Suchergebnisse

The purpose of this study was to explore the nature of spontaneous peer interactions in a full-inclusion preschool. Three children with profound disabilities were observed for a total of 480 min each in indoor and outdoor supervised play. Three children without disabilities were observed under the same conditions for comparison purposes. Results of the study showed variation in the behavior of the children with disabilities, but also showed that the children with disabilities had many opportunities to participate in peer social interactions and engaged in interactions comparable in length to those of their peers without disabilities. Findings also indicate that particular attention may need to be paid to the encouragement of initiating interactions and to helping young children without disabilities understand and respond to the idiosyncratic behaviors of peers with profound disabilities.

Early childhood educators regard child-initiated, child-directed, teacher-supported play as the primary context in which young children learn, whereas special educators have relied more heavily on teacher-directed activities that are focused on specific skill development. The purpose of this manuscript is to suggest that a play-based environment is the most natural instructional context for young children with severe disabilities. The application of a play-based curriculum requires neither an abandonment of effective instructional special education practice nor a violation of early childhood education best practice. Adopting such an approach, however, does represent a conceptual step away from existing practice. Further, allowing play activities to form the foundation on which effective instruction and classroom organization are built requires the utilization of best practice in the fields of early childhood education and early childhood special education in conjunction with effective practices for educating students with severe disabilities.

AbstractThe purpose of this exploratory qualitative study was to investigate the early intervention (EI) experiences of mothers who have a young child at risk for autism spectrum disorder. Data were collected through observations, interviews and document analyses. Results of the study suggest (i) interpersonal skills of practitioners and provisions for family choice and collaboration lead to positive experiences for mothers; (ii) asset‐based attitudes lead to family progress and competence; (iii) effective partnerships are developed through supportive provider communication techniques; and (iv) satisfaction with EI services results from practitioner responsiveness to help families access resources and facilitate child development.

The implementation of P.L. 99–457 will result in the expansion of services to infants, toddlers, and preschoolers with disabilities. With this expansion, the issue of providing opportunities for social integration with non-disabled peers for infants and toddlers with multiple disabilities in community-based settings assumes increasing importance. Because the developmental, educational, and family needs of very young children differ from those of older children, successful integration requires careful consideration of the unique issues facing these children and their families. This article outlines these issues in order to stimulate appropriate integration opportunities for infants and toddlers with multiple disabilities.

The effects of contingent feedback on the learning and affective behavior of young children with severe and multiple handicaps was examined. Three children, ranging in age from 8 months to 25 months, were provided contingent learning experiences via electromechanical apparatus. The study addressed three questions: (a) Could these young children be taught to increase the frequency of a low incidence behavior through the use of contingent feedback?, (b) Could electromechanical devices operated by parents be utilized for this training?, (c) Did these response-contingent learning experiences facilitate development of an awareness of the contingent feedback as measured by increased positive affective responses and attention? Results indicated that all three children increased the frequency of the target behavior. The data are equivocal as to whether or not children showed an awareness of the response-contingent feedback. These findings are discussed in light of developmental and learning theories. Implications for intervention are also discussed.

This study had two purposes. The first was to explore how practicing teachers of learners with severe disabilities applied in their teaching the information provided in distance learning courses. A second purpose was to explore the relationship between the application of course content and the areas of course content in which teachers perceived themselves to be more competent. Written information provided by 24 teachers of learners with severe disabilities who participated in online coursework was analyzed qualitatively. Results indicated that teachers appreciated the opportunity to learn new information that could be applied in their classrooms, were willing to change their practices based on information provided in the coursework, and made modifications to their teaching practices in areas in which they perceived they had increased their competence to the greatest degree. Results are discussed in relation to providing online personnel development for teachers of learners with severe disabilities.

What key issues and challenges affect the lives of people with severe disabilities todayâ€"and what should tomorrow's professionals do to address them? Aligned with the core values and agenda of TASH, this visionary text prepares professionals to strengthen supports and services for people with disabilities across the lifespan. Readers will fully examine more than a dozen critical topics in the lives of people with severe disabilities; explore necessary reforms to policy and practice; and set clear goals and priorities for improving early intervention, education, health care, behavior suppor