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…

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…

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…

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…

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…

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,…

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.…

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…

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…

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…

Teaching science in preschool classes was found to be worthwhile both as a pre-student teaching experience and also for the preschoolers. (CP)

THE HOME AND FAMILY LIVING PROGRAM DESCRIBED CONSISTS OF AN ELECTIVE COURSE IN SOCIAL PSYCHOLOGY OFFERED AT THE TWO SCHENECTADY, NEW YORK, HIGH SCHOOLS. THE SUBJECT MATTER OF THE COURSE IS FAMILY LIFE, AND IT DEALS WITH SUCH ASPECTS AS CHILD GROWTH AND DEVELOPMENT, FAMILY RELATIONSHIPS AND MANAGEMENT, AND SELF-CONTROL AND UNDERSTANDING. ITS UNIQUE…

Describes the open education preschool program of the Child Development Research Institute at Yonsei University in Seoul, Korea. Discusses the facility's play areas, learning centers, and outdoor environment; the program's attempts to foster children's creative expression, autonomy and responsibility, and thinking skills; and the program's use of…

After 5 years, the projects' three programs were reviewed. The educational program, conducted in three schools, was devised to compensate for behavioral deficits and to reward positive behavior in culturally deprived children, ages 3 to 9. Children were individually assessed and rated by stages of achievement. As a result, all children made…

A study explored variables associated with engagement in seven inclusive community-based preschool classrooms. Results found disability status did not predict engagement, but activity characteristics were significantly related to engagement. Another variable, coteacher team characteristics, was also found to be a significant predictor of…