This page provides resources designed to help educators provide individualized accommodations and modifications that allow children to participate fully in play and learning activities with their peers. Specifically linked below are resources related to the topics of Naturalistic Instruction, Embedded Instruction, Systematic Instruction, and Social Interactions.
- Naturalistic Instruction - This page provides resources to support naturalistic instruction, which is the practice of providing opportunities for child engagement and learning during an activity in which a child is already participating. This practice is used in response to child-initiated activities.
- Embedded Instruction - This page provides resources to support embedded instruction, which is the practice of facilitating child acquisition of functional behaviors by providing the child with opportunities to engage in activities in a naturally occurring manner.
- Systematic Instruction - This page provides resources to support systematic instruction, which is the practice of teaching targeted skills to promote child learning and development. The focus of this practice is on skill acquisition, including the child’s fluency, maintenance, and generalization of the taught behaviors.
- Social Interactions - This page provides resources to support social interactions that promote the development of the whole child, including fostering a child’s social-emotional competence, communication, cognitive development, and problem solving skills.
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Description: Sensitive and responsive interactional practices are the foundation for promoting the development of a childs language and cognitive and emotional competence. These interactional practices are the basis for fostering all childrens learning. For children who have or are at risk for developmental delays/disabilities, they represent a critical set of strategies for fostering childrens social-emotional competence, communication, cognitive development, problem-solving, autonomy, and persistence. This...
Description: Evidence-Based Practices, a three part series, from IRIS Center: Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program discusses the importance of identifying and selecting evidence-based practices (est. completion time: 1.5 hours). Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity discusses implementing an evidence-based practice or program with fidelity (est. completion time: 1 hour). Evidence-Based Practices (Part 3):...
Description: This page provides resources and materials that include web-based learning opportunities and evidence-based instructional strategies. The goal of the center is to increase the competence, confidence and effectiveness of personnel in Head Start programs to include children with disabilities.
Description: The tables describe research-supported practices for parents and families to support virtual instruction and skill development for children and students with disabilities. These tables present the name of each practice or category of practices; a brief description of the practice(s); examples of specific actions associated with the practice for general education as well as, where relevant, students with disabilities, including subgroups; and additional information about the practice. The first...
Description: The ICP is a classroom observation measure for assessing the quality of inclusive classroom practices that support the developmental needs of children with disabilities, 2 ½ -5 years of age, in early childhood settings. This training is series of online modules that provide an overview of the ICP provided through the Frank Porter Graham Child Development Institute.
Description: This position statement jointly created by the National Association for the Education of Young Children (NAEYC) and the Division for Early Childood (DEC) of the Council for Exceptional Children (CEC) was published in 2009. It defines early childhood inclusion and clarifies what is meant by access, participation, and supports. Look for "Inclusion (April 2009) to find the position statement in English and Spanish as well as an executive summary.
Description: The DEC Recommended Practices were developed to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at-risk for developmental delays or disabilities.
Description: NPDCI has developed a document, Research Synthesis Points on Quality Inclusive Practices that provides brief descriptions and supporting references for the evidence-based and promising practices that support early childhood inclusion. These practices are organized into three major sections corresponding to the defining features of high quality early childhood inclusion as described in Early Childhood inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National...