonstrated consistency in the performance of the target skills across at least two of the three activities. Data also indicated that paraprofessionals implemented the procedures with a high degree of accuracy. These findings are discussed in the context of teaching children with disabilities in inclusive early childhood settings.
Journal of Behavioral Education, 10(2-3), 139-162.
Blended practices for teaching young children in inclusive settings. (2005)
Grisham-Brown, J., Hemmeter, M.L., & Pretti-Frontczak, K.
This book provides an innovative approach to preparing future early childhood educators. It addresses the fact that most early childhood educators will work in inclusive settings and blends research from the fields of early childhood education and early childhood special education. It also encourages practices that blend a variety of evidence-based, effective approaches to meet the diverse needs of young children with and without disabilities.
Baltimore: Paul H. Brookes Publishing Co.
Promoting reciprocal social interactions in inclusive classrooms for young children. (1999)
Grubbs, P. R., & Niemeyer, J. A.
Explores the social interaction of young children with disabilities in inclusive, center-based settings by describing the social interaction of very young children with disabilities and investigating strategies used to promote these interactions. These strategies include peer-mediated, child-mediated, and teacher-mediated strategies.
Infants and Young Children, 11(3), 9-18.
Early childhood inclusion: Focus on change. (2001)
Guralnick, M. J (Ed.)
Early childhood inclusion is a field characterized by a philosophy and practice that encourages full participation of children with disabilities and their families in everyday activities with their typically developing peers. Noting that success in inclusion endeavors requires substantial changes in the way our society thinks, feels, and acts, this book is intended to increase awareness of the need for such change and to serve as a catalyst for progress. The book identifies factors influencing the various goals of inclusion, examines barriers to change, and proposes directions for effective change. The book's chapters are as follows: (1) "A Framework for Change in Early Childhood Inclusion" (Guralnick); (2) "Education Reform and Early Childhood Inclusion" (Lipsky and Gartner); (3) "Public Policy in Early Childhood Inclusion: Necessary but Not Sufficient" (Smith and Rapport); (4) "Legal Considerations of Inclusion for Infants and Toddlers and for Preschool-Age Children" (Stowe and Turnbull); (5) "Attitudes and Beliefs of Parents of Typically Developing Children: Effects on Early Childhood Inclusion" (Stoneman); (6) "'I Wish It Wouldn't All Depend on Me': Research on Families and Early Childhood Inclusion" (Erwin, Soodak, Winton, and Turnbull); (7) "The Origins of Young Children's Attitudes toward Peers with Disabilities" (Diamond and Innes); (8) "Innovations in Professional Development: Creating Communities of Practice To Support Inclusion" (Buysse, Wesley, and Able-Boone); (9) "Inclusion of Infants and Toddlers: Outcomes and Ecology" (Bruder); (10) "Inclusive Child Care for Infants and Toddlers: A Natural Environment for All Children" (O'Brien); (11) "Inclusive Preschool Programs: Classroom Ecology and Child Outcomes" (Odom and Bailey); (12) "Head Start and the Inclusion of Children with Disabilities" (Schwartz and Brand); (13) "Transition to Inclusive Environments for Young Children with Disabilities: Toward a Seamless System of Service Delivery" (Sainato and Morrison); (14) "Participation of Young Children with Disabilities in Community Learning Activities" (Dunst); (15) "Inclusion of Children with Autism in Early Intervention Environments: An Examination of Rationale, Myths, and Procedures" (Strain, McGee, and Kohler); (16) "Educating Deaf and Hearing Children Together: Confronting the Challenges of Inclusion" (Antia and Levine); (17) "Inclusion of Young Children with Complex Health Care Needs" (Crocker and Porter); (18) "The Impact of Cultural and Linguistic Diversity in Inclusive Preschool Environments" (Hanson and Zercher); (19) "Inclusive Practices for Preschool-Age Children with Specific Language Impairment" (Paul-Brown and Caperton); (20) "Assistive Technology and Augmentative and Alternative Communication in Inclusive Early Childhood Programs" (Romski, Sevcik, and Forrest); (21) "Social Competence with Peers and Early Childhood Inclusion: Need for Alternative Approaches" (Guralnick); (22) "Instructional Perspectives in Inclusive Preschool Classrooms" (McWilliam, Wolery, and Odom); and (23) "An Agenda for Change in Early Childhood Inclusion" (Guralnick). Each chapter contains references.
Baltimore: Paul H. Brookes Publishing Co.
The effectiveness of early intervention. (1997)
Guralnick, M. J (Ed.).
This book reviews research on the effectiveness of early intervention for children with disabilities or who are at risk. Program factors for children at risk and with disabilities, the effects of early intervention on different types of disabilities, and the outcomes of early intervention are explored. Chapters include: "Second-Generation Research in the Field of Early Intervention" (Michael J. Guralnick); "The Effectiveness of Early Intervention for Disadvantaged Children" (Donna Bryant and Kelly Maxwell); "Earliest Intervention for Preterm Infants in the Newborn Intensive Care Unit" (Heidelise Als); "Early Intervention for Low-Birth-Weight Infants and the Path to Second-Generation Research" (Clancy Blair and Craig T. Ramey); "Early Intervention for Children at Risk for Neuromotor Problems" (Amy L. Pakula and Frederick B. Palmer); "Early Intervention for Children Prenatally Exposed to Alcohol and Other Drugs" (Heather Carmichael Olson and Donna M. Burgess); "The Effects of Early Intervention on Maltreating Parents and Their Children" (Douglas Barnett); "The Effectiveness of Early Intervention for Children of Parents with Mental Retardation" (Maurice A. Feldman); "Early Intervention for Children with HIV Infection" (Herbert J. Cohen and others); "The Effectiveness of Providing Social Support for Families of Children at Risk" (Keith Crnic and Elizabeth Stormshak); "Evaluating the Effectiveness of Curriculum Alternatives for Infants and Preschoolers at High Risk" (Donald B. Bailey, Jr.); "Influencing Parent-Child Interactions for Children at Risk" (Kathryn E. Barnard); "The Effectiveness of Early Intervention for Children with Down Syndrome" (Donna Spiker and Marita R. Hopmann); "Early Intervention in Autism" (Geraldine Dawson and Julie Osterling); "The Effectiveness of Early Intervention for Children with Cerebral Palsy and Related Motor Disabilities" (Susan R. Harris); "The Effectiveness of Early Intervention for Children with Communication Disorders" (Lee K. McLean and Juliann Woods Cripe); "Early Intervention for Families of Preschool Children with Conduct Problems" (Carolyn Webster-Stratton); "The Effectiveness of Early Intervention for Deaf Children and Children with Hearing Loss" (Rosemary Calderon and Mark Greenberg); "The Effectiveness of Early Intervention for Children with Visual Impairments" (Philip Davidson and Gayle Harrison); "Influences of Social Support on Children with Disabilities and Their Families" (Carl J. Dunst and others); "The Effectiveness of Specific Educational/Developmental Curricula for Children with Established Disabilities" (Mary Beth Bruder); "Parent-Child Interaction Intervention When Children Have Disabilities" (Jeannette A. McCollum and Mary Louise Hemmeter); "Designing Early Intervention Programs To Promote Children's Social Competence" (Michael J. Guralnick and Brian Neville); "Two Generations of Family Research in Early Intervention" (Marty Wyngaarden Krauss); and "Are Parents' Beliefs about Their Children with Special Needs a Framework for Individualizing Intervention or a Focus of Change?" (Cathryn Booth). (Individual chapters include references.)
Baltimore: Paul H. Brookes Publishing Co.
Recent developments in early intervention efficacy research: Implications for family involvement in P.L. 99-457. (1989)
Guralnick, M. J.
Contemporary developments concerning the effectiveness of family involvement in early intervention programs are described within the framework of Public Law 99-457 and illustrated with investigations focusing on children at biological risk, children with cerebral palsy, and children with general developmental delays.
Topics in Early Childhood Special Education, 9(3), 1-17.
Second generation research on the effectiveness of early intervention. (1993)
Guralnick, M. J.
Describes characteristics of second-generation research in early intervention, that is, greater specificity, the use of more rigorous scientific standards, and an increased understanding of biosocial relationships than in initial investigations. Examines studies conducted by Utah State University's Early Intervention Research Institute in the context of these characteristics. Notes directions for future research.
Early Education and Development, 4, 366-378.
Mothers' perceptions of the benefits and drawbacks of early childhood mainstreaming. (1994)
Guralnick, M. J.
A survey of 281 mothers of young children with delays, risks, or typical development revealed widespread support for the benefits of mainstreaming and a substantial number of perceived drawbacks. Mothers' perceptions of mainstreaming were similar across family demographics, child characteristics, and type of program placement.
Journal of Early Intervention, 18(2), 168-183.
Peer social networks of young boys with developmental delays. (1997)
Guralnick, M. J.
Compared the community-based, peer social networks of 75 boys with developmental delays, 69 with communication disorders, and 66 without disabilities (ages 4-5). Results showed more limited peer social networks for both groups of children with disabilities based primarily on the frequency of contacts with peers and linkages established across school and community settings.
American Journal on Mental Retardation, 101(6), 595-612.
The nature and meaning of social integration for young children with mild developmental delays in inclusive settings. (1999)
Guralnick, M. J.
Examines fundamental conceptual, methodological, and outcome issues with respect to the social integration of preschool-age children with mild developmental delays in inclusive early-childhood settings. A model of factors that influence social integration and their interrelationships is presented as a means of organizing future integration activities.
Journal of Early Intervention, 22(1), 70-86.
An agenda for change in early childhood inclusion. (2000)
Guralnick, M. J.
This article presents an agenda for educational change that identifies core issues in early childhood inclusion as well as the mechanisms and strategies to address those issues at the systems, program development, and research levels. Recommendations include development and dissemination of effective practices and evidence-based guidelines.
Journal of Early Intervention, 23(4), 213-222.
A developmental systems model for early intervention (2001)
Guralnick, M. J.
This article describes a developmental systems model for early intervention programs serving children with special needs and their families. The model emphasizes a developmental framework, integration and inclusion. A core focus is on maximizing family patterns of interaction by addressing potential stressors related to risk and disability conditions. The authors discusses the importance of consistency across the model’s conceptual framework, knowledge based on developmental and early intervention research, and professional practices and experiences.
Infants and Young Children, 14(2), 1-18.
Involvement with peers: Comparisons between young children with and without Down syndrome. (2002)
Guralnick, M. J.
This article discusses the findings of a study that looked at peer involvement of two matched groups of young children with and without Down syndrome. The study explored the children's involvement with peers, maternal beliefs about inclusion, and maternal arranging and monitoring of peer play. No significant differences were found between the two groups on measures related to frequency of contacts with peers, characteristics of children's peer social networks, and maternal arranging of activities with peers. The mothers of the children with Down syndrome rated the benefits of inclusion higher than did the mothers of children without Down syndrome, however these maternal beliefs were not related to the mothers' arranging of peer play or to the children's involvement with peers.
Journal of Intellectual Disability Research, 46(5), 379-394.
Sequential analysis of the social play of young children with mild developmental delays. (1999)
Guralnick, M. J., & Hammond, M. A.
A study of 12 playgroups (n=6 children per playgroup) examined the sequential process of social participation with peers for young children with mild developmental delays. Results reveal the existence of highly similar sequential play patterns between children with and without mild developmental delays and across specialized and inclusive settings.
Journal of Early Intervention, 22(3), 243-256.
Designing early intervention programs to promote children’s social competence. (1997)
Guralnick, M. J., & Neville, B.
This chapter discusses the rationale for focusing on social competence as a central aspect of early intervention programs. Social competence is described as being an important outcome of early intervention, comparable to cognitive or communicative outcomes. The authors examine how a focus on children's social competence can provide a framework for organizing and structuring the many seemingly disparate components of an early intervention program.
In M. J. Guralnick (Ed.), The effectiveness of early intervention (pp. 579-610). Baltimore. Paul H. Brooks Publishing Co.
Parent perspectives of peer relationships and friendships in integrated and specialized programs. (1995)
Guralnick, M. J., Connor, R. T., & Hammond, M.
Interviews with mothers of preschool-age children with established disabilities (n=230) and those classified as at-risk (n=32) were conducted, focusing on issues of children's peer relations and friendships. Mothers of children in both integrated and specialized settings perceived their respective settings as facilitating social development. Both groups of mothers were concerned about peer rejection.
American Journal on Mental Retardation, 99(March), 457-476.
Immediate effects of mainstreamed settings on the social interactions and social integration of preschool children. (1996)
Guralnick, M. J., Connor, R., Hammond, M., Gottman, J. M., & Kinnish, K.
This study compared peer interactions in 12 play groups of 6 preschool children each, containing either typically developing children, children with developmental delays, or both typical and delayed children. Results indicated higher levels of peer interactions in mainstreamed settings but a lack of full acceptance of children with delays by typically developing children.
American Journal on Mental Retardation, 100(Jan.), 359-378.
Effects of social setting on the friendship formation of young children differing in developmental status. (1996)
Guralnick, M. J., Gottman, J. M., & Hammond, M. A.
This study looked at the effects of social setting on the formation of friendships of preschool aged boys of differing developmental status. A series of 21 play groups were arranged consisting of normally developing (ND) children with communication disorders (CD), and children with developmental delays (DD). Some of groups consisted of children similar in developmental status while others contained primarily ND children with a small number of either CD or DD children. The children were matched on a variety of family demographic and child characteristic measures and all were initially were unacquainted with each other. In all of the play groups, high proportions of unilateral friendships were established, however lower proportions of reciprocal friendships were noted. These proportions varied with a child's developmental status, but were not affected by social setting. The friendship choices of normally developing children in inclusive settings were affected by their peers' developmental status. The children with reciprocal friendships were found to be more socially interactive in general than the children without reciprocal friendships.
Journal of Applied Developmental Psychology, 17(4), 625-651.
Conflict resolution patterns of preschool children with and without developmental delays in heterogeneous playgroups. (1998)
Guralnick, M. J., Paul-Brown, D., Groom, J., Booth, C., Hammond, M., Tupper, D., & Gelenter, A.
Compared conflict resolution patterns of mildly developmentally delayed preschoolers to those of older and younger typically developing children matched for age or developmental level. Analysis of naturally occurring conflicts showed that delayed children exhibit more negative and less adaptive interaction style, even compared to typically developing children similar in developmental level; typically developing older children had more positive interactions.
Early Education and Development, 9(1), 49-77.
Childcare perspectives on inclusion: Do we have a long way to go? (2001)
Hadadian, A., & Hargrove, L.
An analysis of 202 questionnaires completed by child care center personnel found that 90% of respondents agreed with the concept of integration of young children with special needs and 76% thought integration was beneficial for typically developing children. Curriculum adaptations, classroom integration, and identification of developmental delays were identified as high priority training needs.
Infant-Toddler Intervention, 11(1), 49-58.
A descriptive assessment of social relationships in integrated classrooms. (1994)
Hall, L. J.
Social relationships were assessed in four classes of young children which included students with developmental disabilities. Reciprocal, positive relationships were found between children with disabilities and their classmates. Social relationships varied according to individual differences in social status and social profile of the children with disabilities.
Journal of the Association for Persons With Severe Handicaps, 19(2), 302-313.
An ecobehavioural analysis of interactive engagement of children with developmental disabilities with their peers in inclusive preschools. (2005)
Hamilton, D.
This article describes a study that was done to investigate the interactive engagement of young children with Down syndrome who attended inclusive preschools for a period of 2 years. The children displayed fewer interactions with peers than typically developing children for the duration of the study. Additionally, interactive engagement for the children with Down syndrome was largely unrelated to the characteristics of class activities, while typically developing children responded positively to specific activities that were used to encourage peer interaction. The authors discuss these findings in terms of the inadequacy of informal strategies that are often used to improve interactive engagement of children with disabilities in inclusive preschools.
International Journal of Disability, Development and Education, 52(2), 121-137
Physical educators and speech-language pathologists: A good match for collaborative consultation. (1996)
Hammond, A., & Warner, C.
Discusses the relationship between motor skill and speech-language development and delays, the roles of physical education specialists and speech-language pathologists in teaching children in inclusive settings, the collaborative consultation that must occur between the two professionals, and a model training program that emphasizes such collaboration.
Physical Educator, 53(4), 181-189.
Siblings use of milieu teaching at home. (1996)
Hancock, T., & Kaiser, A.
Three older siblings were taught to use two milieu teaching procedures, modeling and mand modeling, with young children who exhibited language delays. Older siblings applied the techniques while playing, and subjects learned to use the targeted utterances both as responses and spontaneously. Additionally, interactions became more positive. Behavior changes were maintained at three months.
Topics in Early Childhood Special Education, 16(2), 168-190.
Using ecological assessment in daily program planning for children with disabilities in typical preschool settings. (1996)
Haney, M., & Cavallaro, C. C.
Use of a model for systematic ecological assessment was tested in a work experience program for special education inclusion assistants placed in inclusive preschools. Preliminary evaluation data suggest that the model produces integrated developmental activities, use of peer mediation, and a play-based approach to discrete skill development.
Topics in Early Childhood Special Education, 16(1), 66-81.
Impact of a program to facilitate mother-infant communication in high-risk families of high-risk infants. (1993)
Haney, M., & Klein, M. D.
Mothers in the Mother-Infant Communication Project (MICP), designed to facilitate caregivers' uses of communicative interaction strategies with their high-risk infants, scored better than comparison mothers on caregiving environment quality. Children of MICP mothers who received a group experience in addition to home visits performed better on receptive and expressive language than other groups.
Journal of Childhood Communication Disorders, 15(1), 15-22.
Toward the development of a framework for determining the frequency and intensity of early intervention services. (1997)
Hanft, B., & Feinberg, E.
This article urges clinicians to reexamine the philosophical basis for determining the frequency and intensity of early intervention services. The authors discuss the importance of a flexible, out-comes driven model that focuses on child and family priorities. They emphasize that complex issues cannot be successfully addressed with a one-size-fits-all solution. Multidimensional guidelines for selecting early intervention services and addressing questions of frequency and intensity within a family-centered context are explored, and the difficulties of implementing these guidelines are identified.
Infants and Young Children, 10(1), 27-37.
Therapy in natural environments: The means or end goal for early intervention?. (2000)
Hanft, B., & Pilkington, K
This article explores how providing early intervention in natural environments reinforces family-centered care, discusses benefits for all parties when therapy is provided within daily routines and settings, describes a decision-making process for embedding natural environments within intervention, and concludes by identifying challenges and guidelines to providing therapy in natural environments.
Infants and Young Children, 12(4), 1-13.
The consulting therapist: A guide for OTs and PTs in the schools. (1996)
Hanft, B., & Place, P.
This book discusses the requirements necessary to provide educationally relevant consultative services for children and families in school settings. It includes vignettes and stories that illustrate how consultation can be used effectively in the schools. These vignettes focus on preschool and elementary students, but the principles of collaborative consultation can be applied to any age group. Chapters include: (1) Working and Consulting in the School System; (2) Educationally Relevant Consultation; (3) Analyzing Student Performance in the School Environment; (4) Identifying Human Resources; (5) Assessing the School Environment; (6) The Therapist's Role in the Consulting Process; (7) The Stages of Consultation; (8) Supports for and Challenges to Successful Consultation; and (9) Conflict Resolution. The Appendices include reproducible forms.
San Antonio, TX: Therapy Skill Builders.
Incorporating developmental therapy in early childhood programs. Challenges and promising practices. (1995)
Hanft, B., & Striffler, N.
This article discusses the need for comprehensive services for children and families provided by teams of collaborating professionals in a way that meets a multiplicity of needs and recognizes the different aspects of functioning in both the home and the community. The article discusses the following challenges: incorporating services within the traditional medical model; meeting the demand for qualified personnel; and adequately preparing therapists in preservice professional programs, as well as supporting those in practice.
Infants and Young Children, 8(2), 37-47.
Coaching families and colleagues in early childhood. (2004)
Hanft, B., Rush, D., & Shelden, M.
This book describes the five steps of coaching (initiation, observation, action, reflection, and evaluation) and explores how these can be used to help colleagues gain knowledge and skills to support families and other caregivers as they promote their child’s development and participation in home and community activities. Information is included on how to cultivate communication skills, objectivity, and adaptability. The authors also address the key issue of how to ensure administrative support. Anecdotes, reflection questions, points to remember, and practical forms are provided. The chapters are: (1) Coaching in Early Childhood: What’s It All About?; (2) Support for Coaching; (3) The Coaching Process; (4) Qualities of an Effective Coach; (5) Coaching Families in Home and Community Settings; (6) Coaching in Group Settings; and (7) Coaching Colleagues.
Baltimore: Paul H. Brookes Publishing Co.
Inclusion of preschoolers with profound disabilities: An analysis of children's interactions. (1993)
Hanline, M. F.
This observational study of three preschool children with profound disabilities in an integrated setting revealed frequent opportunities for peer social interactions. The participants engaged in interactions of comparable length to those of nondisabled peers. The importance of helping young children understand and respond to idiosyncratic behavior of their peers with disabilities is discussed.
Journal of the Association for Persons With Severe Handicaps, 18, 28-35.
Early intervention: Promises to keep. (2001)
Hanson, M. J., & Bruder, M. B.
This article focuses on early intervention implementation concerns and recommendations for addressing the needs of the wide range of infants and toddlers with disabilities and families to be served. It describes providing services in natural environments, as well as the issues of personnel preparation and models of service delivery.
Infants and Young Children, 13(3), 47-58.
Language, culture and disability: Interacting influences on preschool inclusion. (1997)
Hanson, M. J., Gutierrez, S., Morgan, M., Brennan, E. L., & Zercher, C.
A study investigated the interplay among language, culture, and disability in 112 children in inclusive preschools. Results found a lack of language goals on Individualized Education Programs, interaction of language with disability, the influence of communication skills on peer interactions, and the need for more training for service providers.
Topics in Early Childhood Special Education, 17(3), 307-336.
After preschool inclusion: Children's educational pathways over the early school years. (2001)
Hanson, M. J., Horn, E., Sandall, S., Beckman, P., Morgan, M., Marquart, J., et al.
A qualitative research design was used to study decision making regarding the participation of young children with disabilities in inclusive preschool and early elementary placements. After the five-year follow-along period, 60 percent of the children remained in some level of inclusive placement. Factors influencing placement decisions were identified.
Exceptional Children, 68(1), 65-83.
Finding friends at school and at home: Parents' strategies for helping preschoolers develop friendships. (1997)
Hanson, M. J., Morgan, M., Gutierrez, S., Barnwell, D., & Beckman, P.
Drawing from the experiences of families who have participated in the ECRII ecological systems study, the authors share creative strategies which encourage social opportunities and friendships for young children in their preschools and in the community.
Exceptional Parent. 27(5), 24-27.
The culture of inclusion: Recognizing diversity at multiple levels. (1998)
Hanson, M. J., Wolfberg, P., Zercher, C., Morgan, M., Gutierrez, S., Barnwell, D., & Beckman, P.
Uses multi-site case studies to examine how preschool programs and community sites acknowledge, adapt, and match the cultural preferences and/or expectations of participating children and families. Discussion includes themes related to belonging and membership in the peer culture, the underlying philosophy supporting diversity in the classroom culture, the teacher's role, family perspectives, and the community cultural climate.
Early Childhood Research Quarterly, 13(1), 185-209.
Services to young children with disabilities: A descriptive analysis. (2000)
Harbin, G. L., McWilliam, R. A., & Gallagher, J.
This chapter reviews major changes in service delivery required by recent federal legislation and describes several current complex service delivery models. The authors provide data on an array of factors that appear to influence the complexity of these models. The chapter concludes with a discussion of future challenges for improving services to young children with disabilities and their families.
In Meisels, S. J. & S. J. Shonkoff, (Eds.), Handbook of early childhood intervention, 2nd ed. New York: Cambridge Press. (pp. 387-415).
Caregiver and peer responses to children with language and motor disabilities in inclusive preschool programs. (2002)
Harper, L. V., & McCluskey, K. S.
Compared free-play social behaviors of preschoolers with special needs in two inclusive preschool programs with those of typically-developing classmates, matched by age and sex. Found that children with no or little productive language spent more time in solitary pursuits than others and seldom initiated interactions. Children who were incapable of independent locomotion depended on adults for initiating activity changes and social exchanges.
Early Childhood Research Quarterly, 17(2), 148-66.
Teacher-child and child-child interactions in inclusive preschool settings: Do adults inhibit peer interactions? (2003)
Harper, L. V., & McCluskey, K. S.
Analyzed free play of 24 preschoolers (3 to 4 years old), half of whom had disabilities. Found that the proportions of time that each child spent interacting with peers and with adults were negatively correlated for 21 of the children. After an adult had initiated an interaction with them, children were less likely to initiate interaction with a peer and more likely to initiate another interaction with an adult. Additional, exploratory analyses yielded results consistent with the view that some kinds of exchanges with adults may interfere with peer interactions. Implications both for theory and for planning curricula are discussed.
Early Childhood Research Quarterly, 18(2), 163-184.
How should treatments be critiqued for scientific merit? (1996)
Harris, S. R
This article provides physical therapists with strategies for critically evaluating the scientific merit of physical therapy treatment approaches. Five characteristics of nonstandard or alternative therapies are discussed. Six criteria for analyzing the scientific merit of a specific therapy approach are provided. The author discusses the ethical issues involved with deciding whether or not to use a specific treatment approach and states that both the theoretical principles and the scientific rigor underlying the approach should be examined.
Physical Therapy, 76(2), 175-181.
Facilitating inclusion in early childhood settings: Interdisciplinary preservice preparation. (2001)
Harrison, M. F., Able-Boone, H., & West, T. A.
An interdisciplinary practicum case study is presented to illustrate components of a specialized preservice preparation for graduate students (n=44) in audiology, early childhood special education, school psychology, and speech-language pathology, designed to assist them in becoming inclusion collaborators/facilitators. Students' perceptions of the benefits and barriers to interdisciplinary education are discussed.
Infant-Toddler Intervention, 11(2), 129-141.
Developing culturally inclusive services for individuals with severe disabilities. (1995)
Harry, B., Grenot-Scheyer, M., Smith-Lewis, M., Park, H.S., Xin, F., & Schwartz, I.
This article identifies features of a culturally inclusive approach to assessment, placement, and instruction for students with severe disabilities. Culturally inclusive ways to build relationships with families are suggested, along with a research agenda and multicultural emphasis in personnel preparation programs, with a focus on process rather than cultural content.
Journal of the Association for Persons with Severe Handicaps, 20, 99-109.
A natural history of early language experience. (2000)
Hart, B.
This article describes how years of focusing on the talk of 4-year- olds in early intervention led to years of observing 1- through 3-year- olds learning to talk during their everyday interactions with their parents. Analysis reveals that the amount of children's language experiences as partners in conversation is crucial to development.
Topics in Early Childhood Special Education, 20(1), 28-32.
The role of the state department of education in promoting integrated placement options for preschoolers: Views from the field. (1997)
Harvey, J., Voorhees, M. D., & Landon, T.
Recommendations to the Virginia Department of Education to promote more opportunities for preschool integration were elicited from 9 early childhood special education (ECSE) staff, 10 ECSE educators, 8 special education administrators, and 5 parents. Recommendations included the provision of written information, staff development, financial support, and support for interagency coordination.
Topics in Early Childhood Special Education, 17(3), 387-409.
The effects of the classroom environment on the social and mastery behavior of preschool children with disabilities. (1993)
Hauser-Cram, P., Bronson, M., & Upshur, C.
A total of 153 preschool children with disabilities were observed. Social interaction with peers and teachers, strategies employed in attempts to master tasks, and use of classroom time were recorded, using a modified time sampling procedure. Analysis indicated significant relationships between the children's classroom behavior and their degree of integration, their freedom to choose activities, and the teacher-child ratio.
Early Childhood Research Quarterly, 8(4), 479-497.
Let's all sign! Enhancing language development in an inclusive preschool. (1998)
Heller, I., Manning, D., Pavur, D., & Wagner, K.
Describes how two teachers taught English Sign Language to 29 children (age 3) in a regular education preschool program which included 2 children with hearing impairments. When compared to 25 children who were not taught signing, the children who had been taught signing had significantly higher receptive vocabulary scores and were clearly superior in language development.
Teaching Exceptional Children, 30(3), 50-53.
Classroom-based intervention: Evaluating the past and looking toward the future. (2000)
Hemmeter, M. L.
This article examines research on classroom-based interventions as they relate to promoting inclusion and addresses challenges facing the special education field, including the increasing diversity of the children served and of early childhood service delivery systems. The need to expand the research base on effective instructional approaches is emphasized.
Topics in Early Childhood Special Education, 20(1), 56-61.
Developing children's language skills in inclusive early childhood classrooms. (1997)
Hemmeter, M. L., & Grisham-Brown, J. L.
Guidelines for helping children with disabilities learn language and communication skills during everyday activities and routines are discussed. The focus is on naturalistic interventions (e.g., mand-model, time delay, incidental teaching, expansions and descriptive talk). Suggestions for assessing and identifying goals for children, planning IEPs, and developing classroom activities are given. The article includes a specific example of a matrix that can be used to embed language skills in the daily schedule as well as to collect data for monitoring performance.
Dimensions of Early Childhood, 25, 6-13.
What’s natural about naturalistic language intervention? (1996)
Hepting, N., & Goldstein, H
This study reviews characteristics of child language intervention approaches described as "naturalistic." An analysis of 34 interventions for young children with developmental delays found that the procedures used in "naturalistic" language interventions varied extensively. Results indicate a lack of agreement on what constitutes naturalistic language intervention.
Journal of Early Intervention, 20(3), 249-264.
Motor development: Traditional and contemporary theorie. (1991)
Heriza, C. (1991)
This article argues that it is time to reexamine our assumptions about the evaluation and treatment of infants and young children, modify those assumptions if needed, and think about more contemporary models of motor development as an alternative approach for the evaluation and treatment of infants and young children.
In Contemporary management of motor control problems. Proceedings of the II Step Conference (pp. 99-126). Alexandria, VA: American Physical Therapy Association.
The play interactions of young children with and without disabilities: Individual and environmental influences. (2000)
Hestenes, L., & Carroll, D. E.
Examined young children's play interactions and beliefs in inclusive preschool settings. Found a tendency for children without disabilities to engage in more cooperative play and less solitary play and onlooking behavior than their peer with disabilities. Found a high level of similarity between the two groups in choice of free play activities.
Early Childhood Research Quarterly, 15(2), 229-46.
A microanalysis of teachers' verbalizations in inclusive classrooms. (2004)
Hestenes, L., Cassidy, D., & Niemeyer, J.
This article describes a study that was done to analyze the verbalizations of teachers in inclusive preschool classrooms. 16 teachers were audiotaped during one-on-one interactions with children and also during interactions with small groups of children. It was noted that the teachers did not change their question-asking behavior depending on the children’s ability level or the composition of the groups of children. They generally asked low-level questions to all children. When making statements, they used more logical directives and directives, and fewer supportive responses to children with disabilities than to typically developing children. The focus of teachers' verbalizations also differed between children with disabilities and children without disabilities. These findings suggest that teachers need more knowledge related to challenging children by varying the demand level of their questions and by matching their verbalizations to the child's ability level. Future research needs are discussed
Early Education and Development, 14(1), 23-38.
A case study of an inclusive early childhood setting. (1999)
Hewett, V. M.
This ethnographic study examined one inclusive early-childhood setting over four weeks. Observations indicated that children with special needs regularly imitated behaviors, words, and skills of typically developing peers, more advanced peers with special needs, and teachers. Individualized interventions were regularly conducted within general activities. Teacher interviews indicated that regular and special-education teachers collaborated through planning and support.
Early Education and Development, 10(4), 535-49.
Promoting social and emotional development of preschoolers: Inclusion and mainstreaming for children with special needs. (1995)
Hibbert, M. T., & Sprinthall, N. A.
Examined two models for inclusion of preschool children with identified special needs that have particular relevance for school counselors. Results indicate that it is possible to accommodate a broad range of differences without sacrificing the welfare of typically developing or special needs children.
Elementary School Guidance & Counseling, 30(2), 131-142.
A comparison of developmental gains for preschool children with disabilities in inclusive and self-contained classrooms. (2000)
Holahan, A., & Costenbader, V.
Two studies examined developmental outcomes associated with services in inclusive and self-contained preschool classrooms. Children at relatively higher levels of social and emotional functioning performed better in inclusive settings than in specialized settings, and children in full-day classrooms achieved higher rates of progress than half-day peers.
Topics in Early Childhood Special Education, 20(4), 224-35.
Creating integrated environments for young children with special needs. (1997)
Honig, A. A.
Suggests ways early childhood teachers can cope with the challenge of including infants and preschoolers with special needs in classrooms with typically developing children. Includes suggestions for addressing the needs of the group and for enhancing the comfort and learning of each child.
Early Childhood Education Journal, 25(2), 93-99.
Supporting young children's IEP goals in inclusive settings through embedded learning opportunities. (2000)
Horn, E., Lieber, J., Li, S. M., Sandall, S., & Schwartz, I.
Case studies of three inclusive early childhood education programs investigated the feasibility of supporting the learning objectives of four children with disabilities through the use embedded learning opportunities. Teachers demonstrated increased use of instructional behaviors toward targeted children and children demonstrated concomitant increases in performance of target objectives.
Topics in Early Childhood Special Education, 20(4), 208-223.
All together in Head Start: A rural case study. (In press)
Horn, E., Marquart, J. M., & Gerregano, D. D.
This article describes an inclusive Head Start classroom and the community in which it is located. Several commonly-asked questions are addressed using the experiences from this classroom.
Dimensions in Early Childhood Education.
Family based practices, Young Exceptional Children Monograph Series, No 5. (2004)
Horn, E., Ostrosky, M. & Jones, H. (Eds.).
This monograph focuses on the topic of family-based practices. It highlights practices described in Chapter 4 of DEC Recommended Practices in Early Intervention and addresses the values, beliefs and practices inherent in the recommended practices definition. Specific strategies for practitioners to use when collaborating with families are provided. Chapters include (1) Working with Families—Rethinking Denial; (2) Checking Out Family-Centered Helpgiving Practices; (3) Honoring Differences; (4) Partnerships With Family Members: What about Fathers?; (5) Writing Outcomes That Make a Difference for Children and Families; (6) Family-Centered Intervention: Bridging the Gap Between IFSPs and Implementation; and (7) Entering Preschool: Supporting Family Involvement in the Age 3 Transition.
Missoula, MT: Division for Early Childhood of the Council for Exceptional Children.
Thresholds of quality: Implications for the social development of children in center-based child care. (1992)
Howes, C., Phillips, D., & Whitebook M.
Examined thresholds for two aspects of child care: adult-child ratio and group size. Investigated associations among different levels of these variables and with quality of care and children's social development. Findings suggest that meeting licensing standards for ratios and groups has a positive effect on ratings of the quality of care provided for children.
Child Development, 63(2), 449-460.
Duck, duck-colors and words: Early childhood inclusion. (1998)
Hoyson, M., Jamieson, B. V., Strain, P. S., & Smith, B. J.
Describes a five-step process by which preschool teachers can meet the individual needs of all children, including those with disabilities, while maintaining a group instructional format. The process links assessment to curriculum, has planned teacher-directed individualized group instruction, implements behavior management techniques, and collects data systematically.
Teaching Exceptional Children, 30(4), 66-71.
Music in the inclusive environment. (2003)
Humpal, M. E., & Wolf, J.
Excerpts teacher narratives of children's music activities in inclusive early childhood environments to show how music can be used to offer varying levels of engagement ranging from listening or observing to joining in as an active participant. Summarizes the beliefs of the National Association for Music Education for guiding developmentally and individually appropriate music experiences; highlights the Start the Music initiative, which embodies these beliefs.
Young Children, 58(2), 103-107.
Young children’s occupations: Explicating the dynamics of developmental processes. (2002)
Humphry, R.
This article proposes a dynamic developmental process through which young children develop as occupational beings. The author discusses recent research, which suggests that social participation and care-giving routines guide young children toward becoming occupational beings by giving meaning to their experiences and introducing them to intentional acts. A self-organizing process enables children to integrate their immature capacities and participate in occupations. At the same time, care giving routines shape these behaviors and ensure that they are culturally compatible. The author suggests that self-organization enables children to continue to be occupationally engaged and helps them accommodate to maturing abilities and new environmental challenges. This reorganized pattern then becomes the basis for new developmental behaviors and the refinement of current abilities. An example is given of how these concepts can be applied to the acquisition of the skills needed to eat a meal
American Journal of Occupational Therapy, 56(2) (pp.171-179).
A descriptive analysis of developmental and social gains of children with severe disabilities in segregated and inclusive preschools in southern Ontario. (1998)
Hundert, J., Mahoney, B., Mundy, F., & Vernon, M. L.
Analyzed one-year gains of children with severe disabilities, children with mild to moderate disabilities, and typically-developing children, in segregated or integrated preschools. Found that segregated programs had smaller adult-child ratios and shorter operating hours than integrated programs. Children with severe disabilities in segregated preschools showed fewer gains than others. No group of children with disabilities increased the amount of peer interaction.
Early Childhood Research Quarterly, 13(1), 49-65.
Integration of behavioral consultation in an intervention setting. (1994)
Hunt, F., Mayette, C., Feinberg, E., & Baglin, C.
This article describes the need for early intervention for behavioral/emotional problems in special needs children. The model of the Behavioral Consultation Service of the Anne Arundel County (Maryland) Infants and Toddlers Program is applied to an infant with multiple disabilities, demonstrating relevant issues, intervention strategies to address the family's needs, and outcomes achieved.
Infants and Young Children, 7(2), 62-66.
Collaborative teaming to support preschoolers with severe disabilities who are placed in general education early childhood programs (2004)
Hunt, P., Soto, G., Maier, J., Liboiron, N., & Bae, S.
Two studies examined how a general education/special education collaborative teaming process affected the engagement, development, and learning of preschoolers with severe disabilities in inclusive early childhood education programs that operated under a team-teaching model. The first study involved 3 teams (early childhood and special education teachers, instructional assistants, speech-language therapists, and parents) working with one child in each of three participating preschools. The second study extended the collaborative teaming model to include all of the children with significant disabilities in one of the participating preschools (N=4). Both studies also examined the extent to which this model was reported to fit into the existing classroom culture.
Topics in Early Childhood Special Education, 24(3), 123-142.
Typically developing children's interactions with peers with disabilities: Relationships between mothers' comments and children's ideas about disabilities. (1999)
Innes, F. K., & Diamond, K. E.
A study involving 40 typical preschoolers and their mothers found they talked more about children with physical disabilities than those with Down syndrome during a storytelling task, and that children's comments about children with physical disabilities were positively related to teachers' ratings of children's interactions with classmates with disabilities.
Topics in Early Childhood Special Education, 19(2), 103-111.
Effects of social and isolate toys on social play in an inclusive setting. (1999)
Ivory, J. J., & McCollum, J. A.
A study evaluated whether the availability of particular types of toys would influence the level of interactive play achieved by eight preschool children with disabilities in an inclusive preschool classroom. Results indicated that cooperative play was significantly more likely when social toys were available.
Journal of Special Education, 32(4), 238-243.
Portraits of inclusion through the eyes of children, families, and educators. (1997)
Janko, S., & Porter, A. (Eds.)
This report uses case illustrations to present ten policy issues concerning inclusion of children with disabilities in early childhood education programs. Policy issues were identified from interviews with over 150 families, teachers, and district and state education agency administrators, as well as through many classroom observations. An introduction examines the social-political aspects of education, policy versus practice, and the changing social context. For each issue there is a brief explanation, some data, and a case example of an actual child. The policy issues address the following areas: (1) categorical programs, (2) categorical funding, (3) categorical thinking, (4) the cultural context of education, (5) the community context of education, (6) professional development and practice, (7) litigation and inclusion, (8) regulation and compliance or accountability and quality, (9) the ebb and flow of public dollars, and (10) costs of inclusion. A glossary defines common terms associated with inclusive early childhood education. Seattle, WA: Washington University, Early Childhood Research Institute on Inclusion.
Seattle, WA: University of Washington, Experimental Education Unit.
Beyond microsystems: Unanticipated lessons about the meaning of inclusion. (1997)
Janko, S., Schwartz, I., Sandall, S., Anderson, K., & Cottam, C.
Describes lessons learned from a qualitative study of 16 inclusive preschool programs. Lessons focus on the meaning of inclusion as it relates to organizational and social contexts experienced and perceived by families, educators, and administrators. Suggestions are made for addressing challenges without abandoning the commitment to inclusive programming.
Topics in Early Childhood Special Education, 17(3), 286-306.
Naturally occurring opportunities for preschool children with or without disabilities to make choices. (2002)
Jolivette, K., Stichter, J. P., Sibilsky, S., Scott, T. M., & Ridgley, R.
A study involving 14 preschool children (7 with disabilities) found that the children with disabilities were provided with more choices than the children without disabilities. Children both with and without disabilities, however, initiated choice-making opportunities at the same rate. Girls were provided with more opportunities to make choices than boys.
Education and Treatment of Children, 25(4), 396-414.
Research-to-practice in inclusive early childhood education. (1997)
Jones, H. A., & Rapport, M. J. K.
Suggests links from research to practice in key areas of inclusive early childhood education, including teachers' knowledge base and beliefs, communication, physical environment, activities and materials, social interactions, and curriculum and instruction.
Teaching Exceptional Children, 30(2), 57-61.
Preparing early childhood special educators for inclusive settings project (Project Prepare,) Final Report. (2001)
Judge, S.
This final report of Project Prepare, a federally funded program at the University of Tennessee, describes the critical features and specific goals of the project, as well as program evaluation methods and results. The program was funded to develop a personnel preparation program for early childhood specialists that emphasized an interdisciplinary, inclusive approach. Critical features and goals included: (1) a sequence of competency-based coursework and seminars that prepared students in child-related, team-related, and agency-related competencies; (2) integration of course content to increase the number of licensed personnel possessing the competencies to provide comprehensive, transdisciplinary services to infants, toddlers, and preschool children and their families in natural settings; (3) an interdisciplinary focus that prepared personnel to assume diverse roles and responsibilities related to meeting the needs of young children with disabilities and their families; and (4) expanding knowledge of how to most effectively implement a "research into practice" model of personnel preparation.
Knoxville, TN: University of Tennessee. ERIC Document ED459582.
More is better: Maximizing natural learning opportunities. (2003)
Jung, L. A.
This article discusses the increased emphasis on providing early intervention services within natural environments and how to maximize natural learning opportunities by using everyday activities that children experience and embedding intervention in daily routines. Guidelines for deciding the frequency of services, changing services, and the level of services are provided.
Young Exceptional Children, 6(3), 21-26.
Validating hierarchical interventions. (1999)
Kaczmarek, L. A.
This is a commentary on a study by Filla, Wolery and Anthony (same issue), which found the use of a system of least prompts produced increases in rates of conversations between preschoolers with and without disabilities. It discusses the benefits of the hierarchical model of intervention that maximizes the usefulness of research to practitioners.
Journal of Early Intervention, 22(2), 111-113.
Generalized effects of enhanced milieu teaching. (1994)
Kaiser, A. P., & Hester, P. P.
The primary and generalized effects of Enhanced Milieu Training were examined with six preschool children with significant language delays. Children systematically increased their use of target language skills during the intervention sessions, and these changes were maintained when treatment was discontinued. Some generalization to untrained partners was observed for all children.
Journal of Speech and Hearing Research, 37(6), 1320-1340.
Are natural environments worth it? Using a cost-benefit framework to evaluate early intervention policies in community programs. (2001)
Keilty, B.
The utility of cost-benefit analysis in program evaluation is illustrated using hypothetical examples of the consequences of natural environments service provision. Areas for further research related to cost and benefit implications are presented. Early intervention programs can use the cost-benefit framework to evaluate the social impact of natural environments.
Infants and Young Children, 13(4), 32-43.
Constructing daily routines: A qualitative examination of mothers with young children with disabilities. (2000)
Kellegrew, D. H.
This article describes a qualitative research study that examined the how mothers of young children with disabilities construct daily routines in response to the emerging self-care skills of their children. Naturalistic observations and in-depth interviews of six mothers and their children were used to gather data over a two-month period. The influence of ecological constraints and cultural values on the construction of routines was explored. The findings showed that the daily routines of the family were shaped by the concurrent processes of accommodating to ecocultural influences and anticipating future possibilities. The mothers’ vision for their children's future played an important role in determining whether or not the daily routines constructed would reinforce emerging self-help skills.
American Journal of Occupational Therapy, 54(3), 252-259.
Occupational therapy in full-inclusion classrooms: A case study from the Moorpark Model. (1996)
Kellegrew, D. H., & Allen, D.
This article gives a historic overview of the movement toward fully inclusive classrooms, especially as it relates to occupational therapy school-based practice. An example is given of a full-inclusion model that was adopted by the Moorpark Unified School District. The author describes how occupational therapy is included as an integral and important component of the model.
American Journal of Occupational Therapy, 50(9), 718-724.
Curriculum to promote positive interactions of preschoolers with a disabled peer introduced into the classroom. (1993)
Keller, D., & Honig, A. S.
Twelve preschoolers took part in an educational program designed to encourage social interactions with disabled children. Preschoolers who received the educational program made 14 positive social interactions with a visiting disabled child, compared to 2 made by a control group who did not receive the program.
Early Child Development and Care, 96, 27-34.
Investigating the transition of young children with intellectual disabilities to mainstream classes: An Australian perspective. (2003)
Kemp, C.
This article describes a study that looked at issues related to the transition of 33 children with intellectual disabilities from a model inclusive preschool program into an inclusive kindergarten classroom. Structural interviews were done with the parents, teachers, and principals at the beginning of term 2 of the school year and with the parents and teachers at the end of the school year. The findings were used as part of an ongoing evaluation of the model preschool program and to help other early intervention programs and inclusive schools improve their transition practices.
International Journal of Disability, Development and Education, 50(4), 403-433.
Identifying skills for promoting successful inclusion in kindergarten. (2005)
Kemp, C., & Carter, M.
This study looked at skills identified by teachers as being essential for the successful inclusion of children with special needs in regular kindergarten classrooms. Selected skills of 33 children with intellectual disabilities were measured after one term in an inclusive kindergarten setting. Teacher perceptions of the children's skills were also measured after one term and again at the end of the school year. Teachers generally identified classroom, social, and self-help skills as being critical to successful inclusion. These skills were similar to those identified in earlier studies, suggesting the findings are robust. Children who were perceived by their teachers as being more successfully included in the classroom demonstrated better on-task behavior and direction-following skills than those who were perceived as being less successfully included. However, the relationship between direct and indirect measures of the children's' skills was weak, which raises questions about research based entirely on teacher perception.
Journal of Intellectual and Developmental Disability, 30(1), 31-44.
School placement of children with nonspecific developmental delays. (1996)
Keogh, B. K., Coots, J., & Bernheimer, L.
Eighty-seven children with developmental delays identified in the preschool years were followed through elementary school to document regular or special education placement and child and preschool characteristics associated with placement. More than three-quarters of the children were in special education programs through the primary grades and over half the children remained in separate placements through elementary school.
Journal of Early Intervention, 20(1), 65-78.
Early childhood teachers' knowledge of teaching children with disabilities. (2003)
Kilgallon, P., & Maloney, C.
In recent years there has been an ongoing trend toward including children with disabilities in regular education classrooms. This paper describes the results of a qualitative study that was done to examine the sources of knowledge and kinds of experiences early childhood teachers had related to working with children with special needs. The teachers reported that the process of inclusion caused them to question their self-efficacy and the adequacy of their practical teaching knowledge. They also identified several common factors that they considered to be essential for successful inclusion. These included: teacher’s attitudes and expectations, types of support available, sources and forms of knowledge, and changes in teaching practice.
Australian Journal of Early Childhood, 24(4), 9-13.
The home visitor’s guidebook: Promoting optimal parent and child development 2nd ed. (2003)
Klass, C. S.
This text offers a variety of practical strategies for home visitors. It includes personal stories and research on how to develop communication and interpersonal skills. Strategies for building trust and fostering respect with families are included. Sections and chapters include: Home Visiting: The New Profession. I: (1) The Relationship Between Parents and the Home Visitor; (2) The Home Visitor's Approach; (3) Home Visitor as a Professional. II: Promoting Healthy Parent and Child Development; (4) Developing a Sense of Self: The Foundation of Social and Emotional Development; (5) Guidance and Discipline; (6) Communication and Language; (7) Routines, Rituals, and Celebrations; (8) Play, Learning, and Development: (9) Siblings. III: Person and Profession: and (10) Personal History and Professional Competence.
Baltimore: Paul H. Brookes Publishing Co.
Citizenship for all in the literate community: An ethnography of young children with significant disabilities in inclusive early childhood settings. (2004)
Kliewer, C., Fitzgerald, L. M., Meyer Mork, J., Hartman, P., English Sand, P., & Raschke, D.
This study used ethnographic methods to examine literacy development in young children with significant disabilities over the course of two school years. It included nine inclusive preschool and kindergarten classrooms across five programs. Teachers were observed to emphasize children's narratives and to effectively foster the citizenship of all children in the literate communities of these classrooms. Several themes arose in the data related to fostering effective literacy development in children who are often segregated from rich curricular opportunities. Defining literacy as making meaning and recognizing children with disabilities as competent meaning-makers was considered to be of major importance in this effort.
Harvard Educational Review, 74(4), 373-403.
Influential factors in inclusive versus non-inclusive placements for preschool children with disabilities. (1999)
Kochanek, T. T., & Buka, S. L.
Examined the extent to which preschool inclusion practices were evident in diverse communities, and identified the child, maternal, and service-provider characteristics that significantly related to such practices. Found that the paradigm shift away from intensive, segregated educational programs toward fully inclusive, community-based programs for preschoolers has gained considerable momentum in select communities nationally.
Early Education and Development, 10(2), 191-208.
Maximizing peer-mediated resources in integrated preschool classrooms. (1999)
Kohler, F. W., & Strain, P. S.
Describes four characteristics that might be associated with the optimal use of peer-mediated procedures in integrated preschools: They should be comprehensive in the skills and activities that they address, intensive or large scale in applications, practical and acceptable to teachers, and effective for producing intended outcomes.
Topics in Early Childhood Special Education, 19(2), 92-102.
Teaching social interaction skills in the integrated preschool: An examination of naturalistic tactics. (2001)
Kohler, F. W., Anthony, L. J., Steighner, S. A., & Hoyson, M.
This study demonstrated the increase of social interaction skills in four preschool children with autism as a result of a daily 10-minute intervention emphasizing naturalistic teaching tactics designed to stimulate children's play and interaction with others. Two of the four children continued to display high levels of interaction during the maintenance phase.
Topics in Early Childhood Special Education, 21(2), 93-103.
Merging naturalistic teaching and peer-based strategies to address the IEP objectives of preschoolers with autism: An examination of structural and behavior outcomes. (1997)
Kohler, F. W., Strain, P. S., Hoyson, M., & Jamieson, B.
A study examined the effects of combining naturalistic teaching and peer-mediated tactics to address the developmental skills of 10 preschoolers with autism. Compared to naturalistic tactics only, the involvement of typical peers resulted in a substantial increase in the duration and rate of skills addressed during each teaching episode.
Focus on Autism and Other Developmental Disabilities, 12(4),196-206.
Family day care as an integrated early intervention setting. (1988)
Kontos, S.
Project Neighborcare is a comprehensive inservice training program for family day care providers who care for the handicapped preschool children of working parents. The program uses an ecological framework and a consultative approach in an attempt to improve the early intervention skills of the providers.
Topics in Early Childhood Special Education, 8(2), 1-14.
Preparing practitioners to provide early intervention services in inclusive settings. (1997)
Kontos, S., & Diamond, K.
This chapter examines issues related to helping practitioners acquire the skills they need to work effectively in inclusive early childhood settings. It examines different theoretical frameworks and service delivery models, and looks at ways in which these models may influence the educational needs of practitioners. Related contextual issues that affect the preparation of teachers, therapists and other staff for inclusive programs are discussed. Concrete suggestions and recommendations are provided on how to prepare personnel and what they should be prepared for. Finally, infrastructure needs for systematically preparing personnel to support practices are discussed.
In P. J. Winton, J. A. McCollum, & C. Catlett, (Eds.), Reforming personnel preparation in early intervention: Issues models, and practical strategies. (pp. 393-406) Baltimore. Paul H. Brookes Publishing Co.
The ecology of inclusion. (1998)
Kontos, S., Moore, D., & Giorgetti, K.
A study of 40 children (age 4) with disabilities examined their activities, adult involvement, and the social context of their activities within inclusive early childhood programs. Children with disabilities were most involved in play with manipulatives or in nonplay, while typical peers were most often involved in dramatic play.
Topics in Early Childhood Special Education, 18(1), 38-48.
Social skills and their correlates: Preschoolers with developmental delays. (1992)
Kopp, C. B., Baker, B., & Brown, K.
Fifteen preschool children with mild mental retardation (developmental delays) were observed during play with nondisabled peers. Children with delays showed less social play, more disruptive entry, more regressive behaviors, and less positive affect. Their level of social play related to developmental age and communication ability but not to family teaching of social skills.
American Journal on Mental Retardation, 96(4), 357-366.
Fresh perspectives on young children and family routines. (2002)
Kubicek, L. F.
This study interviewed eighty low-income mothers from four different cultural groups. Results demonstrated that the mothers provided a more positive picture of the daily lives of low-income families with young children than had been anticipated based on previous research. All of the families had a predictable pattern for at least three daily routines. For many of the families, routines provided opportunities for social and emotional engagement and for child autonomy.
Zero to Three, 22(4), 4-9.
Program quality characteristics in segregated and inclusive settings. (1998)
La Paro, K. M., Sexton, D., & Snyder, P.
Used teacher questionnaires and observations of classroom practices and environment to examine program-quality characteristics in 58 community-based early-childhood settings serving at least one child with disabilities. Found that both segregated and inclusive settings had moderately good quality and were similar across measures of program quality. Teacher demographic variables were not related to the selected program-quality indicators.
Early Childhood Research Quarterly, 13(1), 151-168.
Integrated programs: Effects on young children and their parents. (1993)
Lamorey, S., & Bricker, D. D.
This chapter looks at why the integration of children with disabilities into community based programs has not become a reality, in spite of the overwhelming support from early intervention professionals, most parents, informed legislators, and legal personnel. 16 investigations that focused on the effects of integration are reviewed and major trends are explored.
In C. Peck, S. L. Odom & D. Bricker (Eds.), Integrating young children with disabilities into community programs: Ecological perspectives on research and implementation. (pp. 249-268). Baltimore. Paul H. Brookes Publishing Co.
Strategies for implementing evidenced-based practice in natural environments. (2000)
Law, M.
This article focuses on strategies that can be used to evolve an evidence-based practice. It describes methods for gathering research information, for reviewing studies critically, and for summarizing information for practice using a model supporting evidence-based practice. An example of the application of these strategies to early intervention is included.
Infants and Young Children, 13(2), 32-40.
Best practices for preschool programs: An update on inclusive settings. (1993)
Leister, C., Koonce, D., & Nisbet, S.
Based upon recent research, this article provides an update of best practices for inclusive education in the areas of program options, curriculum design, classroom environment, social interaction, communication, family inclusion, and support services that will help preschool teachers more effectively serve both normal and developmentally disabled children in their classrooms.
Day Care and Early Education, 21(2), 9-12.
The effect of partner hearing status on social and cognitive play. (1997)
Levine, L. M., & Antia, S. D.
This study observed the social and cognitive play of 46 young children who were deaf or hard of hearing (D\HH). With D\HH partners, children engaged primarily in constructive play, but in groups that included both D\HH and hearing partners, they engaged most frequently in dramatic play. Results suggest that group play varies according to the hearing status of the play partners.
Journal of Early Intervention, 21(1), 21-35.
Everyone can come to school: Learning from experience. (1997)
Lewis, E. G.
Argues importance of a flexible approach to educating physically and developmentally disabled children, one that allows children to learn and play with attention to age, stages, temperaments, personalities and individual needs. Notes that staff attitudes and willingness to adjust schedules, plans, room arrangement, curriculum, and expectations are critical ingredients for success in inclusion programs.
Dimensions of Early Childhood, 25(3), 21-25.
Evaluating inclusion: An examination of parent views and factors influencing their perspectives. (2004)
Leyser, Y., & Kirk, R.
A study was done to examine perceptions about inclusive education of 437 parents of children with mild, moderate, or severe disabilities. Using a modified version of the Opinions Related to Mainstreaming Scale, parents showed strong support of inclusion from a legal and philosophical viewpoint. They identified inclusion as having both social and emotional benefits for children with disabilities. However, they were concerned about issues such as possible social isolation, the quality of instruction, teacher training and skills, negative attitudes, and support from other families. Parents of younger children, parents of children with mild disabilities, parents with a college education, and parents who were unsure of their child's placement were more supportive of inclusion then were other parents. The authors discuss these findings in terms of the implications for practice and future research needs.
International Journal of Disability, Development and Education, 51(3), 271-285.
Conflict and its resolution in preschoolers with and without disabilities. (1994)
Lieber, J.
Compared the nature of conflict and its resolution during free-play among preschool children with and without disabilities. Results indicated conflict occurred relatively infrequently and was of short duration. Disabled children tended to have more object possession disputes than other disputes; nondisabled children had more disputes during pretend play than other types of play.
Early Education and Development, 5(1), 5-17.
The impact of changing roles on relationships between professionals in inclusive programs for young children. (1997)
Lieber, J., Beckman, P. J., Hanson, M. J., Janko, S., Marquart, J. M., Horn, E., et al.
Studied effects of mainstreaming on the roles of professionals in 16 inclusive preschool programs, using interviews, observation, and document analysis. Found that a sense of shared philosophy or joint ownership of children, when reached jointly rather than being lopsided or imposed from outside, produced more positive experiences, and that key personnel within the organization could exert a pivotal influence.
Early Education and Development, 8, 67-82.
Inclusive preschool programs: Teachers' beliefs and practices. (1998)
Lieber, J., Capell, K., Sandall, S. R., Wolfberg, P., Horn, E., & Beckman, P.
Used interviews, program documents, and field notes from classroom observations to describe beliefs of early-childhood teachers about inclusion and to examine ways in which teachers enact those beliefs in their classrooms. Found that themes identified about teachers' beliefs were consistent with previous studies and that teachers' classroom actions revealed many variations and individual interpretations of those themes.
Early Childhood Research Quarterly, 13(1), 87-105.
Key influences on the initiation and implementation of inclusive preschool programs. (2000)
Lieber, J., Hanson, M. J., Beckman, P. J., Odom, S. L., Sandall, S. R., Schwartz, I. S., et al.
Factors that either facilitate or inhibit development of inclusive preschool programs were identified through interviews with 201 direct service and administrative personnel in four U. S. geographical regions. Key personnel were identified as the strongest facilitators of inclusion. Other important influences were provision of training, external support, holding a shared vision, and the impact of national and state policies.
Exceptional Children, 67(1), 83-98.
Integrating effective teaching literature with literature on instruction in the natural environment. (1997)
Lignugaris/Kraft, B., & Santos, R. M.
This article reflects on a review of 28 studies on instruction in natural environments with children with disabilities that indicated instruction in natural environments may benefit from adapting some practices and principles of effective group instruction. Discusses using milieu teaching for language development in preschool children.
Exceptionality, 7(2), 139-141.
Professional issues for physiotherapist in family-centered and community-based settings. (2002)
Litchfield, R., & McDougal, C.
This article describes the results of a qualitative study that was done to examine the benefits and challenges for physiotherapists working in a community-based, family-centered setting. Semi-structured interviews were conducted with 10 physiotherapists. Results showed that the physiotherapists saw their role as working with the family to develop shared goals, however there were tensions between the policies of family involvement and evidence-based practice. Challenges also arose if the expectations of families could not be matched with available resources. Both benefits and barriers to using a community-based, family centered approach were demonstrated. The authors argue that although this approach is supported by the literature and by physiotherapists in theory, there are significant policy and professional issues that need to be addressed, before it can be fully implemented.
Australian Journal of Physiotherapy, 48(2), 105-112.
Activity-based intervention and direct instruction: A comparison study. (1994)
Losardo, A., & Bricker, D
This single-subject study compared the effectiveness of two intervention approaches, direct instruction and activity-based intervention, on acquisition and generalization of object names by six young children who were at risk or had developmental delays. Acquisition of object names was enhanced by use of highly structured didactic approaches to intervention (direct instruction).
American Journal on Mental Retardation, 98(6), 744-765.
Alternative approaches to assessing young children. (2001)
Losardo, A., & Notari-Syverson, A.
This book examines qualitative approaches to the evaluation/assessment of child development using informal methods such as structured and unstructured observation, portfolios, and videotaping. It includes an in-depth discussion of six alternatives to traditional assessment for children birth to age 8. A number of examples and documentation forms are included. Chapters include: (1) Historical Perspectives on Alternative Assessment; (2) Traditional and Contemporary Assessment Models; (3) Naturalistic Assessment; (4) Focused Assessment; (5) Performance Assessment; (6) Portfolio Assessment; (7) Dynamic Assessment; (8) Curriculum-Based Language Assessment; (9) Transdisciplinary Framework; and (10) Future Directions.
Baltimore: Paul H. Brookes Publishing Co.
Naturalistic language intervention in inclusive environments. (1995)
Lowenthal, B.
This review considers use of natural language instruction by early childhood teachers for children with language disabilities in inclusive environments. The following factors are addressed: child-centered approach, family involvement, classroom strategies, activity-based intervention, environmental influences, the function of play, preliteracy activities, and peer coaching.
Intervention in School and Clinic, 31(2), 114-118.
Teaching social skills to preschoolers with special needs. (1996)
Lowenthal, B.
To help preschoolers with disabilities improve social interaction skills in inclusive classrooms, outlines seven effective practices: (1) systematic arrangement of classroom environment; (2) peer imitation; (3) teacher prompts; (4) group affection activities; (5) positive reinforcement by teachers; (6) peer-mediated interventions; and (7) correspondence training. Notes that early childhood special education methodology differs somewhat from developmentally appropriate practice guidelines.
Childhood Education, 72(3), 137-140.
Precursors of learning disabilities in the inclusive preschool. (1998)
Lowenthal, B.
Examines early identification and intervention for students with learning disabilities in inclusive classrooms. Early signs of learning disabilities in motor, adaptive, communication and language, cognitive, and social-emotional skills are described. Techniques of functional assessment such as curriculum-based measurement, play assessment, and portfolio evaluation are outlined.
Learning Disabilities: A Multidisciplinary Journal, 9(2), 25-31.
Early childhood inclusion in the United States. (1999)
Lowenthal, B.
Examines definitions of inclusion, mainstreaming, and integration, focusing on developments within the United States. Reviews legislation leading to inclusion, the debate about use of inclusion in early childhood special education, and the rationale and research supporting inclusion. Describes factors necessary for successful inclusion, including roles of various individuals, teaming and collaboration, curriculum models, learning environment, personnel training, and transition.
Early Child Development and Care, 150, 17-32.
Inclusive education of young children with deaf-blindness: A technical assistance model. (1995)
Luiselli, T. E., Luiselli, J., DeCaluwe, S., & Jacobs, L.
Using a technical assistance model, the New England Center Pilot Project provides training and consultation to programs serving young children who are deaf-blind in inclusive education settings (preschool, kindergarten, and first grade). This article discusses the model's four major components, salient issues, and recommendations to enhance inclusive education.
Journal of Visual Impairment & Blindness, 89(3), 249-256.
Developing cross-cultural competence. 3rd ed. (2004)
Lynch. E., & Hanson, M. (Ed.).
This book is meant to help early intervention practitioners working with families from diverse cultural backgrounds develop cross-cultural skills. It is organized into three parts. Part I provides an introduction to issues surrounding working with families from diverse backgrounds. Part II, the core of the book, introduces a number of major cultural perspectives. Part III provides a summary and discusses implications for service providers.
Baltimore: Paul H. Brookes Publishing Co.
Social constructivist theory and principles of inclusion: Challenges for early childhood special education. (1994)
Mallory, B. L., & New, R. S.
This paper argues for a paradigmatic shift away from individualistic models of development and learning in early childhood special education to a social constructivist model. Principles for inclusive early childhood practice are explicated, based on classrooms as communities, learning as socially mediated, curriculum as contextually relevant and problem based, and assessment as authentic and meaningful.
Journal of Special Education, 28(3), 322-337.
Conflict strategies and resolutions: Peer conflict in an integrated early childhood classroom. (1996)
Malloy, H. L., & McMurray, P.
Examined the physical and verbal peer conflicts of nine typically developing children and eight children with disabilities in an integrated preschool. Several conflict constructs were examined, including goals, oppositions, strategies, outcomes, and the teacher's role in peer conflict. Results suggest the need for active teacher involvement when children with disabilities participate in conflicts in integrated early childhood classrooms.
Early Childhood Research Quarterly, 11(2), 185-206.
Teacher-mediated facilitation of engagement by children with developmental delays in inclusive preschools. (1999)
Malmskog, S., & McDonnell, A. P.
This study investigated the effects of naturalistic, teacher-mediated intervention strategies on increasing levels of active engagement in three young children (ages 4-5) with developmental delays in inclusive classrooms. Intervention strategies were effective in increasing the level of active engagement in identified areas of need for all three children.
Topics in Early Childhood Special Education, 19(4), 203-216.
Teachers' views of integrated preschools. (1995)
Marchant, C.
This study used semistructured interviews to examine the views of 10 teachers in integrated preschool settings for young children with and without special needs concerning integrated program development and implementation at the early childhood level. Findings suggest considerable variation in conditions of implementation, with teachers experiencing more difficulty with sociopolitical variables than pedagogical factors.
Journal of Early Intervention, 19(1), 61-73.
Preschool inclusion: A response to multiple needs. (1994)
Martin, C. D.
Development of a program integrating multiply disabled children into a self-contained preschool program serving deaf and hard of hearing children is described. Although the children were integrated within one curriculum, they were provided small group instruction based on their language skill levels.
Perspectives in Education and Deafness, 13(2), 9-11,16.
How mothers in four American cultural groups shape infant learning during mealtimes. (2002)
Martini, M.
This study examined the mealtime routines of 90 families from four different American cultural groups (Filipino American, Caucasian American, Native Hawaiian and Japanese American), all with children from 3-23 months of age. The questions asked looked at the following: to what degree do family mealtimes revolve around the infant; how much exploration and experimentation are infants able to do at mealtimes; and how attentive, responsive, directive and expressive are the mothers. Parents from the four cultural groups had different perceptions of what it means to be a good, successful, mature adult, and their different cultural goals seemed to be reflected in their varying approaches to mealtime teaching.
Zero to Three, 22(4), 14-20.
Acquisition and generalization of activity schedules and their effects on task engagement in a young child with autism in an inclusive pre-school classroom. (2000)
Massey, N. G., & Wheeler, J. J.
Individualized activity schedules were successfully used with a 4-year-old child with autism who attended an integrated public preschool classroom. Graduated physical guidance and a system of most-to-least prompts were used during skill acquisition stages with teacher proximity and level of prompts being eventually faded.
Education and Training in Mental Retardation and Developmental Disabilities, 35(3), 326-335.
Adaptations for young children with visual impairments in regular settings. (1996)
Mayfield, P. K., McCormick, K., & Cook, M.
Notes that, increasingly, young children with visual impairments are educated in community settings with nondisabled peers. Suggests information for the child care and preschool teacher to facilitate the development of children with visual impairments within inclusive settings. Specific suggestions are provided for addressing environmental factors, teaching strategies, and adaptation of materials.
Early Childhood Education Journal, 23(4), 231-233.
Home-based early intervention with families of children with disabilities: Who is doing what?. (1997)
McBride, S. L., & Peterson, C
This paper reports observational data describing the content addressed and the processes employed by early special educators during home visits with children with disabilities (birth to three) and their families. Findings indicated that a model of child-focused intervention was most frequently implemented. Home visits especially tended to focus on the child when family resources were adequate.
Topics in Early Childhood Special Education, 17(2), 209-233.
Implementation of family-centered services: Perceptions of families and professionals. (1993)
McBride, S. L., Brotherson, M. J., Joaning, H., Whiddon, D., & Demmitt, A.
Interviews with 15 families of young children with disabilities and 14 professionals working with them indicated that professionals have an understanding of the change in focus from child-centered to family-centered intervention; however there was some incongruence between family-centered attitudes and actual practice. Families expressed overall satisfaction with services they were receiving.
Journal of early Intervention, 17(4), 414-430.
Effects of group composition, materials, and developmental level on play in preschool children with disabilities. (1999)
McCabe, J. R., Jenkins, J. R., Mills, P. E., Dale, P. S., & Cole, K. N.
This study examined the effects of play-group composition (segregated or integrated) and category of play materials (functional, constructive, or dramatic) on cognitive level of play and language use of 24 preschool children with developmental disabilities. There were no effects for play-group composition, but category of play materials significantly influenced the type of play.
Journal of Early Intervention, 22(2), 164-178.
Dyad as focus, triad as means: A family-centered approach to supporting parent-child interactions. (1994)
McCollum, J. A., & Yates, T. J.
A study examined the effects of play-group composition (segregated or integrated) and category of play materials (functional, constructive, or dramatic) on cognitive level of play and language use of 24 preschool children with developmental disabilities. There were no effects for play-group composition, but category of play materials significantly influenced the type of play.
Infants and Young Children, 6(4), 54-63.
Children with autism attending preschool facilities: The experiences and perceptions of staff. (2003)
McConkey, R., & Bhlirgri, S.
Surveyed staff in 38 Belfast preschools of various types regarding supports available for children with autistic spectrum disorder. Found that many had experience with children with autistic spectrum disorders and receive some advice and support from a range of professionals. Nearly all were committed to enrolling these children but felt that staffing problems could preclude enrollment. Most staff felt they lacked sufficient knowledge/training to meet the children's special needs.
Early Child Development and Care, 173(4), 445-452.
Assessment in early intervention and early childhood special education: Building on the past to project into our future. (2000)
McConnell, S. R.
This article discusses three future directions of early childhood assessment: attention to assessment of progress and growth, adaptation of methods typically associated with ecobehavioral research to assess environmental conditions that affect performance, and continued integration and linkage of assessment and intervention, which will yield more formal monitoring and decision making models.
Topics in Early Childhood Special Education, 20(1), 43-48.
Effects of social skills training and contingency management on reciprocal interaction of preschool children with behavioral handicaps. (1991)
McConnell, S. R., Sisson, L., Cort, C., & Strain, P.
The effects of social interaction skill interventions on the social behavior of four preschool children with behavioral handicaps were evaluated. Findings indicated unique effects for social skills training and contingency management intervention. Results are discussed in relation to the role of reciprocal interaction and behavioral trapping for producing maintenance and generalization of social skills training.
Journal of Special Education, 24(4), 473-495.
Modifying and expanding activities for children with disabilities. (1995)
McCormick, L., & Feeney, S.
Suggests procedures for modifying and expanding activities to make them individually appropriate for children with disabilities, focusing on ways to customize curriculum activities. Provides a checklist for modifying activities and discusses points to be considered: desired outcomes, arrangements to be made, and assessment. Recommends a team approach.
Young Children, 50(4), 10-17.
Variables affecting engagement in inclusive preschool classrooms. (1998)
McCormick, L., Noonan, M. J., & Heck, R.
A study explored variables associated with engagement in seven inclusive community-based preschool classrooms. Results found disability status did not predict engagement, but activity characteristics were significantly related to engagement. Another variable, co-teacher team characteristics, was also found to be a significant predictor of engagement but to a lesser extent.
Journal of Early Intervention, 21(2), 160-76.
Co-teacher relationship and program quality: Implications for preparing teachers for inclusive preschool settings. (2001)
McCormick, L., Noonan, M. J., Ogata, V., & Heck, R.
A study explored associations between co-teachers' (n=20) perceptions of similarity (in philosophical beliefs, personal characteristics and traits, and professional style) with one another and two quality outcomes. With disability status controlled for, there was a significant relationship between the co-teacher relationship and quality of the environment.
Education and Training in Mental Retardation and Developmental Disabilities, 36(2), 119-32.
Individualization in the inclusive preschool: A planning process. (2003)
McCormick, L., Wong, M., & Yogi, L.
Cites the example of a 4-year-old with Down syndrome attending an inclusive early childhood program to illustrate how the ecological assessment and planning process is used to individualize instruction. Includes a list of the child's IEP goals and objectives, a copy of the ecological planning form, and a description of adaptations and arrangements. Asserts that deliberate, systematic, and collaborative planning is necessary for children with special needs.
Childhood Education, 79(4), 212-217.
Teaching experience and specialist support: A survey of preschool teachers employed in programs accredited by NAEYC. (1997)
McDonnell, A. P., Brownell, K., & Wolery, M.
A national mail survey of 276 preschool teachers employed in programs accredited by the National Association for the Education of Young Children found that more than half of respondents currently had a child with disabilities in their classroom and most were not working with a special educator.
Topics in Early Childhood Special Education, 17(3), 263-85.
Teachers' views concerning individualized intervention and support roles within developmentally appropriate preschools. (2001)
McDonnell, A. P., Brownell, K., & Wolery, M.
A survey of 500 preschool teachers found a majority view individualized intervention on specific goals to be important for all children, they would like to receive all of the listed forms of assistance from special educators, and they want special educators to be involved in collaborative roles in their classrooms.
Journal of Early Intervention, 24(1), 67-83.
Interactions in an inclusive classroom: The effects of visual status and setting. (2001)
McGaha, C. G., & Farran, D. C.
A study examined the effect of visual status (visually impaired or sighted) and setting (indoor or outdoor) on the social behaviors of 9 preschoolers with visual impairments and 11 typical preschoolers in an inclusive setting. Regardless of their visual status, the children spent significantly more time near sighted children.
Journal of Visual Impairment & Blindness, 95(2), 80-94.
Free effects of integration on levels of autistic behavior. (1993)
McGee, G. G., Paradis, T., & Feldman, R.
This study, based on observation of 28 children with autism in an integrated preschool, explored whether differing levels of autistic behavior was associated with the presence of nondisabled children or with the presence of other children with autism. Results indicated significantly decreased levels of autistic behavior corresponding to the close availability of nondisabled peers.
Topics in Early Childhood Special Education, 13(1), 57-67.
On the forms of inclusion: The need for more information. (1999)
McLean, M. E., & Dunst, C. J.
This commentary on a previous article (Odom, et al. 1999) that investigated 16 inclusive programs in 4 regional U. S. locations notes the omission of environments other than classrooms in the study, such as home settings and family day care settings. The absence of specific characteristics of the programs described is also criticized.
Journal of Early Intervention, 22(3), 200-202.
Assessing infants and preschoolers with special needs. (2004)
McLean, M., Wolery, M., & Bailey, D. B.
This book is meant to prepare students who will work with special-needs infants and preschoolers to use assessment for planning effective, personalized intervention programs. It explores a range of assessment issues—from test development to cultural competence—with an emphasis on family-centered practices, the impact of a child's everyday environment, and the value of collaborative decision-making. The authors cover the fundamentals of all assessment, while concentrating on assessment of the youngest children birth to 5 years old. Chapters include: (1) Assessment and Its Importance in Early Intervention/Early Childhood Special Education; (2) Tests and Test Development; (3) Procedural Considerations in Assessing Infants and Preschoolers with Disabilities; (4) Family Diversity, Assessment, and Cultural Competence; (5) Identification and Referral; (6) Screening and Assessment of Sensory Functioning; (7) Assessing Family Resources, Priorities, and Concerns; (8) Assessing Children’s Environments; ( 9) Functional Behavioral Assessment in Early Education Settings; (10) Assessing Cognitive Development; (11) Assessing Motor Skills in Infants and Young Children; (12) Assessing Communication Skills; (13) Assessing Social Competence; (14) Assessing Play Skills; (15) Assessing Adaptive Behavior; (16) Using Assessment Information to Plan Intervention Programs; and (17) Monitoring Children’s Progress and Intervention Implementation.
Columbus, OH: Merrill Prentice Hall.
Collaborative consultation across seven disciplines: Challenges and solutions. (1996)
McWilliam, P. J.
This chapter examines the collaborative consultation model and offers strategies for providers to use with parents and classroom teachers for identifying goals, designing interventions, and implementing intervention plans that all can work on together. It discusses challenges and suggests solutions to the difficulty of having many professionals involved in providing early intervention services to a single child and family. The author suggests that typically four professionals - teacher, speech language pathologist, physical therapist and occupational therapist - represent the disciplines thought of as needing to work together, however it is important to remember that there are 11 disciplines mentioned in the law related to the provision of early intervention services.
In R. A. McWilliam (Ed.), Rethinking pull-out services in early intervention (pp. 315-340). Baltimore. Paul H. Brookes Publishing Co.
Integration of therapy and consultative special education: A continuum in early intervention. (1995)
McWilliam, R. A.
Six dimensions of consultative services in early intervention for young children with disabilities are described: location, presence of other children, adult-child initiations, goal functionality, context of intervention, and consultant's role. A continuum of consultative models from totally segregated to fully integrated is presented, and data on reported use of and preferences for various models are discussed.
Infants and Young Children, 7(4) 29-38.
How to provide integrated therapy. (1996)
McWilliam, R. A.
This chapter provides strategies for working with children and their teachers in the classroom setting, rather than pulling them out to a separate area for therapy services. Guidelines are provided for teachers, specialists, administrators, and families.
In R. A. McWilliam (Ed.), Rethinking pull-out services in early intervention (pp. 147-184). Baltimore: Paul H. Brookes Publishing Co.
A program of research on integrated versus isolated treatment in early intervention. (1996)
McWilliam, R. A.
This chapter summarizes a five-year program of research that demonstrated that specialists should work with children in their classrooms as a method for transferring knowledge and skills to the teaching staff. The studies summarized include single-subject experimental designs, surveys, and correlational designs.
In R. A. McWilliam (Ed.), Rethinking pull-out services in early intervention (pp. 71-102) Baltimore. Paul H. Brookes Publishing Co.
It’s only natural … to have early intervention in the environments where it’s needed. (2000)
McWilliam, R. A.
This chapter discusses consultative services, addressing the following issues: location (varying from totally segregated to fully integrated), presence of other children, adult-child interactions, goal functionality, context of intervention, and consultant's role. It explores the use of integrated versus isolated treatment models and describes the following models: one-on-one pull-out, small-group pull-out, one-on-one in the classroom, group activity, individual within routine, and consultation.
In S. Sandall & M. Ostrosky (Eds.), Natural environments and inclusion: (pp. 17-26), Young Exceptional Children Monograph Series, No. 2. Denver, CO: Division for Early Childhood of the Council for Exceptional Children.
Rethinking pull-out services in early intervention: A professional resource. (1996)
McWilliam, R. A. (Ed.).
The 13 chapters of this book on early intervention services for young children with disabilities are organized into three sections covering issues in service provision in early intervention, application, and future directions. Chapter titles and authors include: (1) "Service Delivery Issues in Center-Based Early Intervention" (R. A. McWilliam); (2) "Interdisciplinary Collaboration in Service Delivery" (Mary Beth Bruder); (3) "Family-Professional Partnerships and Integrated Services" (Pamela J. Winton); (4) "A Program of Research on Integrated versus Isolated Treatment in Early Intervention" (R. A. McWilliam); (5) "Through Their Eyes: Creating Functional, Child-Sensitive Individualized Education Programs" (Karla Hull and others); (6) "Generalization Issues in Providing Integrated Services" (Steven F. Warren and Eva M. Horn); (7) "How To Provide Integrated Therapy" (R. A. McWilliam); (8) "Early Childhood Special and General Education" (Mark Wolery); (9) "Integrated Early Intervention Practices in Speech-Language Pathology" (M. Jeanne Wilcox and Michelle S. Shannon); (10) "Physical Therapy" (Beverly Rainforth and Pamela Roberts); (11) "Occupational Therapy" (Winnie Dunn); (12) "Collaborative Consultation across Seven Disciplines: Challenges and Solutions" (P. J. McWilliam); and (13) "Implications for the Future of Integrating Specialized Services" (R. A. McWilliam).
Baltimore: Paul H. Brookes Publishing Co.
Effects of classroom social structure and disability on engagement. (1995)
McWilliam, R. A., & Bailey, D. B.
The effects of disability, age grouping, and adult involvement on interactions of preschool children with disabilities (n=16) and children without disabilities (n=32) were studied in sessions of free play or adult involvement. Children with disabilities spent more time passively nonengaged. Even when controlling for developmental age, intergroup differences in engagement occurred.
Topics in Early Childhood Special Education, 15(2), 123-147.
A support approach to early intervention: A three-part framework. (2001)
McWilliam, R. A., & Scott, S.
This article presents a model for viewing and conducting early intervention in a way that de-emphasizes professional services and emphasizes the support that professionals can provide. Key strategies for providing informational support, material support, and emotional support to families of children with disabilities are described, along with implications for service delivery.
Infants and Young Children, 13(4), 55-66.
The family-centeredness of individualized family service plans. (1998)
McWilliam, R. A., Ferguson, A., Harbin, G. L., Porter, P., Munn, D., & Vandiviere, P.
A study found the Individualized Family Service Plan (IFSP) Family-Centeredness Rating Scale was effective in evaluating 100 IFSPs from four different agencies. The highest rated items were identifying the family's role and writing in the active voice. More child-related goals were written compared to family-related goals.
Topics in Early Childhood Special Education, 18(2), 69-82.
Satisfaction and struggles: Family perceptions of early intervention services. (1995)
McWilliam, R. A., Lang, L., Vandiviere, P., Angell, R., Collins, L., & Underdown, G.
This study of family perceptions of early intervention services used a written survey (quantitative) completed by 539 parents of infants, toddlers, and preschoolers receiving early intervention services and in-depth, semistructured interviews (qualitative) with 12 parents. It found overwhelming satisfaction with most services, with some concerns about choices of mainstreaming options.
Journal of Early Intervention, 19(1), 43-60.
Professionals’ and families’ perceptions of family-centered practices in infant-toddler services. (2000)
McWilliam, R. A., Snyder, P., Harbin, G. L., Porter, P., & Munn, D.
Examined the extent of family-centered practices in early intervention, professionals' and families' values about the practices, and relation of participants' characteristics to practices. Found that professionals reported more family-centered typical practice than did families. Home-based services were most predictive of frequent reports of family-centered practices. Home-based services were most predictive of frequent reports of family-centered practices. The longer families had received intervention, the more frequently they experienced family-centered practices.
(Special Issue: Families and Exceptionality). Early Education and Development, 11(4), 519-525.
Family-centered services: Service providers’ discourse and behavior. (1998)
McWilliam, R. A., Tocci, L., & Harbin, G. L.
A study examined family-centered practice in terms of six early-intervention service providers' philosophies and behaviors. Five underlying components of family-centered services were identified: positiveness, responsiveness, orientation to the whole family, friendliness, and sensitivity. Moreover, these service providers displayed skills both with children and communities.
Topics in Early Childhood Special Education, 18(4), 206-221.
The elements of early childhood assessment. (2000)
Meisels, S. J., Atkins-Burnett
This chapter focuses on research concerning perspectives that broaden the prevailing, normative paradigm in assessment and describes other assessment purposes besides normative ranking and long-term predications. Five elements of early childhood assessment are discussed: (1) the target of assessment, (2) the context in which assessments occur, (3) limitations of conventional methods of assessment, (4) varied roles of personnel in assessment, and (5) the relationship of assessment and evaluation.
In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention, 2nd ed. New York: Cambridge University Press. (231- 257).
New visions for the developmental assessment of infants and young children. (1996)
Meisels, S., & Fenichel, E.
This collection of 18 papers on assessing infants and toddlers includes the views of parents, clinicians, researchers, and policymakers. The following papers are included: (1) "Toward a New Vision for the Developmental Assessment of Infants and Young Children" (Stanley I. Greenspan and Samuel J. Meisels); (2) "Charting the Continuum of Assessment and Intervention" (Samuel J. Meisels); (3) "Toward Shared Commitment and Shared Responsibility: A Parent's Vision of Developmental Assessment" (Susan Rocco); (4) "Achieving Change in Assessment Practices: A Parent's Perspective" (Barbara K. Popper); (5) "Thoughts on the Assessment of Young Children whose Sociocultural Background is Unfamiliar to the Assessor" (Isaura Barrera); (6) "History-Making, not History-Taking: Clinical Interviews with Infants and Their Families" (Laurence M. Hirshberg); (7) "A Window on the Newborn's World: More than Two Decades of Experience with the Neonatal Behavioral Assessment Scale" (T. Berry Brazelton); (8) "The Infant-Toddler Developmental Assessment (IDA): A Family-Centered Transdisciplinary Assessment Process" (Joanna Erikson); (9) "Assessment for IFSP Development and Intervention Planning" (Diane Bricker); (10) "Assessment of Adaptive Competence" (G. Gordon Williamson); (11) "Nonstructured Play Observations: Guidelines, Benefits, and Caveats" (Marilyn Segal and Noreen T. Webber); (12) "Assessing the Emotional and Social Functioning of Infants and Young Children" (Stanley I. Greenspan); (13) "Climbing the 'Symbolic Ladder': Assessing Young Children's Symbolic and Representational Capacities through Observation of Free Play Interaction" (Serena Wieder); (14) "Toward Earlier Identification of Communication and Language Problems in Infants and Young Children" (Amy M. Wetherby and Barry M. Prizant); (15) "Strategies for Meaningful Assessment of Infants and Toddlers with Significant Physical and Sensory Disabilities" (Lucy Jane Miller and Cordelia C. Robinson); (16) "Neurodevelopmental Evaluation of Newborns and Infants with Genetic Disorders" (Carole Samango-Sprouse); (17) "A Values-Based Model of Infant and Toddler Assessment" (Lucy Jane Miller and Brian A. McNulty); and (18) "Family-Directed Child Evaluation and Assessment under the Individuals with Disabilities Education Act (IDEA)" (Carol Berman and Evelyn Shaw).
Washington, DC: Zero to Three, National Center for Infants, Toddlers and Families.
Tostada preparation provides educational feast: Preschoolers learn language, explore culture. (1998)
Merendino, M., & Simpson-Evans, M.
Describes a multicultural inclusive preschool program in which children with and without disabilities communicate by using English, Spanish, and sign language. How students were taught a cross-cultural language lesson by making tostadas during International Foods Week is reviewed. Lists additional lessons with language-based and cultural themes.
Perspectives in Education and Deafness, 16(4), 10-11.
Parental attitudes toward integration. (1992)
Miller, L. J., Strain, P. S., Boyd, K., Hunsicker, J. M., & Wu, A.
This survey of 232 parents of developmentally delayed or typical preschool children found that parent attitudes were favorable toward mainstreaming, regardless of their child's placement in a mainstreamed or segregated program. Compared to parents of segregated children, parents of mainstreamed children indicated stronger opinions about the influence of mainstreaming on their child's development.
Topics in Early Childhood Special Education, 12(2), 230-246.
Preschool placement decisions: Are they predictors of future placements? (1993)
Miller, L., Strain, P., McKinley, J., Heckathorn, K., & Miller, S.
This study followed up 328 child participants (150 children with mild to moderate developmental delays and 178 typical children) ages 3-5 years to determine the effects of preschool placement (mainstream or segregated setting) on later school age special or regular class placement. Evaluation after 3 years indicated that children with developmental delays from segregated preschool settings were twice as likely to retain special education eligibility in kindergarten as their mainstream counterparts and were three times as likely to receive service in segregated settings. A quarter of the segregated preschool group and 62 percent of the mainstream preschool group moved into regular kindergarten placements. Over the 3 years, typical children were increasingly placed in classes in which mainstreaming of some children with disabilities was occurring. The findings indicate increased use of mainstreaming to provide children with inclusive education. Implications of the findings are discussed in terms of fiscal aspects of programming for children with special needs, teacher training, and policy regarding initial placement decisions. Appended is a list of resources for information on early childhood policies and programs.
Pittsburgh, PA: Research Institute on Preschool Mainstreaming, (ERIC document Reproduction No. 360277)1.
Segregated programs of teacher education in early childhood: Immoral and inefficient practice. (1992)
Miller, P.
The philosophical, legal, moral, economic, and empirical bases supporting educating teachers to teach both typically and atypically developing infants, toddlers, and preschoolers and to work with their families are presented. Content for such integrated teacher education curricula and certification standards are recommended. Efforts by Massachusetts, North Carolina, and Kentucky in this direction are noted.
Topics in Early Childhood Special Education, 11(4), 39-52.
Effects of differing levels of inclusion on preschoolers with disabilities. (1998)
Mills, P. E., Cole, K. N., Jenkins, J. R., & Dale, P. S.
This study compared three levels of inclusion (special education only, integrated special education, and mainstream placements) on the cognitive and language development of 66 preschool children with disabilities. Analysis of pre- to postgains revealed that integrated special education produced gains that significantly exceeded the rate of normal development. Differences were also found in placement effects between lower-and higher-functioning children.
Exceptional Children, 65(1), 79-90.
Play behavior and communication between deaf and hard of hearing children and their hearing peers in an integrated preschool. (1994)
Minnett, A., Clark, K., & Wilson, G
Sixty preschool children (30 deaf or hard of hearing, 30 hearing) were observed in their integrated school during learning center activities and outdoor play. Half experienced auditory communication and half total communication modes. Although all children preferred to play and communicate with same-hearing status children, 63% did communicate with other-hearing status children.
American Annals of the Deaf, 139(4), 420-429.
The delusion of full inclusion. (2005)
Mock, D. R., & Kauffman, J. M.
This chapter discusses the full inclusion movement (FIM) in special education. The authors state that the place of instruction, rather than instruction itself, has become a central issue in this movement. They present arguments against this notion, which they refer to as “the delusion of full inclusion.”
In R. Foxx, J. A. Mulick & J. W. Jacobson (Eds.), Controversial therapies for developmental disabilities: Fad, fashion and science in professional practice (pp. 113-128). Mahwah, NJ: Lawrence Erlbaum Associates.
Picture this! Using portfolios to facilitate the inclusion of children in preschool settings. (1999)
Morrison, R.
Argues that inclusion of children with disabilities into various preschool settings presents opportunities for early childhood educators to address issues of differences through the use of effective tools and teaching strategies. Suggests that a journal-type portfolio is a tool early-childhood educators can use to enhance the acceptance of children with disabilities by their peers.
Early Childhood Education Journal, 27(1), 45-48.
Increasing play skills of children with autism using activity schedules and correspondence training. (2002)
Morrison, R. S., Sainato, D. M., BenChaaban, D., & Endo, S.
A study investigated the effectiveness of correspondence training and photographic activity schedules on the on-task and play correspondence behavior of four preschool children with autism in an inclusive setting. Results indicate that all participants' on-task and play correspondence behavior increased, while experimenter prompts gradually decreased.
Journal of Early Intervention, 25(1), 58-72.
Full inclusion: Dream or reality? (1995)
Morse, T. E., & Santos, K.
In the mid-1990s a major debate arose between full-inclusion advocates and their critics. Morse maintained that full inclusion is the only way to ensure that mandates of the Individuals with Disabilities Education Act will be carried out. Santos argued that inclusion must be tempered by alternative arrangements that best serve an individual child's needs.
Journal for a Just and Caring Education, 1, 449-57.
Functional assessments of preschool children: Optimizing developmental and family supports in early intervention. (2001)
Msall, M. E., Tremont, M. R., & Ottenbacher, K. J.
This article describes the use of measures of functional assessment of essential activities in self-care, mobility, communication, and social cognition in preschool children. An overview of functional assessment is provided, and psychometric properties of the various tests are described. Case studies illustrate the value of using functional assessments.
Infants and Young Children, 14(1), 46-66.
Natural environments: A letter from a mother to friends, families, and professionals. (2002)
Mullis, L.
A mother of a son with Down syndrome discusses how her family and child care providers work with him in natural environments to support his learning in daily activities. She urges other parents to keep trying until they find the right match that works for their family.
Young Exceptional Children, 5(3) 21-24.
Playmate preferences of children who are typically developing for their classmates with special needs. (1997)
Nabors, L.
Investigation of the social preferences of typically developing children (N=40) toward peers (N=19) with special needs in inclusive preschool classrooms found the children with special needs received few positive playmate preference nominations, but did not receive a significant number of negative nominations. Children were disliked if they were aggressive, irrespective of disability status.
Mental Retardation, 35(2), 107-113.
Scripted play as a language intervention strategy for preschoolers with development disabilities. (2001)
Neeley, P. M., Neeley, R. A., Justen, J. E., III, & Tipton-Sumner, C.
This study examined the feasibility of teaching socio-dramatic play through the use of a verbal script to increase sophistication of free play behavior in preschoolers with developmental disabilities. The findings supported the clinical utility of scripted play as a teaching strategy for such children.
Early Childhood Education Journal, 28(4), 243-246.
Children with cochlear implants in the inclusive early childhood classroom. (2004)
Nelson, L. H., & Johnston, S. S.
This article discusses the benefits of including children who use cochlear implants or hearing aids in inclusive early childhood settings. The authors recommend that early childhood educators obtain the knowledge, skills, technology, and support they need to promote the successful inclusion of these young children in their classrooms.
Young Exceptional Children, 7(1), 2-10.
Clinical practice guidelines: Report of the recommendations. Communication disorders, assessment and intervention for young children (age 0-3 years). (1999)
New York State Department of Health
Young children with communication disorders comprise a heterogeneous group and have available to them a correspondingly heterogeneous array of assessments and interventions. Especially when an early intervention program is being considered, selecting the most appropriate assessments and intervention strategies for individual children constitutes a considerable challenge even for experienced professionals in the field. Knowledge of the most current information based on research and practice is accessible but often difficult to organize systematically due to differing methodologies, conceptual frameworks, and quality of the work. The Clinical Practice Guideline for Children with Communication Disorders addresses this problem by gathering and summarizing information based on the available evidence.
(NYSDH Publication No. 4220). Albany, NY: Author.
Facilitating individual planning for young children with disabilities in developmentally appropriate classrooms. (1999)
Niemeyer, J. A., Cassidy, D. J., Collins, E., & Taylor, B.
Notes that as more young children with disabilities are included in classrooms for children who are developing typically, practitioners must continue to identify and refine strategies for making inclusion successful. Discusses a successful inclusion program that is observation-based and child- initiated. Discusses a procedure that facilitates the implementation of the individualized education program within this context.
Early Childhood Education Journal, 26(4), 255-262.
Early intervention in natural environments: Methods and procedures. (1993)
Noonan, M., & McCormick, L.
This guide provides precise, detailed descriptions of empirically validated best practices to promote learning in infants and young children with disabilities. It is designed to be a practical and comprehensive, easy-to-read introductory methods text that addresses the fundamental issues associated with implementing the legislative mandates of the Individuals with Disabilities Education Act. The text is organized according to key concepts, functions, and arrangements in the early intervention process. The chapters focus on: (1) an introduction to the history of early intervention perspectives and policies; (2) teaming skills and strategies, and basic premises and procedures for service coordination; (3) infant assessment processes and development of the Individual Family Service Plan; (4) preschool assessment and development of the Individualized Education Program; (5) guidelines for implementation of a naturalistic curriculum model; (6) generic instructional procedures; (7) specialized methods in the basic skill domains of communication, social development, physical development, and self-care; (8) naturalistic teaching approaches and procedures, including data collection strategies; (9) planning and implementation of group instruction; (10) environmental arrangements to promote interaction and independence; (11) service delivery models and program management; and (12) important transitions in early childhood and procedures to facilitate smooth transitions.
Pacific Grove, CA: Brooks Cole Publishing.
Inclusion and exclusion in the early years: Conversations with European educators. (2004)
Nutbrown, C., & Clough, P.
This article describes a study that examined the views of early childhood educators from Denmark, Greece, Italy and the UK. The authors begin with a review of recent research into European perspectives on early education, special educational needs, and inclusion. They highlight the following: a multinational call for action related to the education of children with learning difficulties; issues related to the inclusion (and exclusion) of children with emotional and behavioral challenges; the prevalence of inclusive policies existing side by side with exclusive practices and attitudes; and issues related to professional development. Next they describe the rationale, aims and research design of their study, which surveyed 113 European early childhood educators working mostly in inclusive settings, using questionnaires, email conversations and face-to-face interviews. The data gathered is then used to discuss four themes: educators' personal/professional experiences; professional development; inclusion and exclusion; and the roles of parents. The authors conclude by identifying future research needs.
European Journal of Special Needs Education, 19(3), 301-315.
Inclusive child care for infants and toddlers: Meeting individual and special needs. (1999)
O’Brien, M.
With an increasing emphasis on inclusive child care, that is, care for children with and without disabilities within the same setting, there is a greater need for tested and workable approaches to provision of such care. Based on a developmental-ecological model of care and early intervention, this book is a resource for practitioners providing infant and toddler care in inclusive settings and a training guide for students and beginning teachers. Chapter 1 of the guide, "A Developmental-Ecological Approach to Inclusive Infant-Toddler Care," outlines infants' and toddlers' psychological tasks and describes how the approach helps with those tasks. Chapter 2, "Child Care as a Setting for Early Intervention," focuses on potential benefits of merging the child care and early intervention systems. Chapter 3, "Parents as Partners," concerns ways to communicate with and involve parents and help families help their children. Chapter 4, "Organizing Inclusive Infant-Toddler Care," describes a plan for operating inclusive full-day infant-toddler care programs. Chapter 5, "Exploration and Experience," describes how to organize experience and exploration to facilitate learning. Chapter 6, "Responsive Teaching Techniques for Infants and Toddlers," presents responsive teaching techniques and suggestions for facilitating inclusion. Chapter 7, "Responsive Guidance for Infants and Toddlers," suggests ways to deal with troublesome and frustrating situations. Chapter 8, "Food and Nutrition," discusses organizational strategies for feeding groups of children and meeting nutritional requirements. Chapter 9, "Diapering and Toilet Training," concerns organization of these repetitive tasks, including working with families on toilet training. Chapter 10, "Transitions," addresses how to facilitate common transitions during the day, such as arrival and departure, and nap time. Chapter 11, "Administering Inclusive Infant-Toddler Care," highlights a supportive administrative structure, and training and supervision techniques. Chapter 12, "Evaluating Quality in Inclusive Infant-Toddler Care," discusses program evaluation methods. Four appendices include sample play activities for inclusive infant and toddler care, and planning and recording forms.
Baltimore: Paul H. Brookes Publishing Co.
Language learning in context: Teacher and toddler speech in three classroom play areas. (1995)
O’Brien, M., & Bi, X.
Patterns of teacher language used with at-risk toddlers in three different play contexts (doll/house, block/truck, and large motor) were studied within a naturally occurring classroom setting. Significantly different language-use patterns by teachers were found in each area, and these were associated with differences in the rate and nature of child language.
Topics in Early Childhood Special Education, 15(2), 148-163.
Attitudes toward family-centered care and clinical decision making in early intervention among physical therapists. (2000)
O’Neil, M. E., & Palisano, R. J.
This article provides a context for the research articles appearing in this issue of Early Childhood Research Quarterly. The authors review recent empirical literature related to the practice of inclusion in early childhood programs and describe definitions of inclusion, rationales for inclusive classes, and demographics of inclusive programs and staff. Using Bronfenbrenner’s ecological systems theory as a conceptual framework, they review research related to variables proximal to the program, such as classroom practices, children’s social interactions, teacher beliefs, and professional collaboration, and research related to variables occurring more distally from the program, such as families’ perspectives, social policy, community and culture. They conclude by exploring research that illustrates the influence of variables at one level of the ecological system on those at other levels. Future research needs are discussed.
Pediatric Physical Therapy, 12(2), 173-182.
Fading teacher prompts from peer-initiation interventions for young children with disabilities. (1992)
Odom, S. L.
This study examined a system for fading teacher prompts to children who served as peers in peer-initiation interventions for young children with disabilities (n=6). Results indicated that social interaction continued at the levels found during intervention and was maintained during a short maintenance period.
Journal of Applied Behavior Analysis, 25(2), 307-317.
Preschool inclusion: What we know and where we go from here. (2000)
Odom, S. L.
This article reviews outcomes of inclusion at the preschool level, social integration patterns, placement, definition, quality, instruction, teacher and family attitudes, community participation, policy factors, and cultural influences. The concluding discussion addresses ongoing issues related to definition, quality, intensity and instruction, outcomes, social integration, and funding.
Topics in Early Childhood Special Education, 20(1), 20-27.
Narrowing the question: Social integration and characteristics of children with disabilities in inclusion settings. (2002)
Odom, S. L.
Asserts that Harper and McCluskey's study (in same issue) addresses a "second generation" research question concerning differential effects of interventions and settings on children with different characteristics; provides information about needed supports in inclusive settings for children with either severe motor impairments or severely limited language skills. Suggests that many of the language-impaired participants had other developmental issues contributing to their interactions.
Early Childhood Research Quarterly, 17(2), 167-70.
Widening the circle: Including children with disabilities in preschool programs. (2002)
Odom, S. L. (Ed.)
Based on a groundbreaking five-year research study conducted by the Early Childhood Research Institute on Inclusion, this book explores the barriers to and influences on inclusive education settings for young children. Topics covered include individualized instruction, family perceptions of inclusion, and cultural and linguistic diversity. The articles draw useful implications for practitioners, providing helpful suggestions for modifying activities, materials, environmental supports, and teaching strategies. The chapters are: (1) Learning About the Barriers to and Facilitators of Inclusion for Young Children with Disabilities (Samuel L. Odom); (2) I Know It When I See It: In Search of a Common Definition of Inclusion (Ilene S. Schwartz, Susan R. Sandall, Samuel L. Odom, Eva Horn, and Paula J. Beckman); (3) "Classroom Ecology and Child Participation" (Samuel L. Odom, William H. Brown, Ilene S. Schwartz, Craig Zercher, and Susan R. Sandall); (4) "Classroom Models of Individualized Instruction" (Eva Horn, Joan Lieber, Susan R. Sandall, Ilene S. Schwartz, and Ruth A. Wolery); (5) "Social Relationships of Children With Disabilities and Their Peers in Inclusive Preschool Classrooms" (Samuel L. Odom, Craig Zercher, Jules Marquart, Shouming Li, Susan R. Sandall, and Pamela Wolfberg); (6) "Collaborative Relationships Among Adults in Inclusive Preschool Programs" (Joan Lieber, Ruth A. Wolery, Eva Horn, Jennifer Tschantz, Paula J. Beckman, and Marci J. Hanson); (7) "Family Perceptions of Inclusion" (Paula J. Beckman, Marci J. Hanson, and Eva Horn); (8) "Community Participation of Children With Disabilities" (Paula J. Beckman and Marci J. Hanson); (9) "Social Policy and Preschool Inclusion" (Samuel L. Odom, Ruth A. Wolery, Joan Lieber, and Eva Horn); (10) "Cultural and Linguistic Diversity: Influences on Preschool Inclusion" (Marci J. Hanson); and (11) "So What Do We Know from All This? Synthesis Points of Research on Preschool Inclusion" (Samuel L. Odom, Ilene S. Schwartz, and ECRII Investigators). Two appendices include a summary of the initial study (the Ecological Systems study), and study site program descriptions.
New York: Teachers College Press.
The costs of preschool inclusion. (2001)
Odom, S. L., Hanson, M. J., Lieber, J., Marquart, J., Sandall, S., Wolery, R., et al.
Cost information was collected from five local education agencies that provide inclusive and traditional special education service options for preschool children with disabilities. Within-agency comparisons suggested that inclusive models were generally less expensive or comparable in cost to traditional forms of special education. Specific cost features were associated differently with different models.
Topics in Early Childhood Special Education, 21(1), 46-55.
On the forms of inclusion: Organizational context and individualized service models. (1999)
Odom, S. L., Horn, E. M., Marquart, J. M., Hanson, M. J., Wolfberg, P., Beckman, P., et al.
A range of qualitative and quantitative methods were used to create case studies and summaries of 16 inclusive programs in 4 regional U. S. locations. The individualized service model that programs followed were itinerant-direct service, itinerant-collaborative consultative, team teaching, early childhood, early childhood special education, and integrative or inclusive activities.
Journal of Early Intervention, 22(3), 185-199.
An overview of international approaches too early intervention for young children with special needs and their families. (2004)
Odom, S. L., Teferra, T., & Kaul, S.
Early Intervention for infants and young children at risk for developmental delays, and for their families, is a worldwide movement that is influenced by the resources available within countries. Early intervention takes many forms and is influenced by local culture and economic circumstances, however professionals across cultures agree on the following: services must be individualized for each child; families should be the center of early intervention efforts; early intervention must be shaped to fit the ecological context of children and families; when available, teams of professionals must work collaboratively to provide effective programs; training is essential; and services should occur in natural settings and environments, to the maximal extent possible.
Young Children, 59(5), 38-43.
Preschool inclusion in the United States: A review of research from an ecological systems perspective. (2004)
Odom, S. L., Vitztum, J., Wolery, R., Lieber, J., Sandall, S., Hanson, M. J., et al.
This article discusses research on the inclusion of preschool children with disabilities in programs with typically developing children. The review was done using an ecological systems conceptual framework, as proposed by Bronfenbrenner. Looking mostly at studies done in the United States, it describes research on child characteristics (biosystem), classroom practices (microsystem), family perspective (mesosystem), social policy (exosystem), culture (macrosystem), and changes in variables across time (chronosystem). Findings demonstrate positive developmental and behavioral outcomes for children with and without disabilities in inclusive settings. However, as a group, children with disabilities are not as socially integrated as their typically developing peers. The attitudes demonstrated by parents are generally positive, although some concerns about inclusion exist. The authors explore cultural variables that shape the nature of inclusive classrooms and family access to inclusive settings. They also discuss a number of policy issues within the U.S. system (e.g., enforcement of standards, fiscal issues) that serve as both barriers to and facilitators of the implementation of preschool inclusion.
Journal of Research in Special Educational Needs, 4(1), 17-49.
Inclusion of young children with special needs in early childhood research: The research base. (1998)
Odom, S., & Diamond, K.
Uses ecological systems theory as framework for review of research underlying inclusive early-childhood programs. Describes definitions of and rationales for inclusion, and demographics of inclusive programs and staff. Discusses research at microsystem and mesosystem levels related to classroom practices, social interaction, and teacher beliefs; and at the exosystem and macrosystem levels related to families' perspectives, community, and culture.
Early Childhood Research Quarterly, 13(1), 3-25.
Social competence of young children with disabilities: Issues and strategies for intervention. (1992)
Odom, S., McConnell, S., & McEvoy, M.
This book focuses on social-emotional development of young children with disabilities. It discusses critical components, as well as strategies to promote positive interactions, social relationships, self-concept, and communication. The chapters are (1) Peer related Social Competence and Its Significance for Young Children with Disabilities; (2) A Hierarchical Model for Understanding Children's Peer-related Social Competence; (3) Parent-Child Social Relationships and Peer Social Competence of Preschool Children with Disabilities; (4) Classroom Influences on the Development of Social Competence in Young Children with Disabilities; (5) Peer Social Competence Intervention for Young Children with Disabilities; (6 ) Social Competence Intervention for Young Children with Hearing Impairments; (7) The Social Functioning of Children with Visual Impairments; (8) Strategies for Promoting the Social -Communicative Competence of Young Children with Specific Language Impairment; (9) Contributions of Siblings to the Development of Social Competence Interventions for Young Children with Disabilities; (10) Promoting Children's Social/Survival Skills as a Strategy for Transition to Kindergarten Programs; (11) Implementation of Social Competence Interventions in Early Childhood Special Education Classes: Current Practices an Future Directions; and (12) The Context of Social Competence: Relations, Relationships, and Generalization.
Baltimore: Paul H. Brookes Publishing Co.
Activity settings as the unit of analysis: A theoretical basis for community intervention and development. (1993)
O'Donnell, C. R., Tharp, R. G., & Wilson, K.
Theory, methods, and action develop within context, one of which is the intellectual climate of an era. Community psychology is directly and indirectly interactive with many intellectual currents, such as postmodernism, semiotics, hermeneutics, and dialogism. These ideas are discussed as they impact on community psychology, with an emphasis on the reemergence of meaning as a central condition of psychology and community. Meaning is of key importance to the unifying concept in the transactional theoretical model that is presented. How this model might serve as a conceptual framework for an asset approach to community intervention and development is discussed. Increasingly, it is recognized that the development of theory to guide community research and action is necessary to advance intervention and to realize the potential of community psychology. It is argued that community psychology is positioned by concepts and practice squarely at the point of emerging thought, and can make foundational contributions to general social science.
American Journal of Community Psychology, 21(4), 501-520.
Correlates of young children's interactions with classmates with disabilities. (1998)
Okagaki, L., Diamond, K. E., Kontos, S. J., & Hestenes, L. L.
Two studies examined the knowledge, attitudes, and behaviors of typically developing children attending inclusive, university- or community-based early childhood programs and the beliefs of their parents. They found that parents' beliefs and children's attitudes toward children with disabilities were positively related to the frequency of children's actual contacts with classmates with disabilities during free play.
Early Childhood Research Quarterly, 13(1), 67-86.
Readying parents and teachers for the inclusion of children with disabilities: A step-by-step process. (1999)
Olson, J., Murphy, C. L., & Olson, P. D.
Provides insight into system-level changes needed to support inclusive preschool activities. Recognizes successful outcomes of inclusive programs as highly dependent on attitudes of parents and teachers. Describes a six-step process in developing successful inclusive programs in a rural Iowa community. Stresses the need for everyone affected to become involved in evaluating outcomes and assessing impact of change.
Young Children, 54(3), 18-22.
Assessment: Gathering meaningful information, Young Exceptional Children Monograph Series, No 4. (2002)
Ostrosky, M.M., & Horn, E.
This monograph discusses the importance of assessment in intervention planning and curriculum evaluation for young exceptional children. Good early childhood assessment is described as being a flexible decision-making process. It should be a collaborative effort between parents, teachers and other personnel to address the changing educational, medical, and developmental needs of young children and their families. Chapters include: (1) Strategies for Achieving Family-Driven Assessment and Intervention Planning; (2) Individual Growth and Developmental Indicators: Assessment That Guides Intervention with Young Children; (3) Assessment for Program Planning: Creating Individual Learning Profiles (ILP); (4) Ecological Assessment and Planning; (5) Dynamic Assessment: Understanding Children’s Development; (6) Assessing Young Children for Whom English Is a Second Language; (7) Children in Context: Portfolio Assessment in the Inclusive Early Childhood Classroom; (8) Easing the Transition to Kindergarten: Assessment of Social- Behavioral and Functional Skills in Young Children with Disabilities; and (9) Resources Within Reason: Assessment.
Missoula, MT: The Division for Early Childhood of the Council for Exceptional Children.
Improving quality in early childhood environments through on-site consultation. (1998)
Palsha, S. A., & Wesley, P. W.
A model is presented for preparing community-based consultants to work on-site beside the staff of early childhood programs in order to improve the quality of these early childhood environments. The model provides measures of global quality in participating community-based programs, to determine the quality of care received before and after consultation.
Topics in Early Childhood Special Education, 18(4), 243-253.
Assistive technology and IEPs for young children with disabilities. (1998)
Parette, H. P., Jr., & Murdick, N. L.
Examines the use of supplementary aids and services, those modifications or additional supports frequently required by young children with disabilities in an inclusive environment. Discusses the definition and continuum of assistive technology devices, the importance of supplementary aids, factors hindering the use of assistive devices in inclusive settings, and enhancing the use of assistive technology in inclusive settings.
Early Childhood Education Journal, 25(3), 193-198.
Some further reflections on the difficulties and dilemmas of inclusion. (1995)
Peck, C. A.
This commentary on inclusion of children with disabilities in early childhood programs raises issues concerning the value-laden nature of advocacy for inclusion; the need to "just do it" (inclusion); risks of advocating for children versus programs; and the need to integrate with regular education despite its major problems.
Journal of Early Intervention, 19(3), 197-199.
Parent and teacher perceptions of outcomes for typically developing children enrolled in integrated early childhood programs: A statewide survey. (1992)
Peck, C. A., Carlson, P., & Helmstetter, E.
This survey of 125 parents and 95 teachers of typically developing children found that respondents perceived important benefits accruing to these children because of their involvement in preschool and kindergarten classes with students with disabilities. The specific nature of benefits centered on changes in social cognition, prosocial personal characteristics, and acceptance of human diversity.
Journal of Early Intervention, 13, 53-63.
Development of integrated preschools: A qualitative inquiry into sources of concerns by parents, teachers, and administrators. (1989)
Peck, C. A., Hayden, L., Wanschneider, M., Peterson, K., & Richarz, S. A.
This study investigated sources of resistance to development of integrated preschool programs, expressed in interviews with 30 parents, teachers, and administrators and in observations of planning meetings. Findings suggest that perceived loss of political control over aspects of programs that have been informally negotiated among parents, teachers, and administrators may underlie concerns about new programmatic arrangements.
Journal of Early Intervention, 13, 353-364.
Integrating young children with disabilities into community programs: Ecological perspectives on research and implementation. (1993)
Peck, C. A., Odom, S. L., & Bricker, D. D. (Eds.).
This text summarizes the state of knowledge in the field of early childhood integration of children with disabilities. The 14 chapters are grouped in sections which focus on relationships, curriculum planning, organizational supports, and values/attitudes, respectively. Chapters have the following titles and authors: "Ecological Perspectives on the Implementation of Integrated Early Childhood Programs" (Charles A. Peck); "Language Intervention: Research and Implications for Service Delivery" (Angela Notari and Kevin Cole); "Social Interaction Skills Interventions for Young Children with Disabilities in Integrated Settings" (Samuel L. Odom and William H. Brown); "Providing Family Support in Integrated Settings: Research and Recommendations" (Pamela L. Winton); "Innovations in Early Childhood Education: Models that Support the Integration of Children of Varied Developmental Levels" (Sherrill Richarz); "Implementing Individualized Curricula in Integrated Settings" (Mark Wolery and Lucy A. Fleming); "Facilitating Integrated Preschool Service Delivery Transitions for Children, Families, and Professionals" (Mary Frances Hanline); "Consultation and Collaboration: Essentials of Integration Efforts for Young Children" (Marci J. Hanson and Anne H. Widerstrom); "Staff Development in Support of Integration" (Susan Kontos and Nancy File); "Integrated Early Childhood Programs: Research on the Implementation of Change in Organizational Contexts" (Charles A. Peck et al.); "Comprehensive Educational, Social, and Policy Forces that Affect Preschool Integration" (Phillip S. Strain and Barbara J. Smith); "The Effects of Attitude on Preschool Integration" (Zolinda Stoneman); "Integrated Programs: Effects on Young Children and Their Parents" (Suzanne Lamorey and Diane D. Bricker); and "Integration: Campaign for the New Century" (Diane D. Brick et al.).
Baltimore: Paul H. Brookes Publishing Co.
Let's play blocks! Creating effective learning experiences for young children. (1999)
Phelps, P., & Hanline, M. F.
This article discusses ways that educators and caregivers can enrich traditional block play for young children with disabilities in inclusive settings. Strategies are provided for arranging the physical environment, using accommodations for children with disabilities, setting the stage for block play, interacting with children, and evaluating child progress in block play.
Teaching Exceptional Children, 32(2), 62-67.
Integration of preschoolers with severe disabilities into daycare. (1993)
Pickett, P. L., Griffith, P., & Rogers-Atkinson, D.
A study was conducted over a 15-week period during which six preschoolers made weekly visits to a day-care center. There was little spontaneous cooperative play between day care children and children with disabilities. Students with disabilities showed increased social and play skills.
Early Education and Development, 4(1), 54-58.
Paper lion in a preschool classroom: Promoting social competence. (1999)
Pohlman, C., & McWilliam, R. A.
Notes that full inclusion of special needs children into regular early childhood settings is supported by research in terms of social and behavioral outcomes. Details observations of an inclusive preschool classroom utilizing integrated therapy for three special needs children. Highlights the themes revealed: integrated therapy and teacher facilitation require similar services and components; and social competence is ultimate goal.
Early Childhood Education Journal, 27(2), 87-94.
Occupational performance needs of school-aged children with physical disabilities in the community. (1998)
Pollock, N., & Stewart, D.
A number of changes have occurred in the delivery of therapy services to children with physical disabilities in recent years. School-based therapy has replaced center-or clinic-based therapy, direct care has been supplemented by consultation, and traditional, remedial approaches have been superseded by a more adaptive model. The authors of this article propose that these changes have taken place in response to system and therapist needs, rather than client needs. This study was done to better understand the occupational performance needs of young school-aged children with physical disabilities and how the therapist can best meet those needs. Using the Canadian Occupational Performance Measure, the top priority problems of 202 parents, teachers and children were identified. More in-depth interviews were done with 18 parents and teachers to gain additional information about needs, the role therapists can play in meeting those needs, and ideas for change. The findings provide directions for future service delivery planning and indicate that recent trends in practice will help families and schools meet the needs of these children.
Physical and Occupational Therapy in Pediatrics, 18(1), 55-68.
Inclusion of children with special health care needs in early childhood programs. (1997)
Presler, B., & Routt, M. L.
Provides guidelines to prepare for and monitor successful inclusion programs for children who require individualized health-related intervention to enable participation in early childhood programs. The framework includes establishing standards for care that are comprehensive, coordinated, family-centered, culturally relevant, community-based, and developmentally appropriate, and that include consistent monitoring and evaluation.
Dimensions of Early Childhood, 25(3), 26-31.
Use of the embedding strategy during daily activities by early childhood education and early childhood special education teachers. (2001)
Pretti-Frontczak, K., & Bricker, D.
A study involving seven early childhood and special education teachers found they tended to use the naturalistic intervention strategy, embedding, in a limited capacity. They embedded objectives by asking questions and providing verbal models and used embedding most when they were one-on-one and engaged in language programming and pre-academic activities with instructional materials.
Infant-Toddler Intervention, 11(2), 111-128.
An activity-based approach to early intervention, 3rd ed. (2004)
Pretti-Frontczak, K., & Bricker, D.
This is the 3rd edition of this text for pre-service and in-service early childhood professionals. It describes a systematic activity-based approach to working with young children birth to age 5 that links together assessment, evaluation, goal development and intervention strategies. Chapters include: (1) Evolution of Activity-based Intervention; (2) Description of Activity-based Intervention; (3) Activity-based Intervention and a Linked System; (4) Organizational Structure of an Activity-based Intervention; (5) Application of Activity-based Intervention; (6) Activity-based Intervention and the Team; (7) Issues Associated with the Use of Activity-based Approach; (8) Conceptual Foundation for an Activity-based Approach; (9) The Empirical Bases for an Activity-based Approach; and (10) Into the Future.
Baltimore: Paul H. Brookes Publishing Co.
Preservice teacher beliefs about inclusion: Implications for early intervention educators. (2001)
Proctor, R., & Niemeyer, J. A.
A study involving six undergraduates enrolled in a birth through kindergarten licensure program, examined the development of preservice teacher beliefs about inclusion. Students held positive beliefs about inclusion, although they had reservations whether meeting the needs of each child could always take place in inclusive settings.
Journal of Early Intervention, 24(1), 55-66.
Inclusive education for preschoolers with disabilities: Comparative views of parents and practitioners. (2000, June)
Rafferty, Y., & Boettcher, C.
This paper discusses the outcomes of a study that compared the attitudes of 245 parents of preschoolers with and without disabilities and 121 preschool service providers. It was designed to assess global attitudes toward inclusion, benefits and concerns regarding inclusion for children with disabilities, the impact of inclusion on children without disabilities, the impact on families, the importance of type and severity of disability and children's age on attitudes toward inclusion, and program involvement and satisfaction. Results identified a high degree of support for inclusion among parents of children with and without disabilities, with few significant differences found in their opinions. Support among preschool service providers was even stronger. Respondents also reported concerns about inclusion, with parents indicating greater concerns than school staff. Both parents and school staff were less likely to support inclusion for children with severe disabilities or those with emotional and/or behavioral problems, relating this lack of support to the program's ability to adequately address their needs. Respondents also identified a number of benefits of inclusion for families of preschoolers with disabilities. Finally, most of the parents were "very satisfied" with their child's preschool inclusion program, the quality of the teachers, and the availability of related services.
Paper presented at the Head Start National Research Conference, Washington, DC. ERIC Document, ED450505.
Benefits and risks of reverse inclusion for preschoolers with and without disabilities: Perspectives of parents and providers. (2005)
Rafferty, Y., & Griffin, K. W.
This study compares perspectives about benefits and risks of inclusion of 237 parents of children with and without disabilities and 118 providers in the same community-based reverse inclusion preschool program, using the same measures. Confirmatory factor analyses revealed a two factor structure, risks and benefits, based on scale scores from the study samples. Providers and parents strongly agreed that inclusion was beneficial for both preschoolers with and without disabilities. Parents’ perspectives about potential risks for both groups of children were greater than providers’ perspectives. Providers and parents reported greater support for including children with mild and moderate disabilities than children with severe disabilities. Attitudes toward inclusion among providers were not associated with years of experience. Implications for practice and research were discussed.
Journal of Early Intervention, 27(3), 173-192.
Benefits and risks of reverse inclusion for preschoolers with and without disabilities: Parents' perspectives. (2001)
Rafferty, Y., Boettcher, C., & Griffin, K. W.
A study compared parents' perceptions of the benefits and risks of reverse inclusion, where a small group of typically developing children (usually 25% to 40%) is added to a specialized program for children with disabilities. Parents (n=244) reported strong support for inclusion, although parents perceived greater risks for typical children and there was more support for including children with mild-moderate disabilities.
Journal of Early Intervention, 24(4), 266-86.
The impact of inclusion on language development and social competence among preschoolers with disabilities. (2003)
Rafferty, Y., Piscitelli, V., & Boettcher, C.
A study compared language development and social competence among 96 preschool children with disabilities in inclusive and segregated classes. Pretest ability was the strongest predictor of progress. Subjects in inclusive classes had higher posttest scores in language development and social skills, but more behavior problems, than peers in segregated classes.
Exceptional Children, 69(4), 467-479.
Analysis of physical therapy practice acts: Implication for role release in educational environments. (1997)
Rainforth, B.
This study examined the laws related to physical therapy practices and procedures from 52 states and territories. In some cases these laws also defined the role of physical therapy support personnel. While the laws state that only a licensed physical therapist may claim to provide physical therapy services, no law specifies that only a physical therapist may use certain procedures. The findings are discussed in the context of role release and physical therapists working as part of a transdisciplinary team.
Pediatric Physical Therapy, 9(2), 54-61.
Writing patient-centered functional goals. (2000)
Randall, K. E., & McEwen, I. R.
This article addresses the writing of functional, patient-centered goals in physical therapy practice. It presents a definition for patient-centered, functional goals within the context of the Guide to Physical Therapy Practice and discusses motor learning research, health care policies, reimbursement practices, and standards that support the use of such goals for a wide array of patients. It also provides physical therapists with strategies to collaborate with patients in developing meaningful, functional goals and provides a 5-step process for ensuring that these goals are also measurable.
Physical Therapy, 80(12), 1197-1203.
At the crossroads: Overcoming concerns to envision possibilities for toddlers in inclusive child care. (2004)
Recchia, S. L., & Lee, Y. J.
Case study methodology was used to synthesize data about the experiences of three toddlers with developmental delays and their caregivers in an inclusive child care center. Analyses of parent interviews, caregiver journals, and child observations demonstrated that both parents and caregivers were concerned about the children's behavioral differences and the challenges these posed for inclusion. However, both groups were hopeful about increased social opportunities for children with disabilities in inclusive child care settings. Caregivers reported that working in an inclusive setting gave early childhood professionals opportunities to learn about and better understand developmental differences. The authors discuss the implications of these findings and identify future research needs.
Journal of Research in Childhood Education, 19(2), 175-188
Social-communicative interactions of preschool children with developmental delays in integrated settings: An exploratory study. (1998)
Reynolds, M. A., & Holdgrafer, G.
This study compared the social-communicative performance of six preschool children with developmental delays during free play in both mainstream and reverse-integration program settings. Neither setting appeared to promote adequate rates of initiating and responding. The use of attention-getting devices increased the number of successful interactions.
Topics in Early Childhood Special Education, 18(4), 235-242.
Social interaction interventions in an inclusive era: Attitudes of teachers in early childhood self-contained and inclusive settings. (2005)
Rheams, T. A., & Bain, S. K.
The perceptions of 137 teachers toward social interaction interventions for young children with special needs were studied. Both teachers working in self-contained classrooms and teachers working in inclusive classrooms were found to have remarkably similar perceptions related to the following variables: theoretical orientation, attitude toward inclusion, experience working with children with disabilities, and teacher efficacy. These findings are discussed in the context of implications for the consultation practices of school psychologists and other related professionals.
Psychology in the Schools, 42(1), 53-63.
Collaboration between general and special education teachers. Teaching strategies. (1998)
Ripley, S.
Notes that inclusion of special needs students in regular classrooms requires that regular and special education teachers share goals, decisions, classroom instruction, assessment, and responsibility for students. Examines the benefits of this collaboration, the role each teacher plays, planning for effective collaboration, and teacher education and professional development in the context of this collaboration.
Journal of Early Education and Family Review, 5(4), 16-20.
Communication among preschoolers with and without disabilities in same-age and mixed-age classes. (1994)
Roberts, J. E., Burchinal M., Bailey, D.
Sixteen children with developmental disabilities and 32 nondisabled children (all between 1.5 and 4.5 years of age) were placed in either a same- or mixed-age grouping of 6 children. Observation six months later showed that children in mixed-age groups took more conversational turns with partners with disabilities than did children in same-age classes.
American Journal on Mental Retardation, 99(3), 231-249.
Home visiting programs for families with children birth to 3: Results of a national survey. (1990)
Roberts, R. N., & Wasik, B. H.
Information on a national survey of 643 home visiting programs serving families with children under 3 years of age is presented. Data include family characteristics, purpose of home visits, services provided, organizational structure, the conduct of home visits, home visitor employment and training, and program evaluation efforts.
Journal of Early Intervention, 14(3), 274-284.
Strengthening the family-professional partnership in services for young children. (1998)
Roberts, R. N., Rule, S., & Innocenti, M. S.
This book gives practical advice to students and professionals for developing truly collaborative relationships with families. Long-term goals and proposed support models are outlined to help practitioners learn to address families' unique needs. Chapters of case examples highlight service integration problems. Section 1, "A Model for Practice," presents five principles of care that help define what is needed for such partnerships to function, including a community base of services, cultural competence, service coordination, family-centered care, and a seamless system of care. Chapters also discuss inservice and preservice training models, supervision issues, and service configurations that support the principles. Section 2, "Families, Professionals, and Systems," features a collection of nine stories about families and professionals and their interactions within different human service systems. The stories are presented from the perspective of the family rather than that of the agency or providers. A story review guide is included to highlight key service concepts and problems families faced in the stories. Each story concludes with a discussion of some of the issues in the story and several focus on issues for general discussion.
Baltimore: Paul H. Brookes Publishing Co.
Social pretend play entry behaviors of preschoolers with and without impaired hearing. (1996)
Roberts, S. B., Brown, P., & Rickards, F.
This study identified behaviors used by 12 kindergartners with hearing impairments and their typical peers (n=30) to enter social pretend play in the home corner area of an integrated kindergarten. Results showed that the children with hearing impairments used primarily nonverbal entry behaviors and tended to be less persistent.
Journal of Early Intervention, 20(1), 52-64.
Using a peer-mediated intervention to facilitate children's participation in inclusive childcare activities. (2003)
Robertson, J., Green, K., Alper, S., Schloss, P. J., & Kohler, F.
A study examined the impact of a peer-mediated intervention consisting of songs and finger plays, attention to photographs of desired behavior, and peer verbal cues, on two preschoolers with developmental delays. The intervention resulted in increases in engaged and on-task behavior, interactive play, and appropriate participation in circle/story time.
Education and Treatment of Children, 26(2), 182-197.
The inclusion revolution. (1993, May)
Rogers, J.
This research bulletin on inclusion of students with disabilities in general education settings first outlines distinctions among mainstreaming, inclusion, and full inclusion. It explores whether federal law requires inclusion, the "down side" of inclusion, the impact of inclusion on classmates, supplementary aids and services, the arrangement of instruction to benefit all students, and skills teachers need in inclusive classrooms. An inclusion checklist is provided to help school personnel evaluate whether their practices are consistent with the best intentions of the inclusion movement. An annotated list of eight helpful resources concludes the bulletin.
Phi Delta Kappa Research Bulletin, 11. ERIC Document, ED367087.
Communication intervention in natural learning environments: Guidelines for practice. (2003)
Roper, N., & Dunst, C. J.
A three-dimensional framework for defining different aspects of natural learning environments is used to organize and describe natural communication intervention practices. Seven applicable communication intervention methods and strategies easily implemented in natural environments by speech therapists are described, as are reflective procedures.
Infants and Young Children, 16(3), 215-226.
Preschool mainstreaming: Attitude barriers and strategies for addressing them. (1993)
Rose, D. F., & Smith, B. J.
A survey of special education personnel, child care providers, and parents found that barriers to the mainstreaming of preschoolers with disabilities were attitudes concerning (1) "turf" issues for special educators; (2) teacher preparedness; (3) awareness issues; (4) issues of communication and collaboration; and (5) the possibility that disabled or healthy children would suffer from mainstreaming.
Young Children, 48(4), 59-62.
Providing public education services to preschoolers with disabilities in community-based programs: Who's responsible for what? (1994)
Rose, D., & Smith, B. J.
Focuses on federal legal requirements for public schools, Head Start, and community-based early childhood personnel, and the rights of parents related to public education services for children with disabilities, ages three-five, in community-based programs. Discusses the responsibilities of each party regarding making individualized placements; eligibility; supervision of service delivery; and financial responsibility.
Young Children, 49(6), 64-68.
Writing outcomes that make a difference for children and families. (2000)
Rosenkoetter, S. E., & Squires, S.
This article describes a thinking process that can lead to meaningful Individualized Education Family Plan outcome statements for young children with disabilities. It offers questions for families and service providers to use to evaluate the outcome statements they craft together and describes some types of outcomes that do make a difference.
Young Exceptional Children, 4(1), 2-8.
Inclusion in the early years: From rhetoric to reality. (2005)
Ross Watt, F.
Throughout Scotland teachers are facing a variety of issues related to inclusion. This case study documents the experiences one young girl with Spina Bifida as she progresses through nursery school, transitions into an inclusive primary one classroom, and advances through primary one to the end of the year. The school she attends is one that prior research identified as using good inclusive practices. The reality of implementing these practices and their effects are presented from the perspectives of teachers, parents, classroom assistants, and most importantly, from the perspective of the child herself.
Child Care in Practice, 11(2), 103-118.
Perspectives of teachers about instructional supervision and behaviors that influence preschool instruction. (2004)
Rous, B.
Preschool programs for children with and without disabilities housed in public school settings have increased dramatically over the last decade. This study examined the perspectives of preschool teachers about who provides instructional supervision for their preschool programs and the behaviors these individuals use to influence their instructional practices. A questionnaire employing Critical Incident Technique was distributed to all preschool teachers housed in public school buildings in one state. Results from this investigation suggest that preschool coordinators and principals are identified most often as instructional supervisors. Five themes were identified that facilitated classroom instruction: support for the preschool classroom and staff, professional development opportunities and strategies, presence in the classroom and program, offering praise to teachers and staff, and overall knowledge of early childhood development. Teachers indicated that instructional leaders influenced their instructional practices through both verbal and non-verbal interactions. [Journal abstract]
Journal of Early Intervention, 26(4).
Preparation for transition to mainstreamed post-preschool environments: Development of a survival skills curriculum. (1990)
Rule, S., Fiechtl, B., & Innocenti, M.
Nine commonly occurring activities were identified in mainstreamed kindergarten and first grade classrooms, the necessary skills for participation were analyzed, and a curriculum was developed. Evaluation of the curriculum showed that 15 preschool children with disabilities learned the necessary skills, even when the instructions, environment, and task requirements were frequently changed.
Topics in Early Childhood Special Education, 9(4), 78-90.
Translating research on naturalistic instruction into practice. (1998)
Rule, S., Losardo, A., Dinnebeil, L., Kaiser, A., & Rowland, C.
Examines issues, especially definitional issues, in the practical application of effective naturalistic instructional (NI) practices in the instruction of young children with disabilities and their families. Suggests guidelines for describing independent and dependent variables in the procedural and contextual features of research into NI.
Journal of Early Intervention, 21(4), 283-293.
On becoming a team: A view from the field. (1996)
Rush, D., & Shelden, M.
This article discusses the concept of early intervention teams how they impact services provided by speech-language pathologists. Early intervention teams differ from more traditional teams in that they include the child’s family along with the professionals. Family members are asked to actively participate in their child’s assessment and treatment. Their viewpoint, as well as the viewpoints of the professionals, are taken into consideration and used to expand treatment options. Speech language pathologists may be expected to release their roles to other team members and/or to learn new skills from other team members. The authors use an example of one family-centered early intervention team to illustrate these points.
Seminars in Speech and Language, 17(2), 131-142.
Together is better: Specific tips on how to include children with various types of disabilities. (1997)
Russell-Fox, J.
Provides specific tips for preschool teachers on how to better include children with exceptional health needs, hearing needs, learning needs, communication needs, visual impairment, or physical needs. Suggests that facilitating social skills is an essential part of facilitating true interaction.
Young Children, 52(4), 81-83.
The itinerant special education teacher in the early childhood classroom. (2003)
Sadler, F. H.
This article discusses the itinerant model and suggests ways that itinerant teachers might apply best practices in pre-academic instruction to their work within community settings, including: making environmental adaptations to maximize engagement; improving the social environment; and applying naturalistic strategies to embed specifically designed instruction during free play.
Teaching Exceptional Children, 35(3), 8-15.
Knowledge, attitudes and beliefs of the mainstream teachers of children with a preschool diagnosis of speech/language impairment. (2005)
Sadler, J.
Early education teachers of a cohort of young children with preschool diagnoses of moderate to severe speech/language impairment were questioned about their attitudes toward the inclusion of these children in their classrooms. Generally the teachers' attitudes were positive, however many reported having little to no training in the area of speech and language impairments. The teachers generally had to rely on 'hands on' experience and books to acquire knowledge. Overall, they reported low levels of confidence in their ability to fully meet the educational needs of these young students.
Child Language Teaching and Therapy. 21(2), 147-163.
Effects of self-evaluation on preschool children's use of social interaction strategies with their classmates with autism. (1992)
Sainato, D. M., Goldstein H., Strain, P.
Three preschool children, who were taught facilitative strategies for social interaction with three classmates with autism, increased their use of strategies only after a self-evaluation intervention was introduced. Improvements in social behavior of children with autism were associated with peers' increased strategy use. Untrained peers demonstrated little change in their social behavior.
Journal of Applied Behavior Analysis, 25(1), 127-141.
Developmental interventions for biologically at-risk infants at home: Implications for early intervention. (1991)
Sandall, S. R.
This article reviews experimental studies of home-based early interventions for infants at biological risk and their families. The paper presents a description of developmental interventions in intensive care nurseries, a rationale for continuing developmental interventions (in particular, home-based services), and implications for early intervention service providers.
Topics in Early Childhood Special Education, 10(4), 1-13.
Building blocks for teaching preschoolers with special needs. (2002)
Sandall, S. R., & Schwartz, I. S.
This book presents a model for addressing the needs of young students with disabilities in inclusive general education preschools. Teachers can use the Building Blocks model to match an individual child's goals and objectives with appropriate teaching methods and materials, decide what amount of help or assistance is needed by the child, provide this assistance, and determine whether the assistance was helpful. The book stresses the importance of a high-quality early childhood education environment and the need for collaboration among professionals and families. Following introductory materials, Section 1 discusses keys to collaboration among professionals and between educators and parents. Team strategies are provided, as well as information on how to structure a meeting and problem solving. Procedures for using the Building Blocks model in preschool classrooms are explained. Section 2 presents curriculum modifications to facilitate or maximize a child's participation. Modifications are presented by type and by activity. Information is also provided on embedded learning opportunities and child-focused instructional strategies. Section 3 addresses the following four topics: independent classroom behavior, developmentally appropriate classroom behavior, emergent literacy, and friendships and social relationships. Appendices include blank forms and a list of suggested readings.
Baltimore: Paul H. Brookes Publishing Co.
DEC recommended practices in early intervention/early childhood special education. (2000)
Sandall, S. R., McLean, M. E., & Smith, B. J. (Eds.).
This book is designed to provide guidance on effective practices that are related to better outcomes for young children with disabilities, their families, and the personnel who serve them. Practices were identified through focus groups of stakeholders: practitioners, personnel trainers, researchers, administrators, and family members. These practices were integrated with those found from an extensive review of the literature. The resulting practices underwent a field validation. After an introductory chapter, chapters are provided that list recommended practices in the following areas: (1) assessment; (2) child-focused interventions; (3) family-based interventions; (4) interdisciplinary models; (5) technology applications; (6) polices, procedures, and systems change; and (7) personnel preparation. Each of these chapters begins with an introductory statement written by the research strand chair and includes the organizing principles or key features that serve as the foundation of each strand. Also included are definitions of terms that are specific to the strand. A listing of the recommended practices follows. Chapters 9 and 10 discuss methods and activities used to produce the recommended practices and provide applications to illustrate ways the practices can be used in the field. Appendices include information on applicable federal laws and resources and position papers.
Denver, CO: Division of Early Childhood of the Council for Exceptional Children.
Interventionists' perspectives about data collection in integrated early childhood classrooms. (2004)
Sandall, S. R., Schwartz, I. S., & LaCroix, B.
The collection and use of data are generally accepted as important educational practices. Nevertheless, evidence exists that interventionists' data collection practices tend to be infrequent and nonsystematic. This study investigated the perspectives of early childhood interventionists about the use of data in their classrooms. Perspectives about the use of data for monitoring children's progress, improving instruction, and communicating with families and other professionals also were studied. Participants were teachers, assistant teachers, and therapists in an integrated setting. Participants identified a number of perceived barriers, including the nature of the setting, management issues, lack of time and skill, and the nature of individualized education programs. Implications for improving the data collection practices of early childhood interventionists are discussed.
Journal of Early Intervention, 26(3), 161-174.
Natural environments and inclusion, Young Exceptional Children Monograph Series, No. 2. (2003)
Sandall, S., & Ostrosky, M. (Eds.).
This monograph consists of eight articles that focus on effective teaching strategies for young children with special needs in a variety of intervention settings. It also includes information on approaches for working with families, the benefits of teacher/child conversations, and the importance of providing a variety of practice opportunities. Chapters include: (1) Position Statement on Inclusion; (2) The Federal IDEA Natural Environments Provisions; (3) It's Only Natural … to Have Early Intervention in the Environments Where It's Needed; (4) Expanding the Circle of Inclusion: The Child Care Director's Role; (5) Interest-Based Natural Learning Opportunities; (6) The Visiting Teacher: A Model of Inclusive ECSE Service Delivery; (7) The Other Children at Preschool: Experiences of Typically Developing Children in Inclusive Programs; (8) Passports for Learning in Inclusive Settings; and (9) Resources Within Reason: Natural Environments and Inclusion.
Denver, CO: Division for Early Childhood of the Council for Exceptional Children.
A building blocks model for effective instruction in inclusive early childhood settings. (2000)
Sandall, S., Schwartz, I., & Joseph, G.
This article presents a model for describing the range of types of support and instruction necessary to make inclusion successful for young children with disabilities. The building blocks include a high quality early childhood program, modifications and adaptations, embedded learning opportunities, and explicit child-directed instruction.
Young Exceptional Children, 4(3), 3-9.
Integrating research on effective instruction with instruction in the natural environment for young children with disabilities. (1997)
Santos, R. M, & Lignugaris/Kraft, B.
The authors reviewed 28 empirically based studies to examine instructional teaching approaches in the "natural environment." Represented in this study were 237 children ages birth to 6 years, who were described as either at-risk or having a disability. This article offers an overview of a variety of studies conducted on naturalistic teaching practices (e.g., milieu, activity-based, incidental, mand-model, and more). The review is organized into three parts: the characteristics of the studies, outcomes, and important elements that influence intervention/instruction delivered in natural environments.
Exceptionality, 7(2), 97-129.
Teaching a child with autism to share among peers in an integrated preschool classroom: Acquisition, maintenance, and social validation. (2005)
Sawyer, L. M., Luiselli, J. K., Ricciardi, J. N., & Gower, J. L.
A multi- component intervention plan was implemented to teach a four-year boy with autism to share with his typically peers in an inclusive preschool classroom. Before daily play sessions, the boy practiced sharing with one other child and an instructor, who directed and demonstrated desirable behaviors. During actual play, he was given prompts to share and contingent praise was offered. When all components of the plan were used, the boy's sharing was comparable with that of his peers. When only the prompting and social reinforcement components were used, his physical sharing decreased. Improved sharing continued with ongoing intervention.
Education and Treatment of Children, 28(1), 1-10.
Training preschool staff to promote cooperative participation among young children with severe disabilities and their classmates. (2003)
Schepis, M. M., Reid, D. H., Ownbey, J., & Clary, J.
A study evaluated a program for training two preschool educators to promote cooperative participation between preschoolers with and without disabilities. The training program consisted of viewing examples of how to promote and praise cooperative participation, along with specific instructions and on-the-job feedback. Instruction resulted in increases in cooperative participation.
Research and Practice for Persons With Severe Disabilities, 28(1), 37-42.
Motor learning principles for physical therapy. (1991)
Schmidt, R. A.
This article examines the relationship of motor learning theory to physical therapy practice. It focuses on two important areas of research – practice scheduling and feedback. The findings are discussed in the context of providing services in real-world settings. The authors suggest that practices such as teaching, coaching, and physical therapy could all easily be implemented in a variety of such settings.
In Contemporary management of motor control problems. Proceedings of the II Step Conference (pp. 49-63). Alexandria, VA: American Physical Therapy Association.
"Peter? He comes and goes...": First graders' perspectives on a part-time mainstream student. (1990)
Schnorr, R. F.
Participant observation and interviews were employed in a first grade class in which a moderately mentally retarded boy participated on a part-time basis. Findings indicated significant discrepancies between the students' definitions of what it means to be part of first grade and the teacher's efforts to include Peter and present him as a member of the class.
Journal of the Association for Persons With Severe Handicaps, 19, 231-240.
Children blossom in a special and general education integration program: A private child care center and a public school collaborate. (1997)
Schoen, T. M., Auen, J., & Arvanitis, M. A.,
Successful integration of special needs children with typical children benefits everyone. Describes how educators collaborated to form an inclusive program of children with special needs (physical, cognitive, and behavioral impairments) from a public school and a for-profit day care center. Discusses the conception, early concerns, planning, implementation and evaluation of the program. Includes five funding and information sources.
Young Children, 52(2), 58-63.
Family rituals: Implications for early intervention. (1997)
Schuck, L. A., & Buey, J. E.
Examines four dimensions of family rituals that may be relevant to early intervention practice for young children with disabilities. These are family ritual structure, meaning, persistence, and adaptability. Strategies for assessing family rituals and designing interventions that support and facilitate ritual enactment are provided.
Topics in Early Childhood Special Education, 17(4), 477-493.
Expanding the zone: Thoughts about social validity and training. (1996)
Schwartz, I. S.
Comments on "Assessing the Comfort Zone of Child Care Teachers in Serving Young Children with Disabilities" (Buysse and others, same issue) and discusses the social value of inclusion for young children with disabilities. Explores the use of social-validity assessment to evaluate inclusive placements and current training efforts.
Journal of Early Intervention, 20(3), 204-205.
Including children with autism in inclusive preschools: Strategies that work. (1998)
Schwartz, I. S., Billingsley, F. F., & McBride, B. M.
This article describes a number of strategies that can be embedded into the daily routines and activities of inclusive preschool classrooms to enhance the engagement of children with autism. The authors use brief vignettes to illustrate how the suggested strategies might be implemented.
Young Exceptional Children, 1(2), 19-27.
Examining the use of recommended language intervention practices in early childhood special education classrooms. (1996)
Schwartz, I. S., Carta, J., & Grant, S.
Two studies examined language intervention practices in preschool classrooms that included children with disabilities. Both a descriptive study involving 59 children and a process-product study involving 62 children found that children more frequently exposed to recommended language practices made greater language gains and demonstrated higher rates of engagement and verbalizations.
Topics in Early Childhood Special Education, 16(2), 251-272.
Including young children with special needs. (1999)
Schwartz, I. S., Odom, S. L., & Sandall, S. R.
Presents eight synthesis points from the Early Childhood Research Institute on Inclusion. Notes that: inclusion is about belonging and participating in a diverse society; individuals define inclusion differently; inclusion beliefs influence implementation; programs should be ready for inclusion; collaboration is the cornerstone to effective inclusion; specialized instruction is important; adequate support is necessary; and inclusion can benefit all children.
Child Care Information Exchange, 130, 74-78.
Outcomes for children with autism: Three case studies. (1998)
Schwartz, I. S., Sandall, S. R., Garfinkle, A. N., & Bauer, J.
Presents case studies of three children with autism who received educational services in a public-school-affiliated early childhood program during preschool and kindergarten and had positive outcomes. All children made substantial developmental and academic progress, entered elementary school in inclusive settings, and continue to thrive.
Topics in Early Childhood Special Education, 18(3), 132-143.
Project DATA (Developmentally Appropriate Treatment for Autism): An inclusive school-based approach to educating young children with autism. (2004)
Schwartz, I. S., Sandall, S. R., McBride, B. J., & Boulware, G. L.
This article provides data that demonstrates the effectiveness of Project DATA (Developmentally Appropriate Treatment for Autism), a school-based program for young children with autism. The model consists of the following five components: a high-quality early childhood environment, extended instructional time, social and technical support for families, collaboration and cooperation across services, and transition support. The implications of this type of inclusive, school-based model for teaching young children with autism are discussed.
Topics in Early Childhood Special Education, 24(3), 156-168.
Blending qualitative and behavior analytic research methods to evaluate outcomes in inclusive schools. (1995)
Schwartz, I. S., Staub, D., Galluci, C., & Peck, C. A.
This study used qualitative research techniques to develop a research program on inclusive schools that was designed to be responsive to outcome values and priorities identified by teachers and parents. Based on data gathered from interviews, observation, and document analyses, the authors identified outcomes in three major domains for 35 children with disabilities in inclusive classrooms over a 2-year period. Dependent measures based on the qualitative research findings were then used in a series of behavior analytic studies to evaluate how outcomes for children with and without disabilities were impacted by specific interventions in inclusive classroom settings.
Journal of Behavioral Education, 5, 93-106.
Integrating therapies into the classroom. (1999)
Scott, S., McWilliam, R. A., & Mayhew, L.
This article describes integrated therapy in the context of the following series of steps: preparation, assessment, planning and implementation, monitoring and evaluation. Different service delivery models are described including, for example, individual pull-out, small-group pull-out, and individual during daily routines. The authors discuss the importance of implementing interventions during daily routines and provide examples of data collection forms that can be used to evaluate the effects of integrated therapy.
Young Exceptional Children, 2 (3), 15-24.
Seeing eye-to-eye: Are parents and professionals in agreement about the benefits of preschool inclusion? (2000)
Seery, M. E., Davis, P. M., & Johnson, L. J.
A survey questioned 22 early childhood professionals, 10 parents of preschoolers with disabilities, and 20 parents of typical preschoolers on inclusion at the beginning and end of a school year. Both parents and educators were concerned about general educators' preparation to meet the needs of children with complex special needs.
Remedial and Special Education, 21(5), 268-78.
Invited commentary. (1998)
Shelden, M. L.
This invited commentary discusses the evidence for shifting the place of intervention from therapy rooms and clinics to real-life settings. It was written in response to a study on 24 students described in an earlier issue of this journal. The findings from that study related to generalization or transfer of learning, functional outcomes, and experiences of the learners are questioned. The author emphasizes that intervention planning should include decisions about not only what needs to be done, but also where and how intervention should take place.
Physical Therapy, 78(9), 948-949.
The ten myths about providing early intervention services in natural environments. (2001)
Shelden, M. L., & Rush, D. D.
This article refutes 10 myths and identifies literature that supports service delivery to infants and toddlers with disabilities in natural settings. The benefits of naturalistic intervention, home-based services, and family-centered services are discussed, and concerns regarding therapist shortages, ethical problems, personal safety of providers, and increased costs are addressed.
Infants and Young Children, 14(1), 1-13.
Handbook of early childhood intervention (2nd ed.). (2000)
Shonkoff, J., & Meisels, S. J. (Ed.).
Eighteen new chapters have been added to the 2nd edition of this handbook, which is meant to be a comprehensive reference for graduate students, advanced trainees, service providers, and policy makers in a variety of fields, including child care, early childhood education, child health, and early intervention programs for children with developmental disabilities and children living in high risk environments. It addresses a broad range of disciplines including psychology, child development, early childhood education, social work, pediatrics, nursing, child psychiatry, physical and occupational therapy, speech and language pathology, and social policy. The authors include an overview of the underlying knowledge base and practice of early childhood intervention, integrating the multiple dimensions of the field. The chapters are:(1) Early Childhood Intervention; (2) The Biology of Vulnerability; (3) Adaptive and Maladaptive Parenting; (4) The Human Ecology of Risk; (5) Cultural Differences as Sources of Developmental Vulnerabilities and Resources; (6) Protective Factors and Individual Resilience; (7) Transactional Regulation: The Developmental Ecology of Early Intervention; (8) Guiding Principles for a Theory of Early Intervention; (9) Behavioral and Education Approaches to Early Intervention; (10) The Neurobiological Bases of Early Intervention; (11) The Elements of Early Childhood Assessment; (12) Assessment of Parent-Child Interactions; (13) Family Assessment Within Early Intervention; (14) Measurement of Community Characteristic; (15) Preventive Health Care and Anticipatory Guidance; (16) Early Care and Education: Current Issues and Future Strategies; (17) Early Intervention for Low Income Children; (18) Services for Young Children with Disabilities and Their Families; (19) Early Childhood Mental Health Services: A Policy and Systems Development Perspective; (20) Paraprofessionals Revisited and Reconsidered; (21) Personnel Preparation and Early Childhood Intervention Programs; (22) An Expanded View of Program Evaluation in Early Childhood Intervention; (23) Another Decade of Intervention for Children Who Are Low Income or Disabled; What Do We Know Now?; (24) Early Childhood Intervention Programs: What About The Family?; (25) Economics of Early Childhood Intervention (26) Early Childhood Intervention Policies: An International Perspective; (17) Evolution of Family Profession Partnerships: Collective Empowerment As the Model for the Early 21st Century; and (28) Resilience Reconsidered: Conceptual Consideration, Empirical Findings.
New York. Cambridge University Press.
Neurons to neighborhoods: The science of early childhood development. (2000)
Shonkoff, J., & Phillips, D. (Ed.).
The Committee on Integrating the Science of Early Childhood Development reviewed an extensive, multi-disciplinary, and complex body of research covering the period from before birth to entry into Kindergarten to generate an integrated science of early childhood development and the role of early experiences. The result of the committee's review, this book synthesizes the literature, elaborates on a number of core concepts of development, and offers recommendations for policy and practice. The committee's conclusions and recommendations are grounded in four overarching themes: (1) all children are born wired for feelings and ready to learn; (2) early environments matter, and nurturing relationships are essential; (3) society is changing, and the needs of young children are not being addressed; and (4) interactions among early childhood science, policy, and practice are problematic and demand dramatic rethinking. Following an executive summary, the book's chapters are as follows: (1) "Introduction"; (2) "Rethinking Nature and Nurture"; (3) "The Challenge of Studying Culture"; (4) "Making Causal Connections"; (5) "Acquiring Self-Regulation"; (6) "Communicating and Learning"; (7) "Making Friends and Getting Along with Peers"; (8) "The Developing Brain"; (9) "Nurturing Relationships"; (10) "Family Resources"; (11) "Growing Up in Child Care"; (12) "Neighborhood and Community"; (13) "Promoting Healthy Development through Intervention"; and (14) "Conclusions and Recommendations." The book's four appendices include related reports from the National Academies, and discussion of technologies for studying the developing human brain. Contains 1,821 references.
Committee on Integrating the Science of Early Childhood Development.
Development of infants with disabilities and their families: Implications for theory and service delivery. (1992)
Shonkoff, J., Hauser-Cram, P., Krauss, M. W., & Upshur, C.
Within 6 weeks of infants' entry into an early intervention program and again 12 months later, data on infant and family adaptation were collected in home visits to families with infants with disabilities. Found that the strongest predictor of infants' developmental change was the severity of infants' psychomotor impairment.
Monographs of the Society for Research in Child Development, 57(6).
IDEA and early childhood inclusion. (1999)
Smith, B. J., & Rapport, M. J.
This paper discusses 1997 amendments to the Individuals with Disabilities Education Act (IDEA) that promote the inclusion of children with disabilities in general early childhood education settings. The evolution of inclusion policy is explored and changes in disability terminology are described. Amended provisions are then explained and include: (1) an emphasis on the provision of early intervention services in natural environments; (2) participation of preschool children with disabilities in appropriate activities; (3) access to the general education curriculum; and (4) a change in the definition of supplementary aids and services that makes it clear that these non-special education and related services are to be provided if necessary to successfully include a child with disability in general education settings and/or the general education curriculum. The report contains two tables that outline inclusion provisions in the IDEA early intervention program and in the preschool program. It also emphasizes that while IDEA contains provisions indicating a preference for inclusion for infants and toddlers and preschoolers with disabilities, implementation strategies at the state and local levels will play an important part in actualizing that preference.
Collaborative Planning Project, University of Colorado at Denver, Denver, CO.
Early childhood inclusion policy and systems: What do we know? (1999)
Smith, B. J., & Rapport, M. J.
This report summarizes data from 1990 and 1993 surveys on preschool mainstreaming that investigated the prevalence of inclusive programming in early childhood education, whether policy challenges to the inclusion of young children have changed over time, and currently existing challenges. Results indicate: (1) there is a dearth of policy research efforts looking particularly at inclusion policies, their implementation and their effectiveness in meeting desired goals for young children; (2) the policy research that is available points to slow progress in the effectiveness of current policies and systems to advance inclusion for young children, with only about 51 percent of preschoolers with disabilities currently educated in inclusive settings; (3) there were greater challenges to inclusion in people's attitudes and beliefs in 1993 than there were in 1990; (4) the perceived policy barriers did not in fact exist in the 1990 study, only the belief that they did; (5) factors other than policy are reported to be important in advancing inclusion, including knowledge of the effects of inclusion, knowledge and skills of personnel to promote friendships, and children's abilities to manage their own behavior; and (6) the quality of the majority of natural environments is mediocre at best.
Denver, CO: Colorado University. ERIC Document, ED436035.
Preschool integration: Recommendations for school administrators. Policy and practice in early childhood special education series. (1994)
Smith, B. J., & Rose, D. F.
This paper offers recommendations for establishing meaningful integration opportunities for preschool children with disabilities, derived from the work of the Research Institute on Preschool Mainstreaming, a 5-year federally funded project of St. Peter's Child Development Centers, Inc., in Pittsburgh, Pennsylvania. The knowledge base on preschool integration is summarized, indicating that segregated environments have not been found to be superior for developmental outcomes, that frequent interaction among children with and without disabilities is needed for positive social outcomes to occur, and that parents want their children to have typically developing or neighborhood friends. Eight markers for quality practices are listed, emphasizing that children need to be educationally integrated and socially integrated with their peers to achieve integration's positive impact. Policy issues that prevent administrators from providing integrated preschool services are categorized, as are attitudinal barriers. Strategies for changing policy and attitude barriers are listed. The critical role of the school administrator in developing integrated preschool services is cited. A model of systems change for preschool inclusion is presented. An appendix lists seven resources for information on early childhood policies and programs.
Pittsburgh, PA: Research Institute on Preschool Mainstreaming. (ERIC Document Reproduction Service No. ED 374627).
Educating young children with disabilities using responsible inclusion. (1998)
Smith, T. E. C., & Dowdy, C. A.
Discusses issues influencing the placement of young children with disabilities, including individual educational plans, labeling, philosophy-based decisions, the Regular Education Initiative, and full inclusion. Maintains that decisions regarding educational programs with disabilities must be based on individual educational needs, and notes that the Individuals with Disabilities Education Act provides the framework for decisions based on individual needs.
Childhood Education, 74(5), 317-320.
Contextual factors influencing the sociability of preschool children with disabilities in integrated and segregated classrooms. (1997)
Sontag, J. C.
This study compared the contextual classroom features of public school segregated classrooms and community-based integrated classrooms for 16 preschool children with disabilities, by examining the relations between classroom characteristics and child sociability. The two classroom contexts were found to be similar, with no differences in child sociability; however, a significant relationship between teacher verbal prompting and child sociability was found.
Exceptional Children, 63(3), 389-404.
Implementing inclusive early childhood education: A call for professional empowerment. (2002)
Soodak, L. C., Erwin, E. J., Winton, P., Brotherson, M. J., Turnbull, A. P., Hanson, M. J., et al.
Two scenarios are presented involving a family's experience in accessing a quality inclusive education for their young child to illustrate what it might look like if all stakeholders assumed responsibility for implementing available research-based information to facilitate inclusive early childhood education. Roles of families, administrators, practitioners, faculty, and researchers are discussed.
Topics in Early Childhood Special Education, 22(2), 91-102.
Four stories, four children, one special need: To be warmly included. (1998)
Soriano-Nagurski, L., Bakley, S., Kulak, A., Blasi, M. J., & Priestley, L.
Contains four articles: (1) "And the Walls Came Tumbling Down: Including Children Who Are Differently Abled in Typical Early Childhood Educational Settings"; (2) "On Teasing, Taunting, and 'I Can Do It by Myself'"; (3) "A Teacher's Responsibility-To Be Enthusiastic about Teaching Fast and Slow Learners Alike" and (4) "A Child With Severe Hearing Loss Joins Our Learning Community."
Young Children, 53(2), 40-49.
Preschool integration: Strategies for teaching. (1996)
Stafford, S. H., & Green, V. P.
Claims that long-term benefits of quality preschool programs include increased IQ scores; decreased time spent in special education classes; reduced education costs, crime and delinquency, and teen pregnancies; and improved socialization. Discusses definitions of integration, inclusion, mainstreaming, and LRE (least restrictive environment) and provides strategies to develop integration. Concludes that successful integration requires careful planning, flexibility, and initiative from cooperative teachers.
Childhood Education, 72(4), 214-218.
An empirical examination of toddler development in inclusive childcare. (2005)
Stahmer, A. C., & Carter, C.
This study examined the social, behavioral, communication, and cognitive development of typically developing toddlers enrolled in an early childhood program together with children with developmental disabilities. Outcomes on standardized assessments indicated excellent gains in cognitive and language development compared with norms for those assessments, and no detrimental effects on behavior. The results build on a previous study done on the same inclusive preschool program, which showed that parents of typically developing children saw many benefits to having their children enrolled in a program that included children with disabilities.
Early Child Development and Care, 175(4), 321-333.
Parent perspectives on their toddlers' development: Comparison of regular and inclusion childcare. (2003)
Stahmer, A. C., Carter, C., Baker, M., & Miwa, K.
This study explored the perceptions of parents about the benefits of their toddlers’ child care program. Parents of typically developing children in both inclusive and regular child care programs were surveyed. Both groups gave comparable responses to questions related to their level of satisfaction and their child’s development. Feedback from parents with toddlers in inclusive programs also suggested some advantages to inclusion. These findings indicate that both regular and inclusive childcare programs provide experiences of similar quality for young children, however the inclusion of children with disabilities in these programs may add additional benefits.
Early Child Development and Care, 173(5), 477-488.
Inclusive programming for toddlers with autism spectrum disorders: Outcomes from the children's toddler school. (2004)
Stahmer, A. C., Ingersoll, B., & Koegel, R. L.
This study examined the outcomes for 20 young children with autism spectrum disorders (ASD) in an inclusive program for children under the age of 3. Functional outcomes and outcomes on standardized assessments were compared when the children entered and exited the program. On standardized assessments, 37% of the children functioned at typical levels on exit, compared to 11% on entry. Only 50% of the children had functional communication skills on entry and 90% used a functional communication system on exit. Significant improvements were also noted in social and play behaviors.
Journal of Positive Behavior Interventions, 6(2), 67-82.
Early language intervention: When, why, and how?. (1989)
Stark, R
Available evidence suggests that language learning occurs at a rapid rate early in life, when intervention is most likely to be effective. Intervention should begin when risk or predisposing factors so indicate or when significant delays are present. Furthermore, intervention should respect the infant’s developmental level in relevant domains and should address functional needs.
Infants and Young Children, 1(4), 44-52.
Four portraits of friendship at an inclusive school. (1994)
Staub, D., Schwartz, I. S., Gallucci, C., & Peck, C. A.
Case studies are presented of four elementary students without disabilities who are friends of students with moderate/severe disabilities in their classrooms. Similarities and differences across friendships and across classroom ecologies are discussed.
Journal of the Association for Persons With Severe Handicaps, 19, 314-325.
Good questions to ask: When a child with a developmental delay joins your class. (1999)
Stewart, S. L. L.
Stresses the importance of using the wealth of resources available to teachers when a child with a developmental delay joins the classroom. Presents specific questions teachers should ask both parents and specialists to ensure a meaningful educational environment for all children. Presents generalized resource information appropriate for all teachers.
Young Children, 54(5), 25-27.
Exploring factors influencing parents' and early childhood practitioners' beliefs about inclusion. (1998)
Stoiber, K. C., Gettinger, M., & Goetz, D.
Assessed psychometric properties of new measure of beliefs concerning early-childhood inclusion, "My Thinking about Inclusion Scale" found that parents of children with disabilities were more positive than parents of children without disabilities; parents' beliefs were related to educational level, number of children, and marital status. Practitioners' beliefs were associated with educational level, training background, and years of experience.
Early Childhood Research Quarterly, 13(1), 107-24.
Friendship skills in children with specific language impairment. (2001)
Stoneham, G.
This study examined the friendship skills of preschool-aged children with specific language impairments in both inclusive and specialized play settings. Results demonstrated differences in the onlooker behaviors of the children between the two settings. Children appeared to benefit from observation and information processing during the time they spent in inclusive play settings. These findings were supported by the amount of time the children were observed to spend playing alone in the specialized settings. The authors discuss the results in the context of collaborative practice and inclusive education
International Journal of Language and Communication Disorders, 36(Suppl), 276-281.
How early childhood educators got their groove back: Internships for best practices in inclusion. (2000)
Stowitschek, J. J., Rodriguez, J., Trifini-Lisat, M. J., & Schwartz, I.
This article describes the one-week "rotational internship" program developed by the University of Washington and intended for practicing teachers, teaching assistants, and other early childhood program staff. It explains how the internship functions and illustrates how this approach can be merged with ongoing inservice activities.
Teaching Exceptional Children, 32(6), 20-28.
Integrating children with and without disabilities in early intervention settings [Special issue]. (1989)
Strain, P. (Ed.)
The articles in this special issue portray the breadth of current work in the integration of children with and without disabilities in early intervention settings. They also identify some of the important work yet to be done.
Journal of Early Intervention, 13(4).
Least restrictive environment for preschool children with disabilities: What we know and what we should be doing. (1990)
Strain, P. S.
This article was originally presented as the keynote address at the Division for Early Childhood Conference in 1989. Strain reviewed what was known about preschool early intervention and then discussed the implications for the delivery of integrated (inclusive) services. The six knowns included the revelation that parents, when asked, want their children to develop friendships with same-age typical children; no controlled comparison study looking at social outcomes found segregated options to be superior; social skills are the developmental outcomes most likely to lead to optimal postschool adjustment; positive sustained social outcomes are seen only when interaction is frequent, planned and carefully orchestrated by teachers; typically developing children show only positive developmental and attitudinal outcomes from integrated experiences; and, there is no evidence that children with certain conditions or levels of disabilities make more or less good candidates for integration.
Journal of Early Intervention, 14(4), 291-296.
The challenge of inclusion: Points well-taken and related challenges. (1995)
Strain, P. S.
This commentary on the inclusion of children with disabilities in early childhood programs raises issues concerning balancing the roles of advocate, scientist, and person with strong beliefs; interpreting the intent of research on integration issues; and a seeming overreaction to a supposed "deficit-model" of the past.
Journal of Early Intervention, 19(3), 195-196.
Sometimes there is more to a baseline than meets the eye. (1999)
Strain, P. S.
This commentary on a study that found the use of a system of least prompts produced increases in rates of conversations between preschoolers with and without disabilities discusses the absence of teaching promoting verbal behavior in the baseline condition and emphasizes the need for better teacher preparation and inservice education.
Journal of Early Intervention, 22(2), 109-110.
Peer-mediated social intervention for young children with autism. (1998)
Strain, P. S., & Kohler, F.
This paper reviews the history of peer-mediated intervention for young children with autism. It examines outcomes, implementation strategies, practicality, combining peer-mediation and naturalistic teaching, and overall conclusions from 20 years of study.
Seminars in Speech and Language, 11(2), 103-118.
Public policy response: Early childhood programs and the Americans with Disabilities Act (ADA). (1992)
Surr, J.
This article describes the ways in which major provisions of the Americans with Disabilities Act (ADA) are likely to affect childcare centers and family childcare homes. Keys to success with the ADA are provided.
Young Children, 47(5), 18-21.
Language intervention with children who have developmental delays: Effects of an interactive approach. (1992)
Tannock, R., Girolametto, L., & Siegel, L. S.
Evaluation of the interactive intervention model with mothers and young children (n=32) with developmental delays found that treatment mothers became more responsive and less directive and provided clearer linguistic models. Treatment children increased their use of vocal turns but did not make significantly greater improvement in overall communicative and linguistic abilities than the control group.
American Journal on Mental Retardation, 97(2), 145-160.
When teachers reflect: Journeys toward effective, inclusive practice. (1998)
Tertell, E. A., Klein, S. M., & Jewett, J. L. (Eds.)
On the premise that hearing other preschool teachers talk about their challenges in creating inclusive settings is a powerful impetus to reflect on one's own teaching practice, this book contains personal narratives by 18 teachers about their journeys toward inclusive, developmentally appropriate practice in early childhood education. The Prologue (S. Klein, L. Tertell, J. Jewett) provides a frame for discussing issues related to change and describes the context within which the teachers' stories emerged. The seven chapters include reflections of several teachers focusing on a particular theme identified by the communities participating in the Best Practices in Integration Outreach Project. The chapters are: (1) Play (S. Callas, J. Bruns Mellinger, M. King-Taylor); (2) Guidance (K. Boulden, K. Hiester, B. Walti); (3) Individualizing (S. Pieples, M. Lowe); (4) Include Everyone (S. Holliday, D. Miller Parker); (5) Emergent Curriculum (B. Julovich, T. Heyob); (6) Working With Families (G. Fischer, B. Murray); and (7) Collaboration (M. Horn, S. Pluckebaum, B. Bandera, P. Burke). Each chapter closes with questions or activities related to issues arising from the chapter's topic; the activities are designed to be used individually, in groups, or in training sessions. The book's appendix describes reflective change techniques.
Washington, DC: National Association for the Education of Young Children.
All children should know joy: Inclusive, family-centered services for young children with significant disabilities. (1996)
Thompson, B., Wickham, D., Wegner, J., & Ault, M.
This article is based on the authors' experiences with the Circle of Inclusion Project. They use stories, reflections, and outcomes to tell about young children and their families who have participated in inclusive early childhood programs.
In D. H. Lehr & F. Brown (Eds.), People with disabilities who challenge the system (pp. 23-56). Baltimore: Paul H. Brookes Publishing Co.
Pathways to family empowerment: Effects of family-centered delivery of early intervention services. (1997)
Thompson, L., Lobb, C., Elling, R., Herman, S., Jurkiewicz, T., & Hulleza, C.
Analysis of data from 270 families participating in Michigan's "Early On" (Part H of the Individuals with Disabilities Education Act) program suggests two paths for empowering families: (1) implementation of program components via a family-centered framework or (2) family-centered delivery to build a family support network.
Exceptional Children, 64(1), 99-113.
The contexts of early intervention: Systems and settings. (1996)
Thurman, S. K., Cornwell J., & Gottwald, S. R. (Eds.).
This book provides an overview of the systems and settings in which early intervention takes place. The chapters with authors are: (1) Systems, Ecologies, and the Context of Early Intervention (S. K. Thurman); (2) A System in a System: Sociopolitical Factors and Early Intervention (K. M. Hebbeler); (3) Funding Context of Early Intervention (D. A. Kates); (4) Culture as a Context for Early Intervention (A. Iglesias & R. Quinn); (5) Resource-Based Approach to Early Intervention (C. M. Trivette, C. J. Dunst, & A. G. Deal); (6) The Family As a System and a Context for Early Intervention (J. R. Cornwell & C. Korteland); (7) Neonatal Intensive Care Units (S. K. Thurman, S. R. Gottwald, J. R. Cornwell & C. Korteland); (8) The Home Environment (D. W. Mott); (9) Family Child Care (S. L. Golbeck & S. Harlan); (10) Child Care Centers (S. E. Craig); (11) Early Intervention Centers (R. Karabinos); (12) Public Schools (S. R. Gottwald & P. A. Pardy); (13) The Interrelationship of Contexts in Early Intervention (W. Brown & M. Conroy).
Baltimore: Paul H. Brookes Publishing Co.
Resource-based early intervention practices. (1996)
Trivette, C. M., Dunst, D. J., & Deal, A. G.
This chapter presents a process for identifying and using community resources to meet child and family needs in ways that enhance family functioning and competence. The approach is part of a model that defines the goals of family-centered assessment and intervention as (1) identifying family needs, priorities and concerns, (2) locating the formal and informal resources for meeting needs, and (3) helping families identify and use their strengths and capabilities to secure resources in ways that strengthen family functioning.
In S. K. Thurman, J. R. Comwell, & S. R. Gottwald (Eds.), The contexts of early intervention: Systems and settings (pp. 73-92). Baltimore: Paul H. Brookes Publishing Co.
Effects of peer coaching on the rate of responsive teacher statements during a child-directed period in an inclusive preschool setting. (2000)
Tschantz, J. M., & Vail, C. O.
Three Head Start teachers who served students with special needs in their inclusive classrooms participated with an early childhood special education teacher conducting peer coaching sessions. Results indicated that all Head Start teachers increased their rate of responsive statements.
Teacher Education and Special Education, 23(3), 189-201.
From philosophy to practice in inclusive early childhood programs. (1998)
Udell, T., Peters, J., & Templeman, T. P.
Discusses how early childhood programs can blend developmentally appropriate practices with early childhood special education recommended practices. The elements of an inclusive program and the guidelines to developmentally appropriate practice are explained, and strategies for implementing both practices within the same setting are described.
Teaching Exceptional Children, 30(3), 44-49.
Building community resources: Enabling inclusion in community programs and activities. (1995)
Umstead, S., Boyd, K., & Dunst, C. J.
This article describes the Building Community Resources project of the Child and Family Studies Program at the Allegany-Singer Research Institute. In 1995 this project developed and tested strategies to support full community participation by children with disabilities and their families in two different types of communities. The authors address the benefits of community participation, mapping the community assets, and the importance of key players. They conclude that the most encouraging aspect of their findings was the willingness of so many community members and organizations to accommodate a family's desire to have their children participate in community activities.
Exceptional Parent, 25(7), 36-37.
Why can’t families be more like us? Henry Higgins confronts Eliza Doolittle in the world of early intervention. (2000)
Vacca, J., & Feinberg, E.
Discussion of problems faced by early interventionists in working with families offers practical guidelines for developing effective collaborations between early intervention programs and families. These include establishing family-centered services and rules for clinician/parent communication, encouraging the family to be a genuine coparticipant, and considering using a transdisciplinary model of intervention rather than multiple service providers.
Infants and Young Children, 13(1), 40-48.
The Reggio Emilia approach and inclusive early childhood programs. (2003)
Vakil, S., Freeman, R., & Swim, T. J.
Discusses benefits of inclusion in preschool and compares educational practices of high-quality inclusive preschools in the United States with those characterizing the Reggio Emilia approach. Offers recommendations for better serving children with special needs in inclusive settings, including viewing teachers as researchers, and using documentation to support children's development and learning and to reflect upon teaching practice.
Early Childhood Education Journal, 30(3), 187-192.
Outcomes from two treatment approaches for children with communication disorders in Head Start. (1996)
Valdez, F., & Montgomery, J. K.
A study compared the effectiveness of the inclusion model of speech/language treatment and the traditional pull-out model of speech/language treatment on the performance of 40 African American Head Start children with language disorders. Results indicate that there is no significant difference between the two.
Journal of Children's Communication Development, 18(2), 65-71.
Embedding instruction into art activities to teach preschoolers with disabilities to imitate their peers. (1993)
Venn, M. L., Wolery, M., Werts, M. G., Morris, A., DeCesare, L. D., & Cuffs, M. S.
This study was designed to examine the feasibility and utility of embedding a progressive time-delay procedure (i.e., a direct teaching strategy) into art activities in order to teach children with disabilities to imitate their peers. Three preschool-age boys with disabilities participated and were found to imitate their peers when the novel responses were introduced. Greater independence in the classroom during times when the teacher did not direct activities was one of the benefits noted.
Early Childhood Research Quarterly, 8, 277-294.
Can preschoolers be effective peer models? An action research project. (2000)
Visoky, A. M., & Poe, B. .D.
This article describes a special education preschool program that included four children without disabilities to serve as peer models to eight children with disabilities. Results indicate that the peer models made a positive contribution to the program, as measured by their interactions with children with disabilities.
Teaching Exceptional Children, 33(2), 68-73.
The federal IDEA natural environments provisions. (2000)
Walsh, S., Rous, B., & Lutzer, C.
This article describes the federal requirements of the IDEA to provide services in natural environments. It provides examples of how the federal government and states are providing guidance to address these natural environments requirements. A review of available state Part C documents was done to obtain information on state implementation of the requirements.
In S. Sandall & M. Ostrosky (Eds.), Natural environments and inclusion: (pp. 3-15), Young Exceptional Children Monograph Series, No. 2. Denver, CO: Division for Early Childhood of the Council for Exceptional Children.
Why inclusion benefits everyone: Insights from a parent. (2001)
Walton, T.
Recounts the experience of a parent of a special needs child attending an early child care center that embraces inclusion. Describes: (1) the search for a center; (2) her child's experience at school; (3) making inclusion possible; and (4) integration of all the parts. Asserts that all the children in the center benefit from inclusion.
Child Care Information Exchange, 139, 76-79.
The cost-effectiveness of home visiting versus group services in early intervention. (1995)
Warfield, M. E.
The cost effectiveness of early intervention services provided at home versus provision at a program site for small groups of children and families was compared. The children had Down syndrome (n=42), motor impairments (n=64), and other developmental delays (n=51). Service provision, parental stress, and interactions with the child were assessed; results varied by subgroup and outcome measure.
Journal of Early Intervention, 19(2), 130-148.
Communication and language intervention: Why a constructivist approach is insufficient. (1994)
Warren S. F., & Yoder, P. J.
This paper discusses the historical context of communication and language intervention and critiques three widely used interventions. It advocates a cross-paradigmatic approach because its inherent flexibility fits with what is known about language acquisition, the nature of different intervention approaches, and human development. This approach can encompass behavioral approaches, constructivist approaches, and eclectic approaches.
Journal of Special Education, 28(3), 248-258.
Facilitating prelinguistic communication skills in young children with developmental delay. (1993)
Warren S. F., Yoder, P. J., Gazdag, G. E., Kim, K., & Jones, H. A.
Two experiments with young children with mental retardation found that a milieu teaching approach was effective in facilitating subjects' use of such prelinguistic communication skills as requesting, commenting, and vocal imitation, in both the training and generalized settings. Evidence of reciprocal effects on teacher-student interaction was also seen.
Journal of Speech and Hearing Research, 36(3), 83-97.
Facilitating basic vocabulary acquisition with milieu teaching procedures. (1992)
Warren, S. F.
Five children (27 to 47 months old) with mild to borderline levels of mental retardation were given a milieu language intervention program of 3 or 4 small group training sessions weekly. Results indicated the training had a clear facilitative effect on the acquisition and generalized use of common nouns and verbs by four of the subjects.
Journal of Early Intervention, 16(3), 235-251.
Generalization issues in providing integrated services (1996)
Warren, S. F.
The focus of this chapter is skill generalization and its facilitation. It begins by describing a case study of a child’s inability to generalize and illustrates the complex issues that need to be addressed for intervention efforts to be successful. Two studies are presented and a set of recommendations for promoting optimal generalization is included.
In R. A. McWilliam (Ed.), Rethinking pull-out services in early intervention (pp.121-143). Baltimore. Paul H. Brookes Publishing Co.
The future of early communication and language intervention. (2000)
Warren, S. F.
This article urges an increase in support for responsive interaction styles among all parents and teachers, an expansion of efforts to identify communication delays and disorders as early as possible, advancement of the development of truly effective communication and language intervention approaches, and the transformation of research findings into practice.
Topics in Early Childhood Special Education, 20(1), 33-37.
Incidental language teaching: A critical review. (1986)
Warren, S. F., & Gazdag, G.
A review of research on language handicapped, disadvantaged, and other children, indicates that incidental language teaching (natural unstructured interactions between adults and children and which allow adults to transmit new information and give children practice in developing communication skills) is a promising language intervention technique for language-disordered children.
Journal of Speech and Hearing Disorders, 51(4), 291-299.
Facilitating early language development with milieu intervention procedures. (1990)
Warren, S. F., & Gazdag, G.
This study, involving two three-year-olds with mild mental retardation, found that milieu language intervention can directly enhance the acquisition and generative use of lexical and semantic forms used for varied pragmatic functions and that adult systematic commenting and child spontaneous imitation may interact to facilitate the teaching effects.
Journal of Early Intervention, 14(1), 62-86.
Physical and occupational therapists in naturalistic early childhood settings: Challenges and strategies for training. (1994)
Washington, K., Schwartz, I. S., & Swinth, Y.
This article describes new approaches to providing physical and occupational therapy intervention services in naturalistic early childhood settings and reviews the limited body of literature examining their efficacy. It offers assessment and intervention strategies that support a normalized approach to intervention and offers suggestions for augmenting current preservice and inservice training practices.
Topics in Early Childhood Special Education, 14(3), 333-349.
Home visiting: Procedures for helping families (2nd ed.). (2000)
Wasik, B. H., & Bryant, M.
This is the second edition of this text for those training to be home visitors, in-service home visitors, supervisors and directors of home-visiting programs serving a wide range of families. It summarizes recent evaluations of home visiting programs and presents practical suggestions for evaluating local programs. Chapters include: (1) A Historical Overview; (2) Theories and Principles of Home Visiting; (3) Illustrative Home Visiting Programs for Children, Youth, and Their Families; (4) Home Visitor Characteristics, Training and Supervision; (5) Helping Skills and Techniques; (6) Managing and Maintaining Home Visits; (7) Visiting Families in Stressful Situations; (8) Ethical and Professional Issues Facing Home Visitors; (9) Assessment and Documentation in Home Visiting; (10) Future Directions in Home Visiting.
Thousand Oaks, CA: SAGE Publications.
Providing on-site consultation to promote quality in integrated child care programs. (1994)
Wesley, P. W.
This article describes the Infant-Toddler Care Project in Chapel Hill, North Carolina, which was developed to provide child care programs with on-site consultation that emphasizes aspects of quality care for all children and supports the inclusion of infants and toddlers with disabilities. An appended case study illustrates the project's approach and effectiveness.
Journal of Early Intervention, 18(4), 391-402.
Early intervention consultants in the classroom: Simple steps for building strong collaboration. (2002)
Wesley, P. W.
Examines the evolution of new professional roles and relationships in early childhood inclusive care and education, including the early intervention specialist, speech-language pathologist, physical therapist, and occupational therapist. Provides key questions for early childhood professionals, especially classroom teachers, to stimulate discussion and effective practice through the consultation process, from the initial stage of getting acquainted through the implementation of strategies to meet children's individual needs.
Young Children, 57(4), 30-34.
Supporting early childhood inclusion: Lessons learned through a statewide technical assistance project. (1996)
Wesley, P. W., & Buysse, V.
Describes Partnerships for Inclusion, a North Carolina statewide project providing technical assistance (TA) to communities as they develop and coordinate inclusive services for infants, toddlers, and preschoolers with disabilities and their families. Outlines the model's development, the project's core services, strategies for promoting systems-level change to support inclusion, and a framework for evaluating TA services.
Topics in Early Childhood Special Education, 16(4), 476-499.
Family and professional perspectives on early intervention: An exploration using focus groups. (1997)
Wesley, P. W., Buysse, V., & Tyndall, S.
Analysis of focus group discussions involving 13 parents of young children with disabilities and 32 professional service providers examined participants' perceptions of inclusion and early intervention. Discussion focused on awareness of early intervention services, barriers and supports to inclusion, notions of service coordination, experiences with a statewide initiative to improve services, and views of an ideal early intervention system.
Topics in Early Childhood Special Education, 17(4), 435-456.
Integrated early intervention practices in speech-language pathology. (1996)
Wilcox, M. J., & Shannon M. S.
This chapter provides an overview of issues as well as some specific suggestions regarding the design and implementation of integrated speech and language practices in center-based early intervention programs. The chapter highlights what the authors view as the most salient issues and practice needs.
In R. A. McWilliam (Ed.). Rethinking pull-out services in early Intervention (pp. 217-242). Baltimore. Paul H. Brookes Publishing Co.
The early childhood inclusion model: A program for all children. (1999)
Winter, S. M.
Noting that the provision of early childhood education (ECE) services to linguistically and culturally diverse groups of children representing a wide range of abilities and income levels requires the scrutiny of current systems and practices, this book proposes a new paradigm of early childhood education, the Early Childhood Inclusion (ECI) Model, which promotes the design of programs that are inclusive of all children. Chapter 1 of the book summarizes background information on inclusion, outlines the historical context for the model, and offers a rationale for adopting a comprehensive definition of inclusion in ECE. Chapter 2 describes the characteristics, goals, theoretical foundations, and major components of the ECI Model. Chapter 3 describes the socio-organizational contexts that teachers using the ECI strive to implement. Chapter 4 emphasizes the creation of personalized learning environments that afford teachers the flexibility to match their teaching strategies to individual learning styles and abilities. Chapter 5 includes discussions on accommodating each child through an assessment-driven instructional planning cycle and by using alternative assessment. Chapter 6 details instructional strategies, focusing on the teacher as a mediator of children's learning environments. Chapter 7 concludes the book by proposing future directions for policy development, personnel preparation, and research to advance and solidify the inclusion movement in ECE.
Olney, MD: Association for Childhood Education International.
Inclusion and kindergartners who are deaf or hard of hearing: Comparing teaching strategies with recommended guidelines. (1997)
Winter, S. M., & Van Reusen, A. K.
Used naturalistic inquiry and context evaluation to examine the work of three experienced teachers during a year's implementation of an inclusive kindergarten program involving children who are deaf or hard of hearing. Found that the two kindergarten teachers met about 50% and that the special education teacher met about 70%, of recommended standards and guidelines for professional practice.
Journal of Research in Childhood Education, 11(2), 114-134.
Family-professional partnerships and integrated services. (1996)
Winton, P. J.
This chapter describes the principles of a family-centered approach to early intervention in the context of center-based programs. It presents issues related to taking a family-centered approach to implementing center-based models for delivering specialized therapies. The authors offer strategies for promoting family-professional partnerships and moving toward more effective and collaborative service delivery models.
In R. A. McWilliam (Ed.), Rethinking pull-out services in early intervention (pp. 49-69). Baltimore: Paul H. Brookes Publishing Co.
Reforming personnel preparation in early intervention: Issues models, and practical strategies. (1997)
Winton, P. J., McCollum, J. A., & Catlett, C. (Eds.).
The 21 papers in this collection address changes and reforms in the preparation of teachers and other personnel concerned with early intervention with children having or at risk for disabilities. The papers are: (1) "Ecological Perspectives on Personnel Preparation: Rationale, Framework, and Guidelines for Change" (Pamela J. Winton, Jeanette A. McCollum); (2) "State Perspectives on Meeting Personnel Challenges: Closing the Gap Between Vision and Reality" (Tweety Yates, Ann Higgins Hains); (3) "Community-Based Approaches to Personnel Preparation" (Patricia W. Wesley, Virginia Buysse); (4) "Creating New Visions in Institutions of Higher Education: Interdisciplinary Approaches to Personnel Preparation in Early Intervention" (Jennifer L. Kilgo, Mary Beth Bruder); (5) "Designing Effective Personnel Preparation for Early Intervention: Theoretical Frameworks" (Jeannette McCollum, Camille Catlett); (6) "Needs Assessment and Evaluation in Early Intervention Personnel Preparation: Opportunities and Challenges" (Patricia Snyder, Barbara L. Wolfe); (7) "Follow-up Strategies: Ensuring that Instruction Makes a Difference" (Barbara Wolfe, Patricia Snyder); (8) "Supervision, Mentoring, and Coaching: Methods for Supporting Personnel Development" (Kathleen K. Gallacher); (9) "From Monologues to Skilled Dialogues: Teaching the Process of Crafting Culturally Competent Early Childhood Environments" (Isaura Barrera, Lucinda Kramer); (10) "Guiding Practitioners toward Valuing and Implementing Family-Centered Practices" (Susan L. McBride, Mary Jane Brotherson); (11) "Service Coordination in Early Intervention: Competencies, Curriculum, Challenges, and Strategies" (Peggy Rosin, Elizabeth Hecht); (12) "Preparing Practitioners for Getting the Most Out of Child Assessment" (Elizabeth R. Crais); (13) "Preparing Practitioners for Planning Intervention for Natural Environments" (Juliann Woods and others); (14) "Building Effective Early Intervention Teamwork" (Corinne Welt Garland, Adrienne Frank); (15) "Preparing Practitioners To Provide Early Intervention Services in Inclusive Settings" (Susan Kontos, Karen Diamond); (16) "Early Intervention Public Policy Analysis: Issues and Strategies in Personnel Preparation" (Barbara Hanft, Patricia Place); (17) "Parent-Professional Partnerships in Preservice and Inservice Education" (Angela Capone and others); (18) "Designing and Implementing Innovative, Interdisciplinary Practice" (Sharon E. Rosenkoetter, Vicki D. Stayton); (19) "Distance Education in Early Intervention Personnel Preparation" (Mary-alayne Hughes, Sue Forest); (20) "A Team-Based Model To Improve Early Intervention Programs: Linking Preservice and Inservice" (David Sexton and others); and (21) "Putting It All Together: The Nuts and Bolts of Personnel Preparation" (Camille Catlett, Pamela J. Winton).
Baltimore: Paul H. Brookes Publishing Co.
Questioning community in early childhood education. (2004)
Wisneski, D. B., & Goldstein, L. S.
This article examines the idea of community in early childhood educational settings. The authors describe how the importance of community has evolved from being an implicit assumption to becoming an explicit requirement in high-quality early childhood programs. Some of the problematic aspects of community that have not yet been examined in the scholarly literature are identified, and the authors provide suggestions about how to ensure that this important aspect of working with young children continues to be discussed.
Early Child Development and Care, 174(6), 515-526.
Implementing instruction for young children with special needs in early childhood classrooms. (1994)
Wolery, M.
This chapter provides guidelines for early intervention teams to use when planning changes to the classroom to implement instruction for children with developmental delays and disabilities. The authors recommend the following: team members should use the assessment information collected on children and on the program; each activity and interaction in which children with disabilities participate should have a purpose; there should be a balance between activities that promote independence and those that ensure participation and inclusion; activities and classroom areas should be used to promote multiple goals across various domains of development; and goals should be addressed multiple times throughout the day. The activity/routine-by-skill matrix is suggested as a potentially useful tool for planning children's days. Instruction can be implemented in ongoing activities by being embedded into existing activities and routines, changing the behaviors expected of children, adjusting the rules that govern children's access to materials, increasing opportunities to participate, providing frequent opportunities to practice certain skills, or adjusting access to given classroom areas. If important goals cannot be met using these strategies, the team can also provide special instructional sessions. Children's engagement in participation and their acquisition and use of important skills should be monitored regularly to determine whether they are benefiting and to identify changes that may be needed.
In M. Wolery & J. S. Wilbers (Eds.), Including children with special needs in early childhood programs (pp.151-166). Washington, DC: National Association for the Education of Young Children.
Developmentally appropriate practices and young children with disabilities. (1994)
Wolery, M., & Bredekamp, S.
This article examines contextual issues relevant to the application of developmentally appropriate practices to young children with special needs. Appropriate practices recognized by the National Association for the Education of Young Children are compared to those published by the Division for Early Childhood of the Council for Exceptional Children. The article is followed by responses by J. Carta, J. Johnson and K. Johnson, and S. Odom.
Journal of Early Intervention, 18(4), 331-41.
Comparison of progressive time delay and transition-based teaching with preschoolers who have developmental delays. (1993)
Wolery, M., & Doyle, P., Gast, D., ault, M., & Simpson, S.
A progressive time delay procedure in individual instructional sessions using massed-trial presentation was compared to distributed trials presented during transitions from one activity to another. Results with four preschool children with developmental delays indicated that both procedures were implemented reliably, were comparable in efficiency, and were effective in establishing criterion-level performance.
Journal of Early Intervention, 17(2), 160-176.
Classroom-based practices for preschoolers with disabilities. (1998)
Wolery, M., & McWilliam, R. A.
Describes practices and issues related to providing services for preschoolers with disabilities in inclusive early childhood classrooms. Identifies findings from research on developmentally appropriate practices. Discusses ways to integrate specialized services such as occupational therapy, physical therapy, and speech-language therapy into everyday classroom experiences.
Intervention in School and Clinic, 34(2), 95-102.
Including children with special needs in early childhood programs. (1994)
Wolery, M., & Wilbers, J. S. (Eds.).
Because all early childhood programs must now be prepared to serve children with special needs, early childhood staffs confront a host of new challenges and opportunities. This research monograph offers early childhood educators a foundational resource of information needed to develop inclusion practices. Chapter 1, "Introduction to the Inclusion of Young Children with Special Needs in Early Childhood Programs" (Mark Wolery, Jan S. Wilbers), presents historic and foundational information about including young children with developmental delays and disabilities. Chapter 2, "Working with Families of Children with Special Needs" (Donald B. Bailey, Jr.), summarizes themes and issues related to implementing family-centered services, and draws implications from the relevant research for practice. Chapter 3, "Working with Members of Other Disciplines: Collaboration for Success" (Mary Beth Bruder), describes issues related to collaborating with members from various disciplines to develop defensible early childhood services. Chapters 4, 5, 6 and 7 by Mark Wolery describe information related to designing and implementing classroom-based services for young children with disabilities. Chapter 4, "Assessing Children with Special Needs" focuses on assessment issues, chapters 5 and 6 "Designing Inclusive Environments for Young Children with Special Needs" and "Instructional Strategies for Teaching Young Children with Special Needs" focus on intervention practices, and chapter 7, "Implementing Instruction for Young Children with Special Needs in Early Childhood Classrooms" focuses on implementing those practices in the classrooms. Chapter 8, "Completing the Circle: Planning and Implementing Transition to Other Programs" (Jane B. Atwater, and others), describes issues related to planning and implementing services for helping children with disabilities and their families make the transition from one program to another. Chapter 9, "Conclusions and Future Directions" (Mark Wolery), provides summary statements and identifies issues for future research. Contains over 400 references.
Washington, DC: National Association for the Education of Young Children.
Transition-based teaching: Effects on transitions, teachers' behavior, and children's learning. (1998)
Wolery, M., Anthony, L., & Heckathorn, J.
A study involving four teachers and preschool children with mild disabilities found transition-based teaching did not substantially alter the duration of transitions for teachers or children, did not appear to interfere with other teacher responsibilities during transitions, and produced increases in children's target behaviors.
Journal of Early Intervention, 21(2), 117-131.
Embedding and distributing constant time delay in circle time and transitions. (2002)
Wolery, M., Anthony, L., Caldwell, N. K., Snyder, E. D., & Morgante, J. D.
This study evaluated embedding and distributing constant time delay instructional trials into circle time and transitions between activities in a summer camp program. Three boys (ages 5-8) with disabilities or behavior problems participated. Results indicated the children acquired the behaviors they were taught and generalized the learned behaviors across adults and materials.
Topics in Early Childhood Special Education, 22(1), 14-25.
Current practices with young children who have disabilities: Placement, assessment, and instruction issues. (1994)
Wolery, M., Gessler W. M., & Holcombe, A.
This article explores the effects of the integration movement on the placement of preschoolers with disabilities and describes the effects of integration and developmentally appropriate practice (DAP) methodology on assessment and instructional practices. The paper concludes that programs following the DAP guidelines can be adapted to promote positive benefits for young children with disabilities.
Focus on Exceptional Children, 26(6), 1-12.
An administrator's guide to preschool inclusion. (2000)
Wolery, R. A., & Odom, S. L.
This guide addresses issues raised by the administrators of 16 preschool programs serving 112 children with a wide range of disabilities. It discusses barriers encountered in establishing and running these programs and identifies practical strategies that came from the researchers' work. The authors use stories and experiences to illustrate how to implement high quality inclusive programs. The guide is meant for those who are setting up, monitoring, supporting, and maintaining inclusive preschool programs for children with and without disabilities. The chapters are: (1) What Is Preschool Inclusion?; (2) Contexts of Preschool Inclusion; (3) Quality of Inclusion: Jumping the Hurdles; (4) Collaboration: Helping Staff Work Together in Preschool Inclusive Programs; (5) Staff Development: Preparing Staff for Preschool Inclusion; (6) Costs and Financing: Considering the Costs of Preschool Inclusion; (7) Facilitating Family-Centered Inclusion; and (8) Systems Change: Moving to Inclusion. Contributing authors include Ruth Ashworth Wolery, Samuel L. Odom, Paula Beckman, Marci J. Hanson, Eva Horn, Susan Janko, Kristine J. Kuczynski, Phyllis Levinsen, Shouming Li, Joan Lieber, Jules Marquart, Susan Sandall, and Ilene Schwartz.
Chapel Hill: University of North Carolina, FPG Child Development Institute, Early Childhood Institute on Inclusion.
"Can I play with you?" Peer culture in inclusive preschool programs. (1999)
Wolfberg, P. J., Zercher, C., Lieber, J., Capell, K., Matias, S., Hanson, M., et al.
A study explored the peer cultures of 10 children with significant disabilities in 6 inclusive preschools and found that the children expressed the desire to participate in peer culture through a range of social-communicative and symbolic behaviors, and experienced inclusion by coordinating social activity and establishing reciprocal relationships.
Journal of the Association for Persons With Severe Handicaps, 24(2), 69-84.
Following the child’s lead when teaching nouns to preschoolers with mental retardation. (1993)
Yoder, P. J., Kaiser, A. P., Alpert, C., & Fischer, R.
Three preschoolers with mental retardation were taught object labels using an elicited-production method, under two conditions: following the child's lead and recruiting the child's attention toward the target object. Results indicated that object-label teaching was more efficient under the following-the-child's-lead condition.
Journal of Speech and Hearing Research, 36(1), 158-167.
Facilitating prelinguistic communication skills in young children with developmental delay, II: Systematic replication and extension. (1994)
Yoder, P. J., Warren, S. F., Kim, K., & Gazdag, G. E.
Four toddlers with mental retardation were studied in the context of a multiple baseline across subjects design. Results supported the use of a modified version of milieu teaching to increase intentional requesting by these children. Increased intentional requesting was generalized to interactions with mothers.
Journal of Speech and Hearing Research, 37(4), 841-851.
An exploratory comparison of milieu teaching and responsive interaction in classroom applications. (1995)
Yoder, P., Kaiser, A., Goldstein, H., Alpert, C., Mousetis, L., Kaczmarek, L., et al.
This study examined whether the relative efficacy of 2 language teaching methods was predicted by pretreatment subject characteristics of 40 handicapped preschoolers. Seven statistical interactions between pretreatment subject characteristics and language teaching methods indicated that lower-functioning children benefited more from the Milieu Teaching method and higher-functioning children benefited more from the Communication Training Program.
Journal of Early Intervention, 19(3), 218-242.
Transdisciplinary teamwork and integrated therapy: Clarifying the misconceptions. (1990)
York, J., Rainforth, B., & Giangreco, M.
A great deal of confusion exists related to the provision of transdisciplinary and integrated therapy services for children with severe disabilities in educational settings. Some common concerns include issues related to role clarification, logistics, practice constraints, discipline, accountability, and liability in assessment and intervention. This article discusses common misconceptions and provides related clarifications.
Pediatric Physical Therapy, 73-79.