Morehead State University
Embedding Triple III Instructions of Rtl When Teaching Statewide Pre-Kindergarten Learning Standards to Children with Significant Disabilities within Inclusive Preschool Classrooms
Institution
Morehead State University
Faculty Advisor/ Mentor
Sarah R. Hawkins
Abstract
This poster shared the results of a single subject study that assessed the effects of embedding triple III instruction of RtI when working towards pre-kindergarten standards by children with significant disabilities. Teachers in an inclusive public preschool classrooms implemented authentic assessment strategies, selected individualized pre-math objectives, embedded the math objectives in classroom activities, and monitored children’s progress. The results show: children can attain pre-math skills when: a) authentic assessment strategies are employed; b) effective individualized plans are developed; c) embedding consistently occurs; and d) instruction is monitored.
Embedding Triple III Instructions of Rtl When Teaching Statewide Pre-Kindergarten Learning Standards to Children with Significant Disabilities within Inclusive Preschool Classrooms
This poster shared the results of a single subject study that assessed the effects of embedding triple III instruction of RtI when working towards pre-kindergarten standards by children with significant disabilities. Teachers in an inclusive public preschool classrooms implemented authentic assessment strategies, selected individualized pre-math objectives, embedded the math objectives in classroom activities, and monitored children’s progress. The results show: children can attain pre-math skills when: a) authentic assessment strategies are employed; b) effective individualized plans are developed; c) embedding consistently occurs; and d) instruction is monitored.