The article outlines a cognitive psychodevelopmental curricular approach for meeting the educational needs of young children enrolled in an Early Childhood-Exceptional Education Needs (EC-EEN) program. (SBH)

The paper argues that prevailing models of teaching in special education rely on a technical conception of teaching, whereas technical skills should play a subsidiary role in service to teachers' broader understanding of the meaning of education and to their creative skills in bringing about experiences rich in educational potential. (JDD)