Understanding curriculum modifications and embedded learning opportunities in the context of supporting all children's success

Language, Speech, and Hearing Services in Schools

Volumn 40, Issue 4, 2009, Pages 406-415

  Horn, Eva ^a   Banerjee, Rashida ^b  

^a UNIVERSITY OF KANSAS   (United States)

^b UNIVERSITY OF NORTHERN COLORADO   (United States)

Author keywords

Access to general curriculum; Embedded learning opportunities; Individualization; Universal design for learning

Indexed keywords

ARTICLE; CURRICULUM; DEVELOPMENTAL DISORDER; HUMAN; LEARNING; METHODOLOGY; PRESCHOOL CHILD; PSYCHOLOGICAL ASPECT; SPEECH DISORDER; TEACHING; THEORETICAL MODEL;

CHILD, PRESCHOOL; CURRICULUM; DEVELOPMENTAL DISABILITIES; HUMANS; LEARNING; MODELS, THEORETICAL; SPEECH-LANGUAGE PATHOLOGY; TEACHING;

EID: 70349980023     PISSN: 01611461     EISSN: None     Source Type: Journal    
DOI: 10.1044/0161-1461(2009/08-0026)     Document Type: Article

References (101)

1. Agran, M., Alper, S., & Wehmeyer, M. (2002). Access to the general curriculum for students with significant disabilities: What it means to teachers. Education & Training in Mental Retardation & Developmental Disabilities, 37(2), 123-133.
2. Backus, O., & Beasley, J. (1951). Speech therapy with children. Cambridge, MA: Houghton Mifflin.
3. Blackhurst, E., Carnine, D., Cohen, L., Kameenui, E., Longone, J., Palley, D., et al. (1999). Research connections in special education: Universal design. Retrieved September 18, 2008, from http://ericec.org/osep/recon5/rc5cov.html.
4. Branscombe, N. A., Castle, K., Dorsey, A. G., Surbeck, E., & Taylor, J. B. (2003). Early childhood curriculum: A constructivist perspective. Boston: Houghton Mifflin.
5. Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs (rev. ed.). Washington, DC: National Association for the Education of Young Children.
6. Bricker, D., & Cripe, J. J. (1992). An activity-based approach to early intervention. Baltimore: Brookes.
7. Bricker, D., Pretti-Frontczak, K., & McComas, N. R. (1998). An activity-based approach to early intervention (2nd ed.). Baltimore: Brookes.
8. Briggs, M. (1991). Team development: Decision-making for early intervention. Infant-Toddler Intervention, 1(1), 1-9.
9. Brown, W. H., McEvoy, M. A., & Bishop, N. (1991). Incidental teaching of social behavior. Teaching Exceptional Children, 24(1), 35-38.
10. Bruder, M. B. (1997). The effectiveness of specific educational/developmental curricula for children with established disabilities. In M. Guralnick (Ed.), The effectiveness of early intervention (pp. 523-548). Baltimore: Brookes.
11. Camarata, S., Nelson, K., & Camarata, M. (1994). Comparison of conversation-based to imitation-based procedures for training grammatical structures in specifically language impaired children. Journal of Speech and Hearing Research, 37, 1414-1423.
12. Carta, J., & Kong, N. Y. (2007). Trends and issues in interventions for preschoolers with developmental disabilities. In S. L. Odom, R. H. Horner, M. E. Snell, & J. Blacher (Eds.), Handbook of developmental disabilities (pp. 181-198). New York: Guilford Press.
13. Center for Applied Special Technology. (2006). Universal design for learning. Retrieved July 22, 2008, from http://www.cast.org/udl/.
14. Conn-Powers, M., Cross, A. F., Traub, E. K., & Hutter-Pishgahi, L. (2006). The universal design of early education: Moving forward for all children. Beyond the journal: Young children on the Web. Retrieved September 29, 2008, from http://journal.naeyc.org//btj/200609/ConnPowersBTJ.pdf.
15. Cost, Quality, and Child Outcomes Study Team. (1995). Cost, quality, and child outcomes in childcare centers, public report (2nd ed.). Denver: University of Colorado at Denver, Economics Department.
16. Crowe, L., Leiting, S., & Ogden, N. (1994, November). Inclusion plus collaborative teaming equals success in early childhood education. Paper presented at the annual convention of the American Speech-Language-Hearing Association, New Orleans, LA.
17. Daugherty, S., Grisham-Brown, J., & Hemmeter, M. L. (2001). The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delays. Topics in Early Childhood Special Education, 21, 214-221.
18. Davis, M. D., Kilgo, J. L., & Gamel-McCormick, M. (1998). Young children with special needs. Needham Heights, MA: Viacom.
19. Division for Early Childhood. (2007). Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation. Retrieved January 4, 2008, from http://www.dec-sped.org.
20. Ducharme, J. M., Lucas, H., & Pontes, E. (1994). Errorless embedding in the reduction of severe maladaptive behavior during interactive and learning tasks. Behavior Therapy, 25, 489-501.
21. Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M., & Bruder, M. B. (2000). Everyday family and community life and children's naturally occurring opportunities. Journal of Early Intervention, 23, 151-164.
22. Federal Register. (2006). Department of Education 34 CFR Parts 300 and 301 Assistance to States for the Education of Children With Disabilities and Preschool Grants for Children With Disabilities; Final Rule. 71(156),46540-46845.
23. Filla, A., Wolery, M., & Anthony, L. (1999). Promoting children's conversations during play with adult prompts. Journal of Early Intervention, 22, 93-110.
24. Fox, L., & Hanline, M. F. (1993). A preliminary evaluation of learning within developmentally appropriate early childhood settings. Topics in Early Childhood Special Education, 13, 308-327.
25. Garfinkle, A., & Schwartz, I. (2002). Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22(1), 26-38.
26. Goldberg, S. A. (1993). Clinical intervention:A philosophyand methodology for clinical practice. New York: Macmillan.
27. Greenwood, C. R., & Abbott, M. (2001). The research to practice gap in special education. Teacher Education and Special Education, 24, 276-289.
28. Greenwood, C. R., & Maheady, L. (2001). Are future teachers aware of the gap between research and practice and what they should know? Teacher Education and Special Education, 24, 333-347.
29. Grisham-Brown, J., & Hemmeter, M. L. (1998). Writing IEP goals and objectives: Reflecting an activity-based approach to instruction for young children with disabilities. Young Exceptional Children, 3(1), 2-10.
30. Grisham-Brown, J. L., Schuster, J. W., Hemmeter, M. L., & Collins, B. C. (2000). Using an embedded strategy to teach preschoolers with significant disabilities. Journal of Behavior Education, 10, 139-162.
31. Guralnick, M. J. (Ed.). (2001). Early childhood inclusion: Focus on change. Baltimore: Brookes.
32. Hanline, M. F., Nunes, D., & Worthy, M. B. (2007). Augmentative and alternative communication in the early childhood years. Young Children, 62(4), 78-82.
33. Hanna, E. I. (2005). Inclusive design for maximum accessibility: A practical approach to universal design (PEM Research Rep. No. 05-04). Upper Saddle River, NJ: Pearson Educational Measurement.
34. Hart, B. M., & Risley, T. R. (1968). Establishing the use of descriptive adjectives in the spontaneous speech of disadvantaged preschool children. Journal of Applied Behavior Analysis, 1, 109-120.
35. Hart, B. M., & Risley, T. R. (1975). Incidental teaching of language in the preschool. Journal of Applied Behavior Analysis, 8, 411-420.
36. Hebbeler, K., Barton, L., & Mallik, S. (2007). Assessment and accountability for programs serving young children with disabilities. Retrieved July 22, 2007, from http://www.fpg.unc.edu/~co.
37. Horn, E., Lieber, J., Palmer, S., & Butera, G. (2008). Children's School Success Curriculum - Plus (CSS+): Supporting all children's progress in the general curriculum. Lawrence: University of Kansas.
38. Horn, E., Lieber, J., Sandall, S., Schwartz, I., & Wolery, R. (2002). Classroom models of individualized instruction. In S. L. Odom (Ed.), Widening the circle: Including children with disabilities in preschool programs (pp. 46-60). New York: Teachers College Press.
39. Horn, E., Lieber, J., Sandall, S. R., Schwartz, I., & Li, S. (2002). Supporting young children's IEP goals in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20, 208-223.
40. Hundert, J., & Hopkins, B. (1992). Training supervisors in a collaborative team approach to promote peer interaction of children with disabilities in integrated preschools. Journal of Applied Behavior Analysis, 25(2), 385-400.
41. Hundert, J., & Houghton, A. (1992). Promoting social interaction of children with disabilities in integrated preschools: A failure to generalize. Exceptional Children, 58(4), 311-320.
42. Hunt, P., Soto, G., Maier, J., Liboiron, N., & Bae, S. (2004). Collaborative teaming to support preschoolers with severe disabilities who are placed in general education early childhood programs. Topics in Early Childhood Special Education, 24(3), 123-142.
43. Hutzler, Y., Chacham, A., Bergman, U., & Szeinberg, A. (1998). Effects of a movement and swimming program on vital capacity and water orientation skills of children with cerebral palsy. Developmental Medicine and Child Neurology, 40(3), 176-181.
44. Individuals With Disabilities Education Act Amendments of 1997. (1997). Retrieved August 19, 2009, from http://www.ed.gov/offices/OSERS/IDEA/.
45. Individuals With Disabilities Education Improvement Act of 2004. (2004). Retrieved August 19, 2009, from http://idea.ed.gov.
46. Kaczmarek, L., Pennington, R., & Goldstein, H. (2000). Transdisciplinary consultation: A center-based team functioning model. Education and Treatment of Children, 23, 156-172.
47. Kameenui, E., & Simmons, D. (1999). Toward successful inclusion of students with disabilities: The architecture of instruction (ERIC/OSEP Mini Library on Adapting Curricular Materials, Vol. 1). Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education.
48. Kaiser, A. (2000). Teaching functional communication skills. In M. E. Snell & F. Brown (Eds.), Instruction of studentswith severe disabilities (5th ed., pp. 453-491). Columbus, OH: Merrill.
49. Kaiser, A., & Hester, P. (1994). Generalized effects of enhanced milieu teaching. Journal of Speech and Hearing Research, 37(6), 1320-1340.
50. Kaiser, A., Ostrosky, M., & Alpert, K. (1993). Training teachers to use environmental arrangement and milieu teaching with nonvocal preschool children. Journal of the Association for Persons With Severe Handicaps, 18, 188-199.
51. Kashinath, S., Woods, J., & Goldstein, H. (2006). Enhancing generalized teaching strategy use in daily routines by parents of children with autism. Journal of Speech, Language, and Hearing Research, 49(3), 466-485.
52. Kim, Y. T., & Lombardino, L. J. (1991). The efficacy of script contexts in language comprehensive intervention with children who have mental retardation. Journal of Speech and Hearing Research, 34, 45-57.
53. Kohler, F. W., Anthony, L. J., Steighner, S. A., & Hoyson, M. (1998). Teaching social interaction skills in the integrated preschool: An examination of naturalistic tactics. Topics in Early Childhood Special Education, 21, 93-103.
54. Kohler, F. W., Strain, P. S., Hoyson, M., & Jamieson, B. (1997). Merging naturalistic teaching and peer-based strategies to address the IEP objectives of preschoolers with autism: An examination of structural and behavior outcomes. Focus on Autism and Other Developmental Disabilities, 12,196-206.
55. Law, J., Lindsay, G., Peacey, N., Gascoigne, M., Soloff, N., Radford, J., et al. (2002). Consultation as a model for providing speech and language therapy in schools: A panacea or one step too far? Child Language Teaching & Therapy, 18, 145-163.
56. Lieber, J., Beckman, P. J., Hanson, M. J., Janko, S., Marquart, J. M., Horn, E., et al. (1997). The impact of changing roles on the relationships between professionals in inclusive programs for young children. Early Education and Development, 8, 67-82.
57. Lieber, J., Horn, E., Palmer, S., & Fleming, K. (2008). Access to the general education curriculum for preschoolers with disabilities: Children's school success. Exceptionality, 16(1), 18-32.
58. Lieber, J., Schwartz, I., Sandall, S., Horn, E., & Wolery, R. (1999). Curricular considerations for young children in inclusive settings. In C. Seefeldt (Ed.), Early childhood curriculum: A review of the research (pp. 243-264). New York: Teachers College Press.
59. Losardo, A., & Bricker, D. (1994). Activity-based and direct instruction: A comparisonstudy. AmericanJournal of MentalRetardation, 98, 744-765.
60. Lowenthal, B. (1995). Naturalistic language intervention in inclusive environments. Intervention in School and Clinic, 31(2), 114-118.
61. Malmskog, S., & McDonnell, A. P. (1999). Teacher-mediated facilitation of engagement by children with developmental delays in inclusive preschools. Topics in Early Childhood Special Education, 19, 203-216.
62. Marsh, C., & Willis, G. (1995). Curriculum: Alternative approaches, ongoing issues. Englewood Cliffs, NJ: Merrill/Prentice Hall.
63. McBride, B., & Schwartz, I. (2003). Effects of teaching early interventionists to use discrete trials during activities. Topics in Early Childhood Special Education, 23(1), 5-17.
64. McCathren, R. B., & Watson, A. L. (2001). Facilitating the development of intentional communication. In M. Ostrosky & S. Sandall (Eds.), Teaching strategies: What to do to support young children's development. Young Exceptional Children Monograph Series, 3, 25-35.
65. McWilliam, R. A., Wolery, M., & Odom, S. L. (2001). Instructional perspectives in inclusive school classrooms. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 503-727). Baltimore: Brookes.
66. National Association for the Education of Young Children & National Association of Early Childhood Specialists in State Departments of Education. (2003). Early childhood curriculum, assessment, and program evaluation: Position statement with expanded resources. Retrieved July 22, 2007, from http://www.naeyc.org/resources/position_statements/CAPEexpand.pdf.
67. National Center on Accessing the General Curriculum. (2003). Access to the general curriculum for students with disabilities: A brief legal interpretation. Retrieved December 21, 2007, from http://www.cast.org/ncac/downloads/curriculum_access_legal.pdf.
68. Nemoy, E., & Davis, S. (1937). The correction of defective consonant sounds. Boston: Expressions.
69. Nolet, V., & McLaughlin, M. (2005). Accessing the general curriculum: Including students with disabilities in standards-based reform (2nd ed.). Thousand Oaks, CA: Corwin Press.
70. Nolet, V., & McLaughlin, M. J. (2000). Accessing the general curriculum: Including students with disabilities in standards-based reform. Thousand Oaks, CA: Corwin Press.
71. Noonan, M. J., & McCormick, L. (1995). "Mission impossible"? Developing meaningful IEPs for children in inclusive preschool settings. The Frontline, 2, 1-3.
72. Noonan, M. J., & McCormick, L. (2006). Young children with disabilities in natural environments: Methods and procedures. Baltimore: Brookes.
73. Nordquist, V. M., Twardoza, S., & McEvoy, M. A. (1991). Effects of environmental reorganization in classrooms. Journal of Early Intervention, 15(2), 135-152.
74. Notari-Syverson, A., & Schuster, S. (1995). Putting real-life skills into IEP/IFSPs for infants and young children. Teaching Exceptional Children, 27, 29-32.
75. O'Connor, R. E., Notari-Syverson, A., & Vadasy, P. F. (1996). Ladders to literacy: The effects of teacher-led phonological activities for kindergarten children with and without disabilities. Exceptional Children, 63(1), 117-130.
76. Odom, S. L. (Ed.). (2002). Widening the circle: Including children with disabilities in preschool programs. New York: Teachers College Press.
77. Orkwis, R. (2003). Universally designed instruction. ERIC/OSEP Digest. (ERIC Document Reproduction Service No. ED475386).
78. Peña, E. D., & Quinn, R. (2003). Developing effective collaboration teams in speech-language pathology: A case study. Communication Disorders Quarterly, 24(2), 53-63.
79. Pratt, S. R., Heintzelman, A. T., & Deming, S. E. (1993). The efficacy of using the IBM speech viewer vowel accuracy module to treat young children with hearing impairment. Journal of Speech and Hearing Research, 36, 1063-1074.
80. Pretti-Frontczak, K., & Bricker, D. (2004). An activity-based approach to early intervention (3rd ed.). Baltimore: Brookes.
81. Pretti-Frontczak, K., & Bricker, D. D. (2001). Use of the embedding strategy by early childhood education and early childhood special education teachers. Infant and Toddler Intervention: The Transdisciplinary Journal, 11, 29-46.
82. Rule, S., Losardo, A., Dinnebeil, L., Kaiser, A., & Rowland, C. (1998). Translating research on naturalistic instruction into practice. Journal of Early Intervention, 21, 283-293.
83. Sandall, S., Hemmeter, M. L., Smith, B. J., & McLean, M. E. (2005). DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Longmont, CA: Sopris West.
84. Sandall, S., Schwartz, I. S., Joseph, G. E., Chou, H. Y., Horn, E. M., Lieber, J., et al. (2008). Building blocks for teaching preschoolers with special needs. Baltimore: Brookes.
85. Sandall, S., Schwartz, I., & LaCroix, B. (2004). Interventionists' perspectives about data collection in integrated early childhood classrooms. Journal of Early Intervention, 26(3), 161-174.
86. Schuster, J. W., Hemmeter, M. L., & Ault, M. J. (2001). Instruction of students with moderate and severe disabilities in elementary classrooms. Early Childhood Research Quarterly, 16, 329-341.
87. Schwartz, I. S., Carta, J., & Grant, S. (1996). Examining the use of recommended language intervention practices in early childhood special education classrooms. Topics in Early Childhood Special Education, 16, 251-272.
88. Seifert, H., & Schwarz, I. (1991). Treatment effectiveness of large group basic concept instruction with Head Start students. Language, Speech, and Hearing Services in Schools, 22, 60-64.
89. Sewell, T. J., Collins, B. C., Hemmeter, M. L., & Schuster, J. W. (1998). Using simultaneous prompting within an activity-based format to teach dressing skills to preschoolers with developmental delays. Journal of Early Intervention, 21, 132-145.
90. Simmons, D. C., Kuykendall, K., King, K., Cornachione, C., & Kameenui, E. J. (2000). Implementation of a schoolwide reading improvement model: "No one ever told us it would be this hard!" Learning Disabilities Research & Practice, 15(2), 92-100.
91. Smith, B., McLean, M., & Sandall, S. (2005, October). Putting DEC's recommended practices to work. Presentation to the 21st Annual International Conference of Young Children With Special Needs and their Families, Portland, OR.
92. Smith, J. D., Warren, S. F., Yoder, P. J., & Feurer, I. (2004). Teachers' use of naturalistic communication intervention practices. Journal of Early Intervention, 27(1), 3-11.
93. Trister-Dodge, D., & Bickart, T. (2003). Curriculum, assessment, and outcomes: Putting them all in perspective. Children and Families, 17(1), 28-32.
94. Venn, M. L., Wolery, M., Werts, M. G., Morris, A., DeCesare, L. D., & Cuffs, M. S. (1993). Embedding instruction in art activities to teach preschoolers with disabilities to imitate their peers. Early Childhood Research Quarterly, 8, 277-294.
95. Warren, S. F., & Kaiser, A. P. (1988). Research in early language intervention. In S. L. Odom & M. B. Karnes (Eds.), Early intervention for infants and children with handicaps: An empirical base (pp. 89-108). Baltimore: Brookes.
96. Warren, S. F., Yoder, P. J., Gazda, G. E., Kim, K., & Jones, H. A. (1993). Facilitating prelinguistic communication skills in young children with developmental delay. Journal of Speech and Hearing Research, 36, 83-97.
97. Wolery, M. (2001). Embedding constant time delay procedures in classroom activities. In M. Ostrosky & S. Sandall (Eds.), Teaching strategies: What to do to support young children's development. Young Exceptional Children Monograph Series No. 3 (pp. 81-90). Missoula, MT: DEC/CEC.
98. Wolery, M., Anthony, L., Caldwell, N. K., Snyder, E. D., & Morgante, J. D. (2002). Embedding and distributing constant time delay in circle time and transitions. Topics in Early Childhood Special Education, 22, 14-25.
99. Wolery, M., & Sainato, D. (1996). General curriculum and intervention strategies. In S. L. Odom & M. McLean (Eds.), Early intervention/early childhood special education (pp. 125-158). Austin, TX: Pro-Ed.
100. Wolery, M., & Wilburs, J. S. (1994). Including children with special needs in early childhood programs. Washington, DC: National Association for the Education of Young Children.
101. Yoder, P. J., & Warren, S. F. (2001). Relative treatment effects of two prelinguistic communication interventions on language development in toddlers with developmental delays varied by maternal characteristics. Journal of Speech, Language, and Hearing Research, 44(1), 224-237.