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Aal Ismail, Hazim; More, Cori; Baker, Joshua; Huff, Stephanie – TEACHING Exceptional Children, 2022
Stay-Play-Talk (SPT) is a peer-mediated intervention used to increase social interactions between preschoolers with developmental disabilities and typically developing (TD) peers. This intervention has been found to be successful in increasing play and reciprocal conversation amongst children with and without disabilities. The following describes…
Descriptors: Computer Simulation, Preschool Children, Developmental Disabilities, Intervention
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Davenport, Carrie A.; Weir, Joan – TEACHING Exceptional Children, 2022
Parents, teachers, and administrators report concerns and challenges related to the transition from early intervention (EI) to preschool for children who are deaf/hard-of-hearing. The goal of the current article is to assist teachers, administrators, and specialists involved in the transition of a young child who is deaf/hard-of-hearing from EI…
Descriptors: Early Intervention, Transitional Programs, Preschool Education, Deafness
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Dennis, Lindsay R.; Weatherly, Jennifer; Robbins, Audrey; Wade, Taryn – TEACHING Exceptional Children, 2021
High-quality early childhood (EC) education has emerged as a national priority alongside the need for ensuring practitioners have the knowledge and skills to support the learning of all children, including those with disabilities and delays (Snyder et al., 2012). To create high-quality learning environments that meet the needs of children…
Descriptors: Coaching (Performance), Paraprofessional School Personnel, Program Implementation, Reading Aloud to Others
Marsh, Kathryn L.; Schladant, Michelle; Sudduth, Christina; Shearer, Rebecca; Dowling, Monica; Natale, Ruby – TEACHING Exceptional Children, 2021
Although there are documented benefits and legislative mandates for children from birth through age 22, assistive technology (AT) is highly underused, especially among young children (Dunst & Trivette, 2011). One of the main reasons for this underuse is that while teachers are legally required to provide AT for children with disabilities, many…
Descriptors: Assistive Technology, Students with Disabilities, Educational Technology, Literacy Education
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Zirkel, Perry A. – TEACHING Exceptional Children, 2020
Teachers and parents often find special education law complex and confusing. As one step for a basic foundation in special education law, a previous "TEACHING Exceptional Children" article (Zirkel, 2005) provided a snapshot of the "top five case concepts" based on 10 decisions from the Supreme Court. Each of these decisions…
Descriptors: Special Education, Educational Legislation, Students with Disabilities, Disabilities
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Diamond, Lindsay Lile; Hsiao, Yun-Ju – TEACHING Exceptional Children, 2019
This article introduces a center-based direct instruction lesson using picture-based situation cards paired with a problem-solving poster that teachers can implement within the classroom to proactively teach the skill of problem-solving to children between the ages of 3 and 5 years old.
Descriptors: Problem Solving, Decision Making, Preschool Children, Visual Aids
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Chang, Ya-Chih; Shire, Stephanie – TEACHING Exceptional Children, 2019
This article provides practitioners with a guide to (1) understand the developmental emergence of play skills in young children to inform developmentally appropriate instructional decisions (e.g., toy choices); (2) set up the play space to support social play; and (3) use key strategies from an evidence-based intervention for young children with…
Descriptors: Play, Evidence Based Practice, Intervention, Autism
Breit-Smith, Allison; Busch, Jamie D.; Dinnesen, Megan Schneider; Guo, Ying – TEACHING Exceptional Children, 2017
Expository, or informational, text can be defined as a type of nonfiction that describes a topic categorically by moving from subtopic to subtopic with the intent to teach content or convey information (Maloch & Bomer, 2013). One vehicle for teaching the text structure and language of expository text to preschool-age children is through…
Descriptors: Teaching Methods, Preschool Education, Special Education, Reading Strategies
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Baker, Doris Luft; Santoro, Lana; Ware, Sharon; Cuéllar, Delis; Oldham, Ashley; Cuticelli, Maritherese; Coyne, Michael D.; Loftus-Rattan, Susan; McCoach, Betsy – TEACHING Exceptional Children, 2015
Teachers may feel uncertain about how to ensure that all students, including students with identified disabilities, those at risk for learning disabilities, and English learners, achieve the Common Core State Standards (CCSS) in vocabulary. At the same time, they are also searching for practical, concrete ideas for incorporating the CCSS in the…
Descriptors: State Standards, Academic Standards, Vocabulary Development, Learning Disabilities
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Bruns, Deborah A.; Thompson, Stacy D. – TEACHING Exceptional Children, 2014
In this article, the authors use scenarios to describe three students with different individual needs related to feeding, as well as other developmental domains. Feeding difficulties affect students in multiple ways and addressing feeding-related skills on IEPs can include grocery shopping, food preparation, and placing food orders in various…
Descriptors: Disabilities, Individualized Education Programs, Young Children, Developmental Delays
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Simpson, Lisa A.; Oh, Kevin – TEACHING Exceptional Children, 2013
Assistive technology enables young children with disabilities to more effectively access their environment, facilitating the development of social-emotional, communicative, and cognitive skills. Research indicates that when service providers make decisions about assistive technology, they are more likely to choose low-tech options over high-tech…
Descriptors: Assistive Technology, Books, Teaching Methods, Group Instruction
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Aronin, Sara; Floyd, Kim K. – TEACHING Exceptional Children, 2013
This article highlights how STEM concepts and careers can be presented and taught in inclusive preschool settings utilizing the iPad. While in small, mixed-ability groups, preschoolers were provided brief instruction with apps focused on pre-engineering, math, and science content to access their ability to interact with the technology and gain an…
Descriptors: Ability Grouping, Preschool Education, Careers, Preschool Children
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Stockall, Nancy S.; Dennis, Lindsay; Miller, Melinda – TEACHING Exceptional Children, 2012
Universal design for learning (UDL), an outgrowth of the architectural model of universal design, has been widely researched as a promising method of supporting the growth and development of all children. The focus of this article is UDL in the preschool. To begin, the principles of UDL are outlined and explained. Next, UDL as it applies to a…
Descriptors: Disabilities, Access to Education, Vignettes, Preschool Curriculum
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Flynn, Kylie S. – TEACHING Exceptional Children, 2011
Early childhood and special educators are under growing demands to develop children's language and literacy skills through evidence-based practices. One promising research-based strategy for vocabulary and language development is dialogic reading (DR), which is an interactive picture book reading technique developed in the late 1980's by…
Descriptors: Evidence, Picture Books, Enrichment Activities, Oral Language
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Turnbull, Ann; Zuna, Nina; Hong, Joo Young; Hu, Xiaoyi; Kyzar, Kathleen; Obremski, Shea; Summers, Jean Ann; Turnbull, Rud; Stowe, Matt – TEACHING Exceptional Children, 2010
Marlene Wyatt is the mother of three children ages 5 and under. Her middle child, Liz, who is approaching her third birthday, has an autism spectrum disorder. There is never an unclaimed minute at home or work for Marlene. Her husband frequently works overnight and weekend shifts. Marlene works as a custodian at the local school. The family…
Descriptors: Conferences (Gatherings), Early Intervention, Disabilities, Parents
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