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Direct linkJohnson, LeAnne D.; Ford, Andrea L. B.; Dupuis, Danielle; Hugh, Maria L. – Topics in Early Childhood Special Education, 2021
Adopting an "act-in-context" approach is helpful to researchers investigating situational variability in children's active engagement in preschool classrooms. Aligned with this approach, we propose an empirical pathway and a conceptual model to support examinations of contextual factors hypothesized to impact active engagement as well as…
Descriptors: Preschool Education, Preschool Children, Learner Engagement, Inclusion
Catherine Rose Rama – ProQuest LLC, 2021
Developmentally appropriate practices aim to promote success in students and provide a framework for teaching for teachers (NAEYC, 2009). These developmentally appropriate practices are found in research and support the growth and development of young children. One of the most important developmentally appropriate practices for the birth to 8…
Descriptors: Teacher Attitudes, Teaching Experience, Hearing Impairments, COVID-19
Illinois State Board of Education, 2022
The Illinois State Board of Education (ISBE) is committed to the cognitive, linguistic, and socio-emotional development of all children in Illinois. ISBE's Multilingual Department is focused on ensuring that students with diverse linguistic repertoires and those who may benefit from additional support have equitable access to academic instruction…
Descriptors: English Language Learners, Enrollment, Preschool Education, Elementary Secondary Education
Griffith, Jessica; McLaughlin, T. F.; Neyman, Jen; Donica, Denise K.; Robison, Milena – Journal on Educational Psychology, 2013
The purpose of this study was to evaluate and measure the effectiveness of Handwriting Without Tears (HWT) modified gray block paper with letter writing on two preschool students diagnosed with developmental delays in pre-academics. Two students were selected from a self-contained special education preschool classroom in the Pacific Northwest. All…
Descriptors: Handwriting, Teaching Methods, Preschool Children, Preschool Education
Smith, Erin; McLaughlin, T. F.; Neyman, Jennifer; Rinaldi, Lisa – Journal on Educational Psychology, 2013
This study was designed to examine the effects of tracing and fading prompts to improve the handwriting of two preschoolers both diagnosed as Developmentally Delayed (DD) and one of whom had fine motor goals. The study took place in a self-contained special education public preschool classroom located in the Pacific Northwest. The results showed…
Descriptors: Handwriting, Developmental Delays, Preschool Children, Special Education
Manwaring, Joanne S. – TEACHING Exceptional Children, 2008
The scope of this article is to discuss the impact of underrepresentation of girls in separate, self-contained special education classes for preschool children in a large school district in the southeastern United States. On a regular basis, preschool girls identified with special needs are being placed in self-contained classes where there they…
Descriptors: Females, Disproportionate Representation, Disabilities, Preschool Children
