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ERIC Number: ED436261
Record Type: Non-Journal
Publication Date: 1999
Pages: 23
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Curricular Considerations for Young Children in Inclusive Settings.
Lieber, Joan; Schwartz, Ilene; Sandall, Susan; Horn, Eva; Wolery, Ruth Ashworth
The field of early childhood special education (ECSE) is currently struggling with questions about relative effectiveness of different types of early intervention and how to provide children and their families with services that facilitate optimal development in inclusive settings. This chapter describes the history of ECSE and discusses recent changes in how special education services are delivered to young children with disabilities. The chapter highlights challenges for professionals in inclusive programs, compares and contrasts the views of curriculum in ECSE with that in early childhood education (ECE), and reviews the current state of ECSE curricular practices and how these practices can be used in ECE. The chapter provides information on federal legislation influencing ECSE services and discusses recent efforts to develop joint programs. The chapter also considers the need for interprofessional collaboration, collective values, parity, shared responsibility, and shared goals, maintaining that having shared goals has been particularly difficult for ECE and ECSE professionals to achieve, although there is increasing convergence toward a compatible instructional philosophy. The chapter discusses the Individualized Educational Plan (IEP) and examines curricular approaches that help children with disabilities achieve goals/objectives specified on their IEPs, while supporting their meaningful participation in activities with peers, focusing on naturalistic approaches to instruction. Finally, the chapter outlines curricular practices in inclusive settings, including: modifying curricula through environmental support, materials adaptation, activity simplification, adult and peer support, and special equipment. Other teaching strategies are embedding learning opportunities and using specialized instruction. (Contains 50 references.) (KB)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A