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The Effect of Activity Type on the Engagement and Interaction of Young Children with Disabilities in Inclusive Childcare Settings
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Kemp, Coral; Kishida, Yuriko; Carter, Mark; Sweller, Naomi – Early Childhood Research Quarterly, 2013
The engagement and adult and peer interaction of 37 young children with a range of disabilities was measured in free play, group, and meal-routine activities in inclusive childcare settings. A significant effect for activity type was found for total engagement, active engagement, and passive engagement, with the children being more engaged in…
Descriptors: Disabilities, Interaction, Play, Group Activities
Revision and Validation of the Individual Child Engagement Record: A Practitioner-Friendly Measure of Learning Opportunities for Children with Disabilities in Early Childhood Settings
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Kishida, Yuriko; Kemp, Coral; Carter, Mark – Journal of Intellectual & Developmental Disability, 2008
Background: The purpose of this study was to revise and validate the "Individual Child Engagement Record" (ICER), an instrument designed to observe and measure the engagement of children with disabilities in early childhood settings. Method: The ICER was revised with reference to pilot study results and the literature. Inter-observer…
Descriptors: Validity, Disabilities, Young Children, Participation
A Comparison of the Expressive Language Opportunities Provided by Shared Book Reading and Facilitated Play for Young Children with Mild to Moderate Intellectual Disabilities.
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Davie, Juli; Kemp, Coral – Educational Psychology: An International Journal of Experimental Educational Psychology, 2002
Presents a study that compared expressive language opportunities provided by shared book reading and facilitated play and examined the language of young Australian children (n=22) with intellectual disabilities. Finds that the shared book reading elicited more intelligible and complex language. Includes references. (CMK)
Descriptors: Disabilities, Early Childhood Education, Educational Research, Foreign Countries
Active and Passive Task Related Behavior, Direction Following and the Inclusion of Children with Disabilities
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Kemp, Coral; Carter, Mark – Education and Training in Developmental Disabilities, 2006
The relationship between specific classroom skills and long-term inclusion of children with primarily intellectual disabilities in regular classrooms was examined. Measures of on-task behavior and direction following behavior were collected for 19 children with disabilities who had been integrated for 1.5 to 5.5 years in general education…
Descriptors: Disabilities, Classrooms, Inclusive Schools, Compliance (Psychology)