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ERIC Number: EJ919206
Record Type: Journal
Publication Date: 2011
Pages: 18
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1350-293X
Effectiveness of Embedded Instruction in Early Childhood Special Education: A Literature Review
Rakap, Salih; Parlak-Rakap, Asiye
European Early Childhood Education Research Journal, v19 n1 p79-96 2011
Empirical literature acknowledges the importance and benefits of inclusive education. However, cautions have been noted in the literature with respect to providing children with disabilities with appropriate opportunities to learn new skills in inclusive settings. One approach that has been used in early childhood special education to provide instruction for young children with disabilities is called embedded instruction. The purpose of this literature review was to evaluate the effectiveness of embedded instruction for young children with special needs. The examination of findings revealed that embedded instruction is an effective practice to teach a range of skills to children with various developmental delays and disabilities in inclusive preschool classrooms. Moreover, children who learn new skills through embedded instruction generalise these skills across people, setting, activities, and materials and maintain these skills over time. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Information Analyses; Journal Articles
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States