ERIC Number: ED386859
Record Type: RIE
Publication Date: 1994-Jun-6
Reference Count: N/A
Research Synthesis on Early Intervention Practices. Technical Report No. 11.
Bailey, Don; And Others
This synthesis of the research literature on early intervention for young children with disabilities focuses on factors that contribute to quality, and then reviews what is known about two types of tools for young children with disabilities: toys and technology. It begins by examining current perspectives on quality education for all children, which is then extended to quality perspectives unique to children with disabilities. It addresses the current debate regarding the relevance of "developmentally appropriate practice," summarizes what is known about effective early intervention practices, and argues that the legitimacy of early intervention is well-established both legally and in the research and practice arena. The next chapter reviews the literature on toy play in infancy and early childhood. It outlines a set of guidelines for parents and professionals to select the most appropriate toys for young children, including suggestions for adapting toy play for young children with special needs. The third chapter (Patsy L. Pierce) looks at technology integration into early childhood curricula. It discusses three major types of technology--television, videos/interactive videodisc, and computers and software--in terms of how the technology is used, its impact on developmental domains, and suggestions for improved development and use with very young children. Assistive technology options are also described. (Each chapter contains extensive references.) (DB)
Descriptors: Child Development, Computer Assisted Instruction, Computer Software, Developmentally Appropriate Practices, Disabilities, Early Childhood Education, Early Intervention, Educational Media, Educational Practices, Educational Quality, Educational Technology, Interactive Video, Play, Television, Toys, Videotape Recordings
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center To Improve the Tools of Educators, Eugene, OR.
Note: For two individual papers, see EC 304 293-294.