This study applies multilevel data analysis to explore variables associated with engagement in inclusive community-based preschool settings. Data were analyzed at 2 levels: within and between classes. Results indicated that most of the variance (89-95%) in children's engagement with peers, with adults, and with activities occurred at the within-class level. Disability status did not predict engagement, but activity characteristics were significantly related to engagement. Another variable, co-teacher team characteristics, was also found to be a significant predictor of engagement, but to a lesser extent. The findings are discussed in terms of their implications for inclusive preschool classrooms using the co-teaching model.
Five preschool students with disabilities received direct instruction on three primary skills: matching shapes, colors, and numbers or letters. This was followed by guided practice using constant time delay under two conditions: computer-assisted instruction (CAI) with interactive software, and teacher-assisted instruction (TAI) with manipulatives. An adapted alternating treatments design was used. Both instructional strategies (CAI and TAI) produced significant gains. CAI was either equal or superior to TAI across skills and participants. The results suggest that CAI, using constant time delay, is an effective means of promoting attainment and maintenance of preacademic skills in young children with disabilities.
Neuromotor intervention approaches, based on central nervous system development among nonhandicapped infants and young children, are presently the most popular motor training approaches with cerebral palsied children. Empirical data in support of neuromotor or other approaches to motor training, however, are lacking. In response to the absence of a data base, the theoretical basis and effectiveness of a neuromotor intervention was investigated across seven cerebral palsied, severely handicapped children, ages 2 1/2 to 12 years. Results suggested a training effect in the data of three children. Theoretical relationships among abnormal tonic reflexes and normal motor patterns were not supported by the data. Because results were not consistent across all children, it was suggested that future research focus on subject characteristics that may relate to the effectiveness of intervention. Additionally, recommendations were made regarding measurement systems for evaluating change, and strategies for investigating multicomponent training procedures.
Educational instruction among severely handicapped students is an effort barely 15 years old. During this brief history, curriculum development has followed several paths in attempting to identify content and methodology that will meet the needs of a population having severe skill deficits, maladaptive behaviors, and slow rates of achievement. After reviewing and analyzing the major curricula and instructional procedures that have evolved from various theoretical positions, we will give some suggestions for redirections in the field.
Native Hawaiians are an involuntary minority group who became Americans through an overthrow of their monarchy and colonization in the late 1800s. They have a history of separate and substandard schooling, and political and economic oppression. Currently, Native Hawaiians are overrepresented in special education, due in large part to the mismatch between western schooling and Hawaiian culture and speaking Pidgin English as their first language. In addition to overrepresentation, special education issues for Native Hawaiians include conducting unbiased assessment, providing culturally-relevant instruction and behavior management, and supporting families of students with disabilities. These issues overlap significantly with higher education challenges of recruiting and retaining Native Hawaiians in special education teacher preparation programs and developing culturally competent special educators.
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