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Recording Support Measures in the Sequential Pedagogical Documents of Children with Special Education Needs
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Heiskanen, Noora; Alasuutari, Maarit; Vehkakoski, Tanja – Journal of Early Intervention, 2019
This study investigates the descriptions of support measures in the sequential pedagogical documents (individual education plans or programs and others) of children with special education needs from early childhood education and care to preprimary education. According to the previous research, the role of pedagogical work is largely disregarded in…
Descriptors: Special Needs Students, Special Education, Kindergarten, Preschool Children
Quality of the Literacy Environment in Inclusive Early Childhood Special Education Classrooms
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Guo, Ying; Sawyer, Brook E.; Justice, Laura M.; Kaderavek, Joan N. – Journal of Early Intervention, 2013
The purpose of this study was to examine the quality of the literacy environment in inclusive early childhood special education (ECSE) classrooms ("N" = 54). The first aim was to describe the quality of the literacy environment in terms of structure (i.e., book materials and print/writing materials) and instruction (i.e., instructional…
Descriptors: Early Childhood Education, Special Education, Educational Quality, Classroom Environment
Developmentally Appropriate Practices: Shifting the Emphasis to Individual Appropriateness.
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Carta, Judith J. – Journal of Early Intervention, 1994
This brief article responds to a previous article on guidelines developed by professional associations for developmentally appropriate early childhood special education practices. The importance of individualization in the application of practices is emphasized, and sample criteria are offered for evaluating the practices. (DB)
Descriptors: Child Development, Developmentally Appropriate Practices, Disabilities, Early Childhood Education
Social Goals and Objectives of Preschool IEPs: A Content Analysis.
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Michnowicz, Laura Lent; And Others – Journal of Early Intervention, 1995
This study evaluated the social goals and objectives in 163 Individualized Education Programs (IEPs) of preschool children in early childhood special education settings, using 3 federal criteria for evaluating quality of objectives: specification of setting, measurability, and criterion for success. Results indicated IEPs were lacking both in the…
Descriptors: Content Analysis, Disabilities, Evaluation Criteria, Individualized Education Programs