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Differences in Child Care Quality for Children with and without Disabilities
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Grisham-Brown, Jennifer; Cox, Megan; Gravil, Meg; Missall, Kristen – Early Education and Development, 2010
Research Findings: Federal, state, and local agencies legislate and support inclusive settings for the education of young children with disabilities. Recommended practices outline critical elements for meeting the educational and developmental needs of children with and without disabilities in inclusive settings, and minimal and essential quality…
Descriptors: Preschool Education, Disabilities, Educational Quality, Preschool Children
Children's Individual Experiences in Early Care and Education: Relations with Overall Classroom Quality and Children's School Readiness
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Jeon, Hyun-Joo; Langill, Carolyn C.; Peterson, Carla A.; Luze, Gayle J.; Carta, Judith J.; Atwater, Jane B. – Early Education and Development, 2010
This study examined relations among children's individual experiences, global classroom quality, and school readiness. Preschool children from low-income backgrounds (N = 138; M = 62.16 months; SD = 3.93; range = 55-70) were observed in their early care and education settings, and their language and cognitive skills were assessed. Research…
Descriptors: School Readiness, Disabilities, Preschool Children, Early Childhood Education
How Are Developmentally Appropriate or Traditional Teaching Practices Related to the Mathematics Achievement of General and Special Education Students?
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Gelzheiser, Lynn M.; Griesemer, Bonnie A.; Pruzek, Robert M.; Meyers, Joel – Early Education and Development, 2000
Examined the relationship between primary teachers' implementation of developmentally appropriate and traditional teaching methods and the mathematics achievement of general and special education students. Found that mathematics achievement was associated with a reported measure of instruction that emphasized mathematical processing and strategy…
Descriptors: Classroom Techniques, Developmentally Appropriate Practices, Disabilities, Elementary Education
Caregivers' Interactions with Nonhandicapped and Mainstreamed Handicapped Children in Caregiving and Instructional Activities.
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Quay, Lorene C. – Early Education and Development, 1991
Head Start caregivers' positive and neutral interactions with nonhandicapped, and mainstreamed handicapped, children were observed while the caregivers engaged in caregiving and instructional activities. Caregivers were found to have higher positive and neutral interaction rates and higher negative interaction rates, with handicapped than with…
Descriptors: Child Caregivers, Class Activities, Classroom Observation Techniques, Comparative Analysis