NotesFAQContact Us
Search Tips
ERIC Number: ED315225
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 10
Abstractor: N/A
Reference Count: N/A
Integrating Special Needs Children into Regular Preschool Settings: Selecting Instructional Formats To Implement IEP Goals.
Peters, Joyce M.; Templeman, Torry Piazza
Teachers serving children with disabilities in the regular preschool environment face challenges working within the typical small group instructional framework while systematically targeting specific skill acquisition goals. This paper describes a model integrated preschool/daycare program that uses a matrix-type process for determining the most appropriate instructional formats for carrying out each Individualized Education Program (IEP) objective within an integrated preschool setting. The assessment process begins with a survey of environments within which the special needs child is expected to function. Development of IEP goals is guided by principles of generalization and functionality. Instruction is best delivered through distribution of trials or opportunities across natural and functional activities occurring in the daily schedule. The daily schedule is structured around typical preschool activities. If children demonstrate need for more intense instruction on a specific skill, time is set aside in the schedule for stories and individual instruction, which is often delivered by trained volunteers or college practicum students. The teacher monitors progress by matching instructional objectives with ongoing activities in the preschool schedule. The paper reports positive feedback from parents regarding the program, and noticeable gains in social, daily living, and communication skills among special needs students. (DHP)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A