Inclusive Preschool Classrooms Research Articles

Experiences and Perceptions of Teachers on Implementing Positive Behavior Supports in Inclusive Preschool Classrooms

Experiences and Perceptions of Teachers on Implementing Positive Behavior Supports in Inclusive Preschool Classrooms

The questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom.

This study investigated questions adults asked to children with autism spectrum disorder in inclusive pre-kindergarten classrooms, and whether child (e.g. autism severity) and setting (i.e. adult-to-child ratio) characteristics were related to questions asked during center-time. Videos of verbal children with autism spectrum disorder (n = 42) were coded based on the following question categories adapted from the work of Massey etal.: management, low cognitive challenging, or cognitively challenging. Results indicated that management questions (mean = 19.97, standard deviation = 12.71) were asked more than less cognitively challenging questions (mean = 14.22, standard deviation = 8.98) and less cognitively challenging questions were asked more than cognitively challenging questions (mean = 10.00, standard deviation = 6.9). Children with higher language levels had a greater likelihood of receiving cognitively challenging questions (odds ratio = 1.025; p = 0.007). Cognitively challenging questions had a greater likelihood of being asked in classrooms with more adults relative to children (odds ratio = 1.176; p = 0.037). The findings present a first step in identifying the questions directed at preschoolers with autism spectrum disorder in inclusive classrooms.

Examining the effects of adapted peer tutoring on social and language skills of young English language learners

The purpose of this study was to examine the effects of adapted peer tutoring (APT) on social interactions and early language and literacy skills of pre-school-age children who were English language learners (ELLs). APT was the treatment for this study. Quasi-experimental group comparison design was applied. Two inclusive pre-school classrooms were randomly assigned as the experimental group and two other classrooms were assigned as the comparison group. A total of 75 children participated in this study. The ELLs from the experimental group demonstrated significant improvement than their peers from the comparison group in positive social interaction behaviour, receptive language, and print knowledge. The total effect indicated that children's social interaction behaviour moderately mediated the APT effectiveness on language acquisition.

Children with Autism in the Inclusive Preschool Classroom: A Systematic Review of Single-Subject Design Interventions on Social Communication Skills

Changes in legislation have led to an increased push for children with autism spectrum disorder to be educated in classrooms with typically developing peers. This systematic review of the literature between the years of 2005 and 2012 aimed to identify effective interventions to support the children with autism spectrum disorder in the inclusive preschool classroom. Single-subject studies concerning the improvement of social communication skills for children with autism spectrum disorder in inclusive preschools were identified through systematic searches of electronic databases using key terms, journal hand searches, and ancestral searches of identified articles. Data were extracted from the resulting 16 articles to (a) examine rigor of design, (b) evaluate intervention effectiveness using visual analysis and percentage non-overlapping data (PND), and (c) determine evidence-based practices. Results suggest a range of effective interventions to improve the social communication skills for children with autism spectrum disorder in inclusive preschool classrooms. Suggestions for future research are discussed.

The Needs of Inclusive Preschool Teachers about Inclusive Practices

Problem Statement: Since the law related to the inclusion of children with special needs was passed, the number of children with special needs in preschool classrooms has increased each year. Preschool teachers face serious challenges when they teach children with diverse abilities in the same environment. Although most of them support the idea of preschool inclusion, preschool teachers usually do not want children with special needs in their classrooms because of their lack of knowledge and skills regarding inclusive practices. It has been established that teachers are the most important component of inclusion, and in order to increase the success of inclusive practices, they should be prepared to teach in heterogeneous classrooms that include children with and without disabilities. Purpose of Study: To develop and implement an effective and functional training program for inclusive preschool classroom teachers, we aimed to

Children’s Responses to A Social Story Song in Three Inclusive Preschool Classrooms: A Pilot Study: Table 1

The social story is a pedagogical strategy presented individually, often in print, to primary grade children with autism. Authors examined teachers’ perceptions of the effect of a social story song adapted for preschoolers in six inclusive classes. A board certified music therapist composed a social story song set to a familiar melody about waiting, a behavior of significant concern for preschool teachers teaching on a military post. Teachers, trained by the music therapist, implemented the social story song within each of their part day, multi-age classrooms for five weeks. Results of this pilot suggest teachers perceived the training to be sufficient for immediate use and the song effective in modifying behavior in both exceptionally and typically developing children when either the teacher or children initiated it. Social story songs for preliterate children may be an effective intervention strategy to support behavior change within inclusive preschool settings.

Using Performance Feedback to Support Paraprofessionals in Inclusive Preschool Classrooms

Using Performance Feedback to Support Paraprofessionals in Inclusive Preschool Classrooms

Using an iPad in Inclusive Preschool Classrooms to Introduce STEM Concepts

Using an iPad in Inclusive Preschool Classrooms to Introduce STEM Concepts

Effectiveness of sensory processing strategies on activity level in inclusive preschool classrooms

BackgroundThe purpose of this study was to investigate the effectiveness of sensory processing strategies in improving the activity level of children with sensory integration dysfunction.MethodsThe study used a matching-only pretest–posttest control group design, which requires random matching of sensory integration dysfunction to the corresponding intervention group (n = 18) and control group (n = 18). The intervention group comprised 3–6-year-old children who received an 8-week school-day intervention during implementation of the theme curriculum.ResultsThe 8-week treatment significantly reduced the activity level and foot-swinging episodes in children with sensory integration dysfunction, and obtained a medium-effect size. However, the level of improvement in the control group did not show any statistically significant change.ConclusionSensory processing strategies could improve activity levels in children with sensory integration dysfunction. However, this study was unable to exclude a developmental effect. The social validity results show that sensory processing strategies can be integrated into the theme curriculum and improve activity levels in children.

Measuring quality in inclusive preschool classrooms: Development and validation of the Inclusive Classroom Profile (ICP)

Abstract The purpose of this study was to develop and validate an observation measure designed to assess classroom quality in inclusive preschool programs, the Inclusive Classroom Profile (ICP). Developing the rating scale entailed systematic fieldwork in inclusive settings and review of the literature on preschool inclusion. Results from the validation study showed that the measure has good inter-rater agreement, is internally consistent, and shows a good factor structure. Correlations with other measures of classroom quality provided initial evidence for construct validity. This paper argues that traditional measures used to assess quality in early childhood classrooms are useful but may not be sufficient in capturing dimensions of quality that pertain particularly to the support for children with disabilities included in preschool programs.

Inclusion as an instructional approach: Fostering inclusive writing communities in preschool classrooms

Preschool students with disabilities engage in social interaction with peers less often than children developing typically in inclusive classrooms. This research explores how divergent theories of literacy learning, those inherent in the structure of special education and those promoted by scholars interested in emergent literacy learning, impact upon inclusive classrooms. This qualitative case study details how a writing community in an inclusive preschool classroom promoted social engagement and literacy learning of all students. The study highlights one preschooler with a disability to showcase one way in which these divergent theories of learning might be bridged.

Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children With Autism Spectrum Disorders

A clustered randomized design was used in which 28 inclusive preschool classrooms were randomly assigned to receive 2 years of training and coaching to fidelity in the LEAP (Learning Experiences and Alternative Program for Preschoolers and Their Parents) preschool model, and 28 inclusive classes were assigned to receive intervention manuals only. In total, 177 intervention classroom children and 117 comparison classroom children participated. Children were similar on all measures at start. After 2 years, experimental class children were found to have made significantly greater improvement than their comparison cohorts on measures of cognitive, language, social, and problem behavior, and autism symptoms. Behavior at entry did not predict outcome nor did family socioeconomic status. The fidelity with which teachers implemented LEAP strategies did predict outcomes. Finally, social validity measurement showed that procedures and outcomes were favorably viewed by intervention class teachers.

Effectiveness of embedded instruction in early childhood special education: a literature review

ABSTRACT Empirical literature acknowledges the importance and benefits of inclusive education. However, cautions have been noted in the literature with respect to providing children with disabilities with appropriate opportunities to learn new skills in inclusive settings. One approach that has been used in early childhood special education to provide instruction for young children with disabilities is called embedded instruction. The purpose of this literature review was to evaluate the effectiveness of embedded instruction for young children with special needs. The examination of findings revealed that embedded instruction is an effective practice to teach a range of skills to children with various developmental delays and disabilities in inclusive preschool classrooms. Moreover, children who learn new skills through embedded instruction generalise these skills across people, setting, activities, and materials and maintain these skills over time. RÉSUMÉ: La littérature empirique reconnaît l'importance et les bénéfices de l'éducation inclusive. Des conditions ont toutefois été notées, dans la littérature, en vue de procurer aux enfants présentant un handicap des occasions appropriées de faire de nouvelles acquisitions dans un environnement inclusif. Une des approches utilisée dans l'éducation spéciale précoce pour favoriser l'instruction des jeunes enfants présentant un handicap est appelée l'instruction intégrée. Le but de cette revue de littérature était d'évaluer l'efficacité de l'instruction intégrée pour ces enfants. L'analyse des résultats révèle que l'instruction intégrée est une pratique efficace quant à l'acquisition d'une gamme d'aptitudes par des enfants ayant des retards variés de développement et des déficiences, dans les classes préscolaires inclusives. De plus, les enfants qui ont fait de nouvelles acquisitions, grâce à cette instruction intégrée, généralisent leurs acquis auprès de personnes, lieux, activités et objets divers, et conservent ces capacités dans le temps. ZUSAMMENFASSUNG: Wichtigkeit und Vorteile inklusiver Erziehung sind in der empirischen Literatur anerkannt. In der Literatur wird jedoch Zurückhaltung festgestellt, wenn es darum geht Kindern mit Behinderungen angemessene Gelegenheiten zum Erlernen neuer Fertigkeiten zu bieten. Eingebettete Anleitung ist ein sonderpädagogischer Ansatz der in der Arbeit mit jungen Kindern genutzt wird. Zweck der vorliegenden Literaturstudie ist die Evaluierung der Effektivität eingebetteter Anleitung für junge Kinder mit besonderen Bedürfnissen. Die Ergebnisse zeigen, dass eingebettete Anleitung tatsächlich ein effektiver Ansatz ist um Kindern mit verschiedenen Entwicklungsverzögerungen und Behinderungen den Erwerb diverser Fertigkeiten zu ermöglichen. Kinder, die durch eingebettete Anleitung neue Fertigkeiten erwerben, übertragen diese auf andere Personen, Umgebungen, Aktivitäten und Materialien; sie erhalten die Fertigkeiten über längere Zeit. RESUMEN: La literatura empírica reconoce la importancia y los beneficios de la educación integrada. En todo caso, se nota cierta precaución en la literatura, en cuanto a las oportunidades apropiadas para adquirir nuevas habilidades que los medios integrados le dan a niños con discapacidades. Un método usado en la educación especial para niños pequeños con discapacidades es la llamada instrucción incorporada. El objetivo de este estudio bibliográfico es evaluar la efectividad de la instrucción incorporada para niños pequeños con discapacidades. Los resultados revelan que la instrucción incorporada es una práctica efectiva en la pre escuela integrada, para enseñar una serie de habilidades a niños con problemas de desarrollo y discapacidades. Además niños que han aprendido nuevas habilidades por medio de la instrucción incorporada, generalisan esas habilidades a otras actividades, materiales y ambientes, manteniéndolas a través del tiempo.

RSEQ 5th Retrospective Issue Commentary

Over the last 5 years, we have conducted research in rural inclusive preschool classrooms across the state of Kentucky. Our attention has focused on teaching preschool teachers how to embed systematic instruction when teaching target skills to children with significant disabilities. When looking at the 5th retrospective issue of RESQ, we noticed that each article talks about issues that we have both encountered during our research of rural special education in Kentucky. * Just like K-12 teachers, preschool classroom teachers are held accountable for children's progress toward state and federal outcomes, and some teachers also have to document progress toward Head Start outcomes. To assist in documenting progress toward outcomes, there are early childhood assessments that are aligned or cross-walked with the state and/or federal outcomes. The alignment provides the teacher with information on what the child should know or be able to do. While teaching children with significant disabilities, it is important that we gather assessment data when deciding which skills to target and how to program plan for each individual child. Again, just like K-12, in early childhood special education, it is important to choose functional skills while, at the same time, assuring children address academic skills (Hager & Slocum, 2003). For example, in our present research study, we are targeting pre-math skills, such as counting to three. Counting in a preschool classroom is a skill that takes place each day. Children count how many peers are present at circle time or how many legs a spider has during science, etc. While participating in these daily activities, the children are simultaneously addressing the pre-math academic skill of counting. * To gain diverse opportunities in eastern Kentucky, university students have to travel over an hour to an urban area in order to observe diverse ethnic groups. While Kentucky has a large number of children of Hispanic descent, in some rural areas of Kentucky, the number is not very significant. For example, in Morehead, KY, where we have been conducting research for the last 2 years, only 6% of individuals within the communities are not classified as Caucasian (www.city-data.com). Misidentification of Hispanic children in special education (Fletcher 8c Navarette, 2003) has not posed a problem; however, there are issues with misidentification in special education. In the preschool classrooms, response to intervention has been put in place to address this topic. * When working with paraeducators, it is important to ensure they receive the appropriate amount of training required for working with children who have disabilities (Giangreco, Backus, CichoskiKelly, Sherman, & Mavropoulos, 2003). After providing individualized and intensive training to paraeducators, it is important to follow-up with them to ensure they are correctly delivering interventions. In our current research study, weekly reliability checks are conducted to ensure the validity of their instruction. This also is the time we can focus on questions or concerns they have when working with an individual child. In other words, those reliability sessions also serve as a weekly technical assistance visit with the paraeducator. * Smoot (2004) described issues related to inclusion starting in preschool and going through high school. In Kentucky, our preschool teachers face additional challenges around the topic of inclusion. Our current research takes place in a rural inclusive preschool classroom in eastern Kentucky. The current classrooms in which we are working have approximately 20 children in a morning session followed by approximately 20 children in an afternoon session. The classes include children with significant disabilities who may function at the 6-month level, children who have weaknesses in social-emotional skills or speech/language, and children who are typically developing and may be performing on a Kindergarten or first grade learning level. …

Young Children’s Decisions to Include Peers With Physical Disabilities in Play

The authors examined factors related to preschool children’s reasoning about including a hypothetical peer with a physical disability in different play activities. They hypothesized that children’s inclusion decisions would be influenced by features of the physical environment, attention to issues of fairness and equity, and individual child characteristics. Participants comprised 72 children enrolled in inclusive preschool classrooms. Children’s ideas about inclusion and their inclusion decisions were gathered in response to vignettes reflecting experiences that children are likely to encounter in preschool. The authors found that children were significantly more likely to say that they would include a child with a physical disability in an activity requiring few motor skills. Children’s inclusion decisions were also significantly associated with their developing theory-of-mind skills and with prompts that encouraged them to consider issues of fairness and equity when making a decision. These results suggest that adaptations of planned activities that promote participation by reducing motor demands for all children, along with attention to issues of fairness and equity of opportunity, may be effective classroomwide interventions to support inclusion of children with disabilities in play activities with peers.

Classroom Quality and Social Acceptance of Preschoolers With Disabilities

This study was designed to investigate the association of quality of Portuguese inclusive preschool classrooms with the social acceptance of children with disabilities. Sixty-four inclusive preschool classrooms from 28 randomly selected school groups from the district of Lisbon participated in this study. Classroom quality was not associated with children's social acceptance peer ratings. Only target children's chronological age and severity of disability predicted social acceptance outcomes, with peers without disabilities attributing higher social acceptance scores to younger children and children with more severe limitations. Findings suggest the need to improve the quality of Portuguese preschool classrooms, namely, features of adult-child relationships and the degree of individualization, up to a level likely to exert a positive influence on children's social outcomes. Child predictors of social acceptance are discussed within a peer culture perspective.

Improving Child Outcomes With Data-Based Decision Making: Collecting Data

Ms. Carol is concerned about Dominique, one of the children in her preschool class, who has difficulty interacting appropriately with peers and often engages in aggressive behaviors. Ms. Carol wants to intervene with Dominique and collect data to see how she responds. Similarly, Ms. Kathy is concerned about the early literacy development of one of the children in her class. Jaylen does not seem to be acquiring phonological awareness skills at the same rate as his peers. Ms. Kathy wants to work with him individually and track his progress, but she is not sure how to go about doing this. Another teacher, Mr. Nick, has been working on increasing Trevor's participation in activities in his inclusive preschool classroom. However, after 3 months, Mr. Nick is not seeing much improvement in this area, according to his daily class notes. These teachers have similar needs and interests_they wish to intervene with children individually and intentionally and to systematically assess the effects of their efforts to determine whether the children are making adequate progress. Where do they start?

Quality in Inclusive Preschool Classrooms

Research Findings: Quality of care for preschool children in inclusive and noninclusive classrooms was examined in two studies. In Study 1, comparisons across a large sample of classrooms (N = 1, 313) showed that inclusive classrooms were higher than noninclusive classrooms in global quality as well as on two dimensions of quality (Activities/Materials and Language/Interactions). In Study 2, a more diverse sample of 44 classrooms (20 inclusive and 24 noninclusive) did not reveal differences on the global measures of quality but did show a difference on a measure of teacher–child interactions. Teachers in inclusive classrooms had higher quality and more appropriate interactions with all children than did teachers from noninclusive classrooms. Ratings of perceived severity of children's disabilities were not related to any of the measures of classroom quality in either study. Practice or Policy: Both studies suggest that including children with disabilities in regular preschool classrooms does not result in lower quality programs or in less adequate teacher–child interactions, particularly for children with mild to moderate disabilities. Results illustrate the importance of continued education for early childhood professionals on high-quality teacher–child interactions. Faculty in personnel preparation programs as well as policymakers need to continue to promote high-quality interactions between teachers and children.

Using a Mand-Model Procedure to Teach Preschool Children Initial Speech Sounds

There has not been any published research literature that focused on teaching preschool children speech sounds using the mand-model procedure. This study investigated teaching the initial /l/ speech sound within words through the natural context of a storybook. There were 4 children between the ages of 3- and 5- years. A multiple probe design was used during the research study. The mand-model procedure facilitated the acquisition and production of the targeted speech sound for 3 of the 4 children. Three of the children maintained and generalized the speech sound to an activity within the child’s inclusive preschool classroom.

Embedding individualized social goals into routine activities in inclusive early childhood classrooms

This study examined the effectiveness of embedding children’s social goals into routine activities within inclusive preschool classroom settings. An AB (i.e. baseline and intervention) single‐subject design was used across three male participants with identified disabilities. Three student‐teachers, enrolled in a master’s program at a university, implemented the intervention by embedding children’s social goals into classroom routines (e.g. circle time). Social competency increased for all three boys, and social skills improved on the selected social goals that were embedded into classroom routines. The results suggest that the embedding strategy may offer an effective approach for individualizing social skills intervention in preschool classrooms.