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Early Childhood Special Education-Teaching
Strategies
(updated April 2000)
What are some teaching strategies that can be used when working with children with
disabilities in early childhood settings?
"Most early childhood educators share a common philosophy that learning environments,
teaching practices, and other components of programs that serve young children should be based
on what is typically expected of and experienced by children of different ages and developmental
stages. programs for children with disabilities may need additional goals in order to ensure the
individualized intervention that such children need. The following are components of early
childhood special education programs that would support this effort; promote child engagement,
independence, and mastery; support families in achieving their individual goals, promote
development in all important domains; build and support social competence; facilitate the
generalized use of skills; prepare and assist children for normalized life experiences with their
families, in school, and in their communities; help children and their families make smooth
transitions; and prevent or minimize the development of future problems or disabilities." (From Exceptional Children, An Introduction to Special Education, Fifth edition. Prentice-Hall, Inc.)
Following are links to related ERIC Digests, frequently asked questions (FAQs), and Internet resources, as well as selected citations from the ERIC database and the search terms we used to find the
citations.
You can search the ERIC database yourself on the Internet through either of the following web sites:
ERIC Citations
The full text of citations beginning with an ED number (for example, EDxxxxxx) is available:
- In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm.
- For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC.
(no longer available)
The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:
- The originating journal
- Through interlibrary loan services at your local college or public library
- From article reproduction services such as
ERIC Search Terms Used
early childhood education OR preschool education OR early
intervention
AND
disabilites
AND
teaching methods OR classroom techniques OR
instructional effectiveness
EJ508302 EC611703
Developmentally Appropriate Practice: A Critical Analysis as
Applied to Young
Children with Disabilities.
Carta, Judith J.
Focus on Exceptional Children, v27 n8 p1-14 Apr 1995
ISSN: 0015-511X
Language: English
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE
(070)
Journal Announcement: CIJDEC95
Premises and misconceptions about developmentally appropriate
practice (DAP) are
discussed, along with how the premises and practices of DAP
diverge 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.
Descriptors: Developmental Stages; *Disabilities; *Early
Childhood Education; Early
Intervention; *Educational Practices; Guidelines; Individualized
Instruction;
Misconceptions; Regular and Special Education Relationship;
*Special Education;
Student Evaluation; *Teaching Methods; Young Children
Identifiers: *Developmentally Appropriate Programs
ED404839 EC305439
Starting Points: Instructional Practices for Young Children
Whose Multiple
Disabilities Include Visual Impairment.
Chen, Deborah; Dote-Kwan, Jamie
Blind Childrens Center, Los Angeles, CA. 1995
174p.
Available From: Blind Children's Center, 4120 Marathon Street,
Los Angeles, CA
90029; telephone: 800-222-3566; fax: 213-665-3828 ($28).
EDRS Price - MF01/PC07 Plus Postage.
Language: English
Document Type: BOOK (010); NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; California
Journal Announcement: RIEJUL97
Target Audience: Teachers; Practitioners
This handbook provides basic information on the needs of young
children (ages 3-8)
whose multiple disabilities include visual impairments. Chapters
address: (1) common
disabilities associated with visual impairment, the primary
educational needs of
these children, and the complexity involved in teaching them; (2)
the need for
clearly defined program philosophies, goals, and practices to
promote meaningful
learning opportunities, including meeting exceptional learning
needs, involving the
child as an active learner, and integrating objectives from
various disciplines; (3)
procedures to develop and plan instruction that are meaningful to
the child and
important to the family; (4) selected instructional strategies
such as task analysis,
chaining and shaping, use of natural cues and instructional
prompts, fading, and
creating an environment that encourages active participation; (5)
strategies for
promoting communication with nonverbal children and those who
have severe language
difficulties; (6) specific adaptations and strategies for working
on daily living
skills; (7) roles and responsibilities of a behavior support
team, orientation and
mobility specialists, and an occupational therapist; (8) the
development of an
instructional program for a 4-year-old child with multiple
disabilities, including
visual impairment; and (9) strategies for facilitating
communication between the
special education and regular education teacher. A final chapter
details a family's
experience in parenting a little boy who is blind and has
multiple medical needs.
Descriptors: Behavior Problems; *Communication Skills; *Daily
Living Skills; Early
Childhood Education; Educational Strategies; *Instructional
Development;
Interpersonal Communication; *Multiple Disabilities; Occupational
Therapy; Regular
and Special Education Relationship; Staff Role; Student Needs;
Teacher Collaboration;
Teaching Methods; *Visual Impairments; Visually Impaired
Mobility; *Young Children
EJ518012 EC613027
Group Friendship Activities: An Easy Way to Develop the Social
Skills of Young
Children.
Cooper, Carolyn S.; McEvoy, Mary A.
TEACHING Exceptional Children, v28 n3 p67-69 Spr 1996
ISSN: 0040-0599
Language: English
Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL
(055)
Journal Announcement: CIJJUN96
Target Audience: Teachers; Practitioners
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.
Descriptors: Class Activities; Classroom Techniques;
*Disabilities; *Friendship;
*Inclusive Schools; *Interpersonal Competence; *Peer
Relationship; Preschool
Education; Social Development
EJ518011 EC613026
"Buddy Skills" for Preschoolers.
English, Kris; And Others
TEACHING Exceptional Children, v28 n3 p62-66 Spr 1996
ISSN: 0040-0599
Language: English
Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL
(055)
Journal Announcement: CIJJUN96
Target Audience: Teachers; Practitioners
This article describes an 11-step "buddy" skills training
procedure that helps
children in an inclusive preschool work and play together more
cooperatively. Steps
include initial assessment, sensitization, peer training,
implementation, positive
reinforcement, evaluation, targeting specific interaction skills,
teaching
interaction skills, and fading.
Descriptors: *Classroom Techniques; Cooperation; *Disabilities;
*Inclusive Schools;
*Interpersonal Competence; *Peer Relationship; Preschool
Children; Preschool
Education
Identifiers: *Buddy System
EJ510658 PS524014
Special Needs: Meeting the Needs of the Children.
Hayslip, Whit; And Others
Child Care Information Exchange, n105 p43-62 Sep-Oct 1995
ISSN: 0164-8527
Language: English
Document Type: TEACHING GUIDE (052); JOURNAL ARTICLE (080)
Journal Announcement: CIJJAN96
Presents four articles discussing methods and activities that
can help early
childhood educators meet the demands of children with special
needs. Suggests that
helping those children participate in the center's activities can
facilitate their
social and cognitive development and support their inclusion in
society. Creating
the appropriate environment and using pertinent technology are
discussed.
Descriptors: Classroom Techniques; Disabilities; Early
Childhood Education; Early
Intervention; Educational Environment; *Educational Practices;
*Educational Quality;
Outcomes of Education; Peer Relationship; Program Effectiveness;
*Social Development;
*Special Needs Students; Student Attitudes; Student Needs; Young
Children
Identifiers: Attitudes toward Disabled
EJ527717 EC614393
Teacher-Facilitated Microcomputer Activities: Enhancing Social
Play and Affect in
Young Children with Disabilities.
Howard, Judy; And Others
Journal of Special Education Technology, v13 n1 p36-47 Spr
1996
ISSN: 0162-6434
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT
(143)
Journal Announcement: CIJDEC96
Target Audience: Researchers
Comparison of 8 toddlers and 14 preschool special needs
children who participated
in teacher-facilitated computer play activities and 15 similar
children whose
curriculum did not incorporate computer activities found
statistically significant
differences favoring the experimental group for amount of simple
and cooperative
social play and positive affect.
Descriptors: *Computer Uses in Education; *Disabilities;
Educational Media;
*Emotional Development; Instructional Effectiveness; *Play;
Preschool Children;
Preschool Education; *Social Development; Toddlers
ED393255 EC304699
Using Augmentative and Alternative Communication To Improve
Communication for
Preschool Handicapped Children.
Kaiser, Lora
Nov 1995
61p.; M.S. Practicum, Nova Southeastern University.
EDRS Price - MF01/PC03 Plus Postage.
Language: English
Document Type: PRACTICUM PAPER (043)
Geographic Source: U.S.; Florida
Journal Announcement: RIEAUG96
This practicum report describes development, implementation,
and evaluation of a
program which used an augmentative and alternative communication
system with six
nonverbal preschool children with developmental disabilities
attending a special
school. An extensive review of the literature on augmentative
and alternative
communication systems was conducted. A communication system was
then developed which
utilized communication boards and picture communication symbols,
reinforced by use of
the symbols throughout the classroom environment. Comparison of
data collection
sheets at baseline and after 12 weeks of program implementation
found that only 1 of
the 4 program objectives, ability to follow a picture schedule,
was completely met,
but improvement in communication was seen in all areas tested.
Appendices include
data collection sheets and illustrations of sample communication
boards.
Descriptors: *Augmentative and Alternative Communication;
*Classroom Techniques;
Communication Aids (for Disabled); *Communication Disorders;
Communication Skills;
*Developmental Disabilities; Early Intervention; Interpersonal
Communication;
Language Acquisition; *Nonverbal Communication; Pictorial
Stimuli; Preschool Children;
Preschool Education
Identifiers: *Communication Boards
EJ521941 PS524718
Teaching Basic Adaptive Skills to Young Children with
Disabilities.
Lowenthal, Barbara
Early Child Development and Care, v115 p77-84 Jan 1996
ISSN: 0300-4430
Language: English
Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080)
Journal Announcement: CIJAUG96
Focuses on methods of teaching toileting and independent eating
skills to children
with disabilities. Methods for teaching toileting skills include
timed toileting,
scheduled toileting, and the rapid technique. Methods for
teaching self-feeding
include systematic instruction, positioning techniques, and
adaptive modifications.
Notes that both skills enable these children to be more
independent and facilitate
their acceptance in inclusive settings.
Descriptors: Adaptive Behavior (of Disabled); Behavior Change;
*Disabilities; Early
Childhood Education; Mainstreaming; *Skill Development; Special
Needs Students;
Teaching Methods; *Young Children
Identifiers: *Feeding Skills; Inclusion (Education); *Toilet
Training
EJ513561 EC612809
What Is This? What Did We Just Do? How Did You Do That?:
Teaching Cognitive and
Social Strategies to Young Children with Disabilities in
Integrated Settings.
Notari-Syverson, Angela R.; And Others
TEACHING Exceptional Children, v28 n2 p12-16 Win 1996
ISSN: 0040-0599
Language: English
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION
(141)
Journal Announcement: CIJMAR96
Target Audience: Teachers; Practitioners
The Mediated Learning Program (MLP) is a comprehensive
preschool curriculum for
children with and without disabilities, based on theories of
mediated learning, with
a mediator facilitating children's thought processes and
problem-solving strategies.
MLP includes 19 curriculum units broken into specific daily
principles or objectives
used to teach cognitive and social strategies.
Descriptors: *Cognitive Processes; *Disabilities; Interpersonal
Competence;
Mainstreaming; *Mediation Theory; Metacognition; *Preschool
Curriculum; Preschool
Education; Problem Solving; Student Educational Objectives;
Teaching Methods;
*Thinking Skills
Identifiers: *Mediated Learning Experience
EJ529427 EC614480
Ladders to Literacy: The Effects of Teacher-Led Phonological
Activities for
Kindergarten Children with and without Disabilities.
O'Connor, Rollanda E.; And Others
Exceptional Children, v63 n1 p117-30 Fall 1996
ISSN: 0014-4029
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT
(143)
Journal Announcement: CIJJAN97
Kindergartners with disabilities (n=31), without disabilities
(n=57), and children
repeating kindergarten (n=19) were studied to compare the effects
of an activity-
based phonological instruction. Results indicate that teachers
can improve the
phonological skills of their students prior to formal reading
instruction and that
instruction to children with disabilities may need to be more
intense.
Descriptors: *Beginning Reading; *Disabilities; Early
Intervention; *Instructional
Effectiveness; Kindergarten Children; Learning Strategies;
*Literacy Education;
*Phonology; Primary Education; *Reading Instruction; Reading
Skills
EJ542735 EC616158
That Was Then, This Is Now: Transitioning to a Whole Language
Classroom.
Sauder, Carol R.
Volta Review, v97 n5 p67-84 Nov 1995
Theme issue: "Communication-Based Learning Communities: Coming
To Know by Co-
Creating Curriculum."
ISSN: 0042-8639
Language: English
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION
(141); POSITION
PAPER (120)
Journal Announcement: CIJSEP97
Target Audience: Teachers; Practitioners
A teacher of preschool and kindergarten students with hearing
impairments recounts
her increasing use of whole language, process-oriented teaching
methods. Considers
the teacher's new role, the classroom environment, use of
thematic units, emergent
reading, emergent writing, and evaluation.
Descriptors: Beginning Reading; Childrens Writing; Classroom
Techniques; *Emergent
Literacy; *Hearing Impairments; Kindergarten; Personal
Narratives; Preschool
Education; Primary Education; Student Centered Curriculum;
Student Evaluation;
Teacher Role; Teaching Methods; Thematic Approach; *Whole
Language Approach
EJ515238 PS524288
Supporting Regular Early Childhood Teachers in Integrating
Young Children with
Disabilities: A Power Continuum.
Schloss, Patrick J.; And Others
Australian Journal of Early Childhood, v20 n4 p19-29 Dec 1995
Theme issue topic: "Children with Additional Needs."
ISSN: 0312-5033
Language: English
Document Type: NON-CLASSROOM MATERIAL (055); JOURNAL ARTICLE
(080)
Journal Announcement: CIJAPR96
Identifies a continuum of instructional strategies to promote
the entry of children
with moderate-to-severe disabilities into regular preschool
classrooms. The
continuum is based on the concept of power judgements, which
result in the use of
strategies that are likely to produce the desired effect with the
lowest expenditure
of effort, resources, and disruption of teachers and children.
Descriptors: *Classroom Techniques; *Disabilities; *Educational
Strategies;
Evaluation Criteria; *Inclusive Schools; *Mainstreaming;
Preschool Children;
Preschool Education; Preschool Teachers; Regular and Special
Education Relationship;
Student Needs; Teacher Student Relationship
Identifiers: *Special Needs Children
EJ527653 EC614187
Examining the Use of Recommended Language Intervention
Practices in Early Childhood
Special Education Classrooms.
Schwartz, Ilene S.; And Others
Topics in Early Childhood Special Education, v16 n2 p251-72 Sum
1996
Theme issue: Advances in Communication Intervention: Part
One.
ISSN: 0271-1214
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT
(143)
Journal Announcement: CIJDEC96
Target Audience: Researchers
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.
Descriptors: Classroom Techniques; *Disabilities; Early
Childhood Education; *Early
Intervention; *Educational Practices; Inclusive Schools;
*Instructional Effectiveness;
*Language Acquisition; Special Education; *Teaching Methods;
Theory Practice
Relationship
EJ530686 EC614403
Social Interventions for Head Start Children with Behavioral
Risks: Implementation
and Outcomes.
Tankersley, Melody; And Others
Journal of Emotional and Behavioral Disorders, v4 n3 p171-81
Jul 1996
ISSN: 1063-4266
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT
(143)
Journal Announcement: CIJFEB97
Effects of a school-based program to prevent antisocial
behaviors that could lead
to conduct disorder were assessed among 34 target students and 15
role-model peers in
urban Head Start programs. Target students showed patterns of
social interaction
that began to mirror those of role-model peers, while
nonparticipating control group
students remained significantly different in their behaviors.
Descriptors: Antisocial Behavior; At Risk Persons; *Behavior
Disorders;
*Interpersonal Competence; Intervention; Low Income Groups;
Outcomes of Treatment;
Peer Relationship; Preschool Education; *Prevention; Program
Effectiveness; *Role
Models; *Social Behavior; Socialization; Student Behavior
Identifiers: *Project Head Start
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