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Yang, Hsiu-Wen; Ostrosky, Michaelene M.; Favazza, Paddy C.; Stalega, Melissa V.; Block, Marty E. – Young Exceptional Children, 2019
Through play and physical activities (PAs), children have many opportunities to develop gross motor skills that require the use of large muscles for movement and control. Young children use gross motor skills as they engage in daily tasks such as sitting upright, maintaining control and balance while seated, walking down the hallway, moving…
Descriptors: Psychomotor Skills, Motor Development, Inclusion, Preschool Education
Yang, Hsiu-Wen; Ostrosky, Michaelene M.; Favazza, Paddy C.; Stalega, Melissa V.; Block, Marty E. – Grantee Submission, 2018
During the preschool years children develop many new skills, including gross motor abilities, which serve as a foundation for school readiness skills in areas such as language, socialization and cognition. Like other domains, motor skill development does not happen without practice opportunities. That is, it requires multiple opportunities whereby…
Descriptors: Psychomotor Skills, Motor Development, Inclusion, Preschool Education
Ostrosky, Michaelene M.; Favazza, Paddy C.; Yang, Hsiu-Wen; McLaughlin, Katelyn; Stalega, Melissa – Grantee Submission, 2018
The early years are the ideal time to support the physical activity level of children while also addressing readiness skills. With growing evidence of the link between physical activity and child development, it is imperative to find ways to routinely support physical activity. However, research has shown that children do not spend enough time in…
Descriptors: Childrens Literature, Physical Activities, Readiness, Child Development
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Favazza, Paddy C.; Siperstein, Gary N. – State Education Standard, 2013
While motor skills develop naturally among most typically developing preschoolers, young children with disabilities often experience deficits in this area. Therefore, it is important that children with disabilities are provided with "direct and intentional instruction" for motor skill development during the preschool years. One program…
Descriptors: Skill Development, Psychomotor Skills, Athletes, Preschool Education
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Favazza, Paddy C.; Ostrosky, Michaelene M.; Meyer, Lori E.; Yu, SeonYeong; Mouzourou, Chryso – International Journal of Inclusive Education, 2017
UNICEF's new Millennium Development Goals and Beyond (2015. http://www.un.org/millenniumgoals/) focus on the needs of the largest marginalised minority, individuals with disabilities, challenging us to examine issues related to exclusion and develop strategies for making an authentic sense of belonging and high-quality early childhood education a…
Descriptors: Disabilities, Early Childhood Education, Social Bias, Literature
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Akamoglu, Yusuf; Ostrosky, Michaelene M.; Cheung, W. Catherine; Yang, Hsiu-Wen; Favazza, Paddy C.; Stalega, Melissa V.; Aronson-Ensign, Katherine – Early Childhood Education Journal, 2019
During the preschool years, children develop several inter-related skills including motor skills and communication skills. In this article, we highlight several communication teaching strategies and describe how practitioners can promote communication skills of preschoolers with disabilities by providing them with multiple opportunities to…
Descriptors: Preschool Children, Communication Skills, Physical Activities, Students with Disabilities
Cheung, W. Catherine; Ostrosky, Michaelene M.; Yang, Hsiu-Wen; Akamoglu, Yusuf; Favazza, Paddy C.; Aronson-Ensign, Katherine – Grantee Submission, 2019
Children develop many school readiness skills such as motor and cognitive skills during the preschool years. The development of these skills requires repeated opportunities to practice. Many preschool teachers may not be aware that motor development provides a foundation for cognitive development, and they may be unsure how they can support motor…
Descriptors: Motor Development, Cognitive Development, Preschool Children, Thinking Skills
Akamoglu, Yusuf; Ostrosky, Michaelene M.; Cheung, W. Catherine; Yang, Hsiu-Wen; Favazza, Paddy C.; Stalega, Melissa V.; Aronson-Ensign, Katherine – Grantee Submission, 2019
During the preschool years, children develop several inter-related skills including motor skills and communication skills. In this article, we highlight several communication teaching strategies and describe how practitioners can promote communication skills of preschoolers with disabilities by providing them with multiple opportunities to…
Descriptors: Preschool Children, Communication Skills, Physical Activities, Students with Disabilities
Aronson-Ensign, Katherine; Favazza, Paddy C.; Stalega, Melissa V.; Ostrosky, Michaelene M.; Yang, Hsiu-wen; Akamoglu, Yusuf; Cheung, W. Catherine – Grantee Submission, 2018
Many preschool teachers may be aware of the need to support motor skills and physical activity for their students but they are not sure how to actually achieve this goal. Often preschoolers' only motor time includes recess or a short movement with music activity during circle time, with limited or no structured motor curriculum. This article…
Descriptors: Preschool Children, Psychomotor Skills, Physical Activity Level, School Readiness
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Favazza, Paddy C.; Siperstein, Gary N.; Ghio, Kathleen; Wairimu, Jane; Masila, Susan – Journal of Research in Childhood Education, 2016
Research consistently demonstrates that children with developmental disabilities exhibit motor skill deficits, but motor skill interventions can positively affect motor abilities and other areas of development. These findings have particular relevance for children with disabilities in developing countries, where there is limited access to early…
Descriptors: Foreign Countries, Athletics, Intellectual Disability, Developmental Disabilities
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Yu, SeonYeong; Ostrosky, Michaelene M.; Meyer, Lori E.; Favazza, Paddy C.; Mouzourou, Chryso; van Luling, Lisa – Topics in Early Childhood Special Education, 2016
This article describes the use of "Teacher Impression Journals" during a larger study that examined the efficacy of an intervention program designed to promote kindergarteners' positive attitudes toward peers with disabilities (i.e., the "Special Friends" program). The journals were designed to gather information about…
Descriptors: Intervention, Attitudes toward Disabilities, Disabilities, Kindergarten
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Dorsey, Emily A.; Mouzourou, Chryso; Park, Hyejin; Ostrosky, Michaelene M.; Favazza, Paddy C. – Topics in Early Childhood Special Education, 2016
This study investigated teachers' perspectives about two interventions designed to promote kindergarteners' attitudes toward peers with disabilities. Interviews with teachers were conducted following the 6-week interventions. Teachers shared views on the best and most difficult aspects of the interventions, perceived benefits for teachers and…
Descriptors: Teacher Attitudes, Intervention, Kindergarten, Young Children
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Ostrosky, Michaelene M.; Mouzourou, Chryso; Dorsey, Emily A.; Favazza, Paddy C.; Leboeuf, Lisa M. – Young Exceptional Children, 2015
The Division for Early Childhood/National Association for the Education of Young Children's (2009) joint position statement on inclusion stresses the importance of (a) developing practices that support young children of diverse abilities in inclusive learning environments, (b) being part of supportive school communities, and (c) engaging in…
Descriptors: Early Childhood Education, Picture Books, Childrens Literature, Attitudes toward Disabilities
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Meyer, Lori E.; Ostrosky, Michaelene M.; Yu, SeonYeong; Favazza, Paddy C.; Mouzourou, Chryso; van Luling, Lisa; Park, Hyejin – Journal of Early Childhood Literacy, 2016
Teachers often recommend that families engage their children in shared book reading to support literacy learning at home. When teachers purposefully provide families with home literacy activities there are benefits for everyone involved. The purpose of this article is to report the findings of a study that examined parental participation and…
Descriptors: Kindergarten, Learning Centers (Classroom), Parent Participation, Parent Attitudes
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Brand, Susan Trostle; Favazza, Antoinette E.; Dalton, Elizabeth M. – Kappa Delta Pi Record, 2012
The Center for Applied Special Technology, Inc. (CAST), an educational research organization, introduced Universal Design for Learning (UDL) in its earliest form nearly 25 years ago. According to Orkwis and McLane (1998), UDL is a tangible means by which educators implement the special education requirements and sustain the gains that were…
Descriptors: Disabilities, Academic Achievement, Access to Education, Feedback (Response)
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