Morehead State University
The Effects of Embedded Instruction on Teaching Statewide Pre-Kindergarten Learning Standards to Children with Significant Disabilities within Inclusive Preschool Classrooms
Institution
Morehead State University
Faculty Advisor/ Mentor
Sarah Hawkins
Abstract
This project shares the results of a series of single subject studies that assessed the effects of a linked system on the attainment of pre-kindergarten standards by children with significant disabilities. Teachers in inclusive public preschool classrooms implemented authentic assessment strategies, selected individualized objectives, embedded objectives in classroom activities, and monitored children’s progress. The results show that: a) teachers can reliably teach children with significant disabilities within inclusive classroom activities and b) the children can attain prekindergarten skills when: a) authentic assessment strategies are employed; b) effective individualized plans are developed; c) embedding consistently occurs; and d) instruction is monitored.
The Effects of Embedded Instruction on Teaching Statewide Pre-Kindergarten Learning Standards to Children with Significant Disabilities within Inclusive Preschool Classrooms
This project shares the results of a series of single subject studies that assessed the effects of a linked system on the attainment of pre-kindergarten standards by children with significant disabilities. Teachers in inclusive public preschool classrooms implemented authentic assessment strategies, selected individualized objectives, embedded objectives in classroom activities, and monitored children’s progress. The results show that: a) teachers can reliably teach children with significant disabilities within inclusive classroom activities and b) the children can attain prekindergarten skills when: a) authentic assessment strategies are employed; b) effective individualized plans are developed; c) embedding consistently occurs; and d) instruction is monitored.