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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ515238
Record Type: CIJE
Publication Date: 1995
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0312-5033
Supporting Regular Early Childhood Teachers in Integrating Young Children with Disabilities: A Power Continuum.
Schloss, Patrick J.; And Others
Australian Journal of Early Childhood, v20 n4 p19-29 Dec 1995
Identifies a continuum of instructional strategies to promote the entry of children with moderate-to-severe disabilities into regular preschool classrooms. The continuum is based on the concept of power judgements, which result in the use of strategies that are likely to produce the desired effect with the lowest expenditure of effort, resources, and disruption of teachers and children. (HTH)
Descriptors: Classroom Techniques, Disabilities, Educational Strategies, Evaluation Criteria, Inclusive Schools, Mainstreaming, Preschool Children, Preschool Education, Preschool Teachers, Regular and Special Education Relationship, Student Needs, Teacher Student Relationship
Publication Type: Guides - Non-Classroom; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Special Needs Children
Note: Theme issue topic: "Children with Additional Needs."