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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2011 [remove]; Classification:Special Needs Children [remove];
10 results found.|
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Classroom instruction: Background, assumptions, and challenges A discussion of assumptions about the roles of evidence-based practices, children's readiness for learning, naturalistic approaches, and play as a curricular domain, in the context of classroom instruction for young children with disabilities, as well as a consideration of instructional, experimental, and resource challenges to those assumptions |
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Coaching early childhood special educators to implement a comprehensive model for promoting young children's social competence A study of the implementation of the Teaching Pyramid Model in 3 inclusive preschool classrooms following a teacher training course of workshops, materials, and coaching |
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A cross-cultural comparison of services for young children with disabilities using the ACEI Global Guidelines Assessment (GGA) Two investigations of access to and quality of special education services in early childhood care and education (ECCE) programs at 237 sites in eight countries |
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Disproportionate representation in placements of preschoolers with disabilities in five southern states A comparison of racial representation in special education placements of preschool children with disabilities in five Southern states, and a comparison of the use of full inclusion, partial inclusion, or unknown inclusion type environments, based on data from 69,000 ethnically diverse preschoolers with disabilities |
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Efficacy of an early intervention program for at-risk preschool boys: A two-group control study A study of the effect of an occupational therapy intervention on measures of preschool participation and both cognitive and motor skills in a sample of developmentally disabled and at risk boys at 2 Israeli ultra-orthodox educational institutions for young children |
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Inclusion for young children with disabilities: A quarter century of research perspectives A discussion of key points from research on early childhood inclusion, synthesized from findings from two national research centers since the passage of PL99-457--the reauthorization of the Individuals With Disabilities Education Act (IDEA), as well as commentary on contemporary perspectives on the conceptualization and measurement of the quality of inclusive settings |
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Inclusive early childhood teacher education [Special issue] A special issue of the Journal of Early Childhood Teacher Education focusing on the knowledge, skills, and perceptions of early educators on the topic of the inclusion of children with disabilities in early education classrooms and environments |
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Knowing what to teach provides a roadmap for early literacy intervention An overview of promising early literacy intervention approaches appropriate for use in early childhood special education for children with intellectual and other significant developmental disabilities, from a review of selected literature on the topic |
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Providing interventions for young children with autism spectrum disorders: What we still need to accomplish A presentation of themes that emerged from research conducted between 1987 and 2012 in the area of early intervention for children with autism spectrum disorders (ASD), major findings, and their influence on policy, based on a select review of educational literature related to early intensive behavioral intervention for children with ASD provided by educators in schools and community settings |
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Randomized, controlled trial of the LEAP model of early intervention for young children with Autism Spectrum Disorders A study of the effects of two years of teacher training in the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) program on children's improvements in measures of cognitive, language, social, and problem behavior, and autism symptoms, with an analysis of the relationship between child outcomes and fidelity of implementation, teacher characteristics, and child performance at the beginning of the intervention, based on data from 294 preschool children in 56 inclusive classrooms |
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