Andrea P. McDonnell

Emerging Literacy Views and Practices: Results from a National Survey of Head Start Preschool Teachers.

The authors conducted a national survey of Head Start preschool teachers to assess their views and practices related to emerging literacy. Results indicated that Head Start teachers use a variety of strategies to promote emerging literacy, with a major focus on book knowledge/appreciation and print awareness skills. The teachers indicated that they least frequently used strategies to improve phonological awareness skills. Many of the strategies teachers reported using involved creating opportunities for children to engage in emerging literacy activities and arranging the environment to improve emerging literacy. Overall, Head Start teachers endorsed the idea that emerging literacy skill instruction should occur on a daily basis. The authors also provide implications for the current study as it relates to research and practice.

Teacher-Mediated Facilitation of Engagement by Children with Developmental Delays in Inclusive Preschools:

This study investigated the effects of naturalistic, teacher-mediated intervention strategies on increasing levels of active engagement in young children with developmental delays. All interventions occurred in the context of ongoing child-selected play activities in inclusive preschool classrooms that used developmentally appropriate practices. Results showed that the intervention strategies were effective in increasing the level of active engagement in identified areas of need for all three children. Additional data on classroom ecological factors suggest that classroom social and ecological characteristics important to developmentally appropriate practices were maintained during intervention sessions. Checklists on the acceptability of the intervention to classroom teachers and parents are discussed.

Teaching Functional Communication Skills Using Augmentative and Alternative Communication in Inclusive Settings.

Three preschool-aged children with disabilities were taught functional communication behaviors using select augmentative and alternative communication (AAC) devices. Acquisition of AAC behaviors resulted from an intervention strategy that included creating communicative opportunities, providing a peer or teacher model of the behavior, prompting the behavior, and providing access to natural consequences for appropriate responses. Interventions occurred in inclusive preschool classrooms. The intervention strategy was effective in teaching functional communication behaviors using AAC for all three participants. Survey data on the acceptability of the intervention to preschool staff, and ecobehavioral data examining the impact of the intervention on child participation and use of symbolic communication are also discussed.

A Framework for Understanding Young Children with Severe Multiple Disabilities: The Van Dijk Approach to Assessment

This article describes a framework for assessing young children with severe multiple disabilities that was developed by Dr. Jan van Dijk and colleagues in the Netherlands. The assessment is guided by the lead of the child as it looks at the underlying processes of learning including biobehavioral state, orienting response, learning channels, approach–withdrawal, memory, interactions, communication, and problem solving. Through the use of two case studies, each of the learning processes is described along with suggestions for assessment and intervention. A sample protocol with observations, child strengths and needs, and suggestions for intervention is included.

Enhancing outcomes in early literacy for young children with disabilities: Strategies for success

Emerging literacy has been defined as the “reading and writing knowledge and behavior of children who are not yet conventionally literate” (Justice & Kaderavek, 2002, p. 8). This article provides readers with strategies for meeting the emerging literacy needs of young children with disabilities. Ideas for creating a literacy-rich environment as well as ways to adapt literacy-related materials and activities for children with delays/disabilities are presented and discussed.

The Desegregation of America's Special Schools: Strategies for Change.

There is strong philosophical, legal, and empirical support for integrated educational programs for students with severe disabilities. In spite of this support, significant numbers of students with severe handicaps continue to be educated in segregated special schools. This article briefly reviews the support for integration and presents a framework for planned educational change, based on the extant racial desegregation literature. This report includes a discussion of the logistical issues facing school administrators and an analysis of effective leadership roles in the change process.

Educating Students with Severe Disabilities in Their Neighborhood School The Utah Elementary Integration Model

The Utah Elementary Integration (UEI) Model, a federally funded model demonstration project, focused on providing a comprehensive and appropriate education for students with severe disabilities within their neighborhood elementary school. In this article we (a) review the rationale and data base for supporting neighborhood school placements, (b) provide an overview of UEI model components, (c) summarize data on the outcomes of model implementation, and (d) discuss issues related to the successful implementation of neighborhood school models. Outcome date are reported on several measures of adaptive behavior and social integration for participating students (n = 27), as well as on the reactions of the general education homeroom teachers who included the participating students with severe disabilities in their classrooms for part of the school day.

Teaching Sound Letter Correspondence and Consonant-Vowel-Consonant Combinations to Young Children who Use Augmentative and Alternative Communication

The purpose of this study was to provide a preliminary examination of an intervention strategy designed to teach sound-letter correspondence and spelling of consonant-vowel-consonant (CVC) combinations to young children who use Augmentative and Alternative Communication (AAC). A multiple baseline probe design across behaviors was used to assess the effects of the intervention on the percentage of correct responses provided by two participants on the target skills during free-choice play activities in the literacy center of inclusive classrooms. The results of this study provide preliminary support for the use of the intervention strategy within inclusive classrooms.

Enhancing Emergent Literacy Skills in Inclusive Preschools for Young Children with Visual Impairments.

are looking forward to having the twins in a local preschool with other neighborhood children. However, the preschool teacher, Nancy, is concerned about how this setting can provide Hector and Maria with appropriate social and learning activities. Like all children, Hector and Maria each have social and educational needs, as well as unique needs associated with their visual impairments. As a result of their premature birth, Hector was diagnosed with stage 5 retinopathy of prematurity (ROP) and Maria with stage 3 ROP Hector and Maria’s parents describe their children’s vision for Nancy as follows: &dquo;Hector can see only very bright light sources, but no people, furniture, or toys. Maria can visually identify familiar people, walk around furniture, and visually scan a room to locate small toys such as blocks from about five feet away. Maria enjoys looking at books with pictures but she is unable to see fine details. She names basic shapes and is learning the letters of the alphabet. When looking at books or scribbling, she prefers working in well-lighted areas.&dquo;

Emergent Literacy Practices and Support for Children with Disabilities: A National Survey

A national mail survey of Head Start preschool teachers (N = 500) was conducted to assess their practices, the availability of specialist support, and their views related to emergent literacy instruction for Head Start children who have a disability or developmental delay. The responding teachers (n = 254) reported that (a) nearly one quarter of the children in their class were receiving special education and related services, (b) the majority of them did not work with a special educator, (c) they were using a variety of strategies to support emergent literacy learning for children with disabilities in their classroom, and (d) more than 90% of them strongly disagreed or disagreed with the statement “Children with disabilities are not ready for emergent literacy instruction in preschool.” These results are discussed within the context of the need for additional research and professional development and support for preschool classroom teachers.