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Articles 1 - 9 of 9
Full-Text Articles in Early Childhood Education
Acknowledgments, Matt Wappett
Acknowledgments, Matt Wappett
Developmental Disabilities Network Journal
No abstract provided.
Advancing Strength-Based Inclusive Mental Health Research In Intellectual And Developmental Disabilities, Luther Kalb, Joan B. Beasley
Advancing Strength-Based Inclusive Mental Health Research In Intellectual And Developmental Disabilities, Luther Kalb, Joan B. Beasley
Developmental Disabilities Network Journal
No abstract provided.
Universal Design For Learning (Udl) In Inclusive Preschool Science Classrooms, Marla J. Lohmann, Katrina A. Hovey, Ariane N. Gauvreau
Universal Design For Learning (Udl) In Inclusive Preschool Science Classrooms, Marla J. Lohmann, Katrina A. Hovey, Ariane N. Gauvreau
Journal of Science Education for Students with Disabilities
Science instruction is a critical aspect of early learning. Teachers can support young children’s learning about scientific concepts through the use of the Universal Design for Learning (UDL) framework, which is a proactive approach to instructional planning that helps ensure success for all learners. This teaching techniques article offers preschool teachers practical solutions for implementing in the UDL framework for science instruction in their classrooms.
An Assessment Of 50 State Early Hearing Detection And Intervention Websites: Is Needed Information Being Provided For Parent Decision Making?, Nichole Westin, Donna Sorkin
An Assessment Of 50 State Early Hearing Detection And Intervention Websites: Is Needed Information Being Provided For Parent Decision Making?, Nichole Westin, Donna Sorkin
Journal of Early Hearing Detection and Intervention
Growth of the Internet as an information resource has provided expanded opportunities for families to easily gather information on a range of topics, including health related topics. State Early Hearing Detection and Intervention (EHDI) websites and other electronic data sources are an important opportunity to support families seeking information on options for their children who have been identified as deaf or hard of hearing. A review was undertaken between August and September 2021 of the 51 US EHDI (state and DC) websites and related information (such as links to others’ sites) to determine if information that is specifcally discussed in …
Analysis Of Hybrid Learning For Students With Learning Disabilities In Primary Schools Providing Inclusive Education, Nugraheni Rachmawati, Asep Supena, Yufiarti Yufiarti, Gusti Yarmi, Asep Rudi Casmana
Analysis Of Hybrid Learning For Students With Learning Disabilities In Primary Schools Providing Inclusive Education, Nugraheni Rachmawati, Asep Supena, Yufiarti Yufiarti, Gusti Yarmi, Asep Rudi Casmana
The Qualitative Report
Many special-needs children, including students with learning disabilities, are enrolled in public schools. The current state of education is transitioning from online to face-to-face learning due to the improving situation after the COVID-19 pandemic. Hybrid learning is one of the alternative methods applied during the transition period. Therefore, this study aims to explore the experiences of teachers in implementing hybrid learning in students with disabilities in Indonesia using a qualitative description. Data was collected through interviews with one class teacher, two students with learning disabilities and their parents, and one school principal. Furthermore, observations were made on the learning process …
Will They Be Welcomed In? The Impact Of K-12 Teachers’ And Principals’ Perceptions Of Inclusion Of Students With Disabilities, Emily Smith Edd, Karen H. Larwin Phd
Will They Be Welcomed In? The Impact Of K-12 Teachers’ And Principals’ Perceptions Of Inclusion Of Students With Disabilities, Emily Smith Edd, Karen H. Larwin Phd
Journal of Organizational & Educational Leadership
The purpose of this study is to investigate the perceptions K-12 principals and teachers have of inclusive education in a school district in western Pennsylvania school district. The dependent variables are the teachers’ and principals’ perceptions of inclusion and the independent variables are years of educational experience, extent of special education background, and level of support by district administrators. Instrumentation for this study is the Multidimensional Attitudes toward Inclusive Education Scale (MATIES) survey. Data were analyzed for correlational relationships using the Statistical Package for the Social Sciences (SPSS). Findings suggest an average to high level of support by administration in …
Evaluation Of A Group Music Intervention To Support School-Readiness Skills In Preschool Children With Hearing Loss, Glynnis Dubois, Joanne Deluzio, Michael Thaut, Stephanie Nixon
Evaluation Of A Group Music Intervention To Support School-Readiness Skills In Preschool Children With Hearing Loss, Glynnis Dubois, Joanne Deluzio, Michael Thaut, Stephanie Nixon
Journal of Early Hearing Detection and Intervention
Although children with hearing loss are now often integrated into mainstream classrooms, many do not begin school with age-appropriate school-readiness skills. Traditional therapies in early listening and spoken language programs rarely focus on developing the social skills, executive functions, and motor abilities needed for the typical classroom environment of friends, academics, and play. The question, then, is how to incorporate group activities into traditional therapies in order to build skills in these areas, and whether or not the use of music and its social aspects could support this. A quasi randomized, group, facilitated, music intervention was conducted to help support …
Human-Machine Communication: Complete Volume. Volume 1
Human-Machine Communication: Complete Volume. Volume 1
Human-Machine Communication
This is the complete volume of HMC Volume 1.
Hitting The Switch: ¡Sí Se Puede!, Stephanie Alberto, Andrea Fonseca, Sandra J. Stein
Hitting The Switch: ¡Sí Se Puede!, Stephanie Alberto, Andrea Fonseca, Sandra J. Stein
Occasional Paper Series
Takes us into the lifeworld of first-grader Jason at Castle Bridge Elementary School, a public, dual-language school in New York City. Written by Jason’s teachers Stephanie and Andrea in conjunction with his mother Sandra, this essay puts forward the ethos ¡Sí se puede! (Yes, you can!), which relies on children’s empathy and calls for a collective response to inclusion. “Hitting the Switch” concludes with practical suggestions for creating an inclusive space for children who use assistive communicative devices so that they can become meaningful participants in the classroom community.