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Fantozzi, Victoria B. – Journal of Early Childhood Research, 2021
Although existing literature has established that technologies are utilized in play and can be supportive of learning, utilization of technologies in play-based classrooms is not commonplace. This study is an holistic examination of a successful 2-year process of integrating an iPad into a play-based preschool setting. Each year the use of the…
Descriptors: Play, Handheld Devices, Telecommunications, Preschool Education
Barton, Erin E.; Velez, Marina; Pokorski, Elizabeth A.; Domingo, Maddisen – Journal of Early Intervention, 2020
A multiple-baseline across behaviors design was utilized to examine the relation between performance-based feedback (PF) and the frequency of teaching teams' use of target behaviors during observation sessions with six teachers in three inclusive preschool classrooms. Teachers increased their use of target behaviors when feedback was provided and…
Descriptors: Electronic Mail, Feedback (Response), Team Teaching, Program Effectiveness
Farrand, Kathleen M.; Deeg, Megan T. – British Journal of Special Education, 2021
The purpose of this study was to examine how paraprofessionals and other service providers participate in co-teaching with a certified special education pre-Kindergarten teacher during dual language (DL) instruction. The study took place in two DL special education preschool classrooms located in an urban public school district in the southwestern…
Descriptors: Program Implementation, Bilingual Education, English, Spanish
Love, Hailey Rena – ProQuest LLC, 2018
Inclusive education is generally conceptualized as "access" to learning opportunities, "participation" with typically-developing peers and adults, and systems-level "supports" (Division for Early Childhood [DEC] & National Association for the Education of Young Children [NAEYC], 2009). This definition has become…
Descriptors: Disabilities, Regular and Special Education Relationship, Early Childhood Education, Context Effect
Wilson, Leanne; McNeill, Brigid C.; Gillon, Gail T. – Child Language Teaching and Therapy, 2019
This study examined whether children's speech and literacy skills were impacted by co-working among student speech-language pathologists (SLPs) and student teachers during an inter-professional education (IPE) initiative. Seven five-year-old children who demonstrated difficulties with speech and/or phonological awareness participated in three…
Descriptors: Instructional Effectiveness, Allied Health Personnel, Speech Language Pathology, Student Teachers
Harvey, Hannah; Spencer, Sarah – Child Language Teaching and Therapy, 2019
Language units are specialist educational settings that provide integrated speech and language therapy and curriculum delivery for children with severe language disorders within mainstream schools. This study presents an account of a preschool language unit (PLU) from the perspectives of children with language disorders currently in attendance,…
Descriptors: Preschool Children, Speech Language Pathology, Allied Health Personnel, Language Impairments
Maiorca-Nunez, Jessica – ProQuest LLC, 2017
Evidence suggests preschool age students with disabilities (SWD) benefit from inclusive settings. Inclusive education has positive impacts on students' social-emotional, language, and cognitive skills. Yet, preschool age SWD continue to have limited access to inclusive education, and research suggests numerous reasons, including teacher practice.…
Descriptors: Teacher Attitudes, Beliefs, Disabilities, Inclusion
Casey, Amy M.; McWilliam, R. A. – Journal of Applied Behavior Analysis, 2011
We assessed the impact of checklist-based training on teaching teams' use of the zone defense schedule. Three teaching teams (lead teacher plus 2 assistant teachers) in an inclusive early childhood program participated. A multiple baseline design across teams was used to determine whether accurate implementation of the zone defense schedule…
Descriptors: Check Lists, Observation, Preschool Teachers, Preschool Children
Murata, Nathan M.; Tan, Carol A. – Early Childhood Education Journal, 2009
The purpose of this paper is to describe collaborative teaching between preschool teachers, adapted physical educators, physical therapists, and occupational therapists of motor skills for preschoolers with developmental delays. The motor domain is typically taught by the classroom teacher who may have little to no knowledge of how to initiate a…
Descriptors: Preschool Teachers, Developmental Delays, Team Teaching, Physical Therapy
Dail, Alanna Rochelle; McGee, Lea M. – Childhood Education, 2008
Making the transition from preschool to kindergarten is a milestone in a young child's life, and it does not always go smoothly. Consequently, the authors developed Shared Summer School, a unique approach to kindergarten transition, in which preschool and kindergarten teachers jointly taught children prior to their kindergarten entry. Shared…
Descriptors: Summer Schools, Preschool Children, Preschool Education, Kindergarten
Roth, Froma P.; Troia, Gary A. – Topics in Language Disorders, 2006
In this article, 3 models of collaboration between speech-language pathologists and classroom teachers are discussed to promote emergent literacy and accurate and fluent word recognition. These models are demonstration lessons, team teaching, and consultation. A number of instructional principles are presented for emergent literacy and decoding…
Descriptors: Reading Instruction, Word Recognition, Team Teaching, Speech Language Pathology
Kauffman, James M., Ed.; Hallahan, Daniel P., Ed. – Routledge, Taylor & Francis Group, 2011
Special education is now an established part of public education in the United States--by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this…
Descriptors: Special Education, Educational History, Educational Research, Research Design