TEACHERS' USE OF EMBEDDED INSTRUCTION IN INCLUSIVE PRESCHOOL CLASSROOMS


Rakap S., Kalkan S., Parlak-Rakap A.

9th International Conference on Education and New Learning Technologies (EDULEARN), Barcelona, İspanya, 3 - 05 Temmuz 2017, ss.4488 identifier

  • Cilt numarası:
  • Basıldığı Şehir: Barcelona
  • Basıldığı Ülke: İspanya
  • Sayfa Sayıları: ss.4488

Özet

Embedded instruction (EI), "a naturalistic instructional approach designed to promote child engagement and learning by identifying times when instructional procedures to teach a child's priority learning targets are implemented in the context of ongoing activities, routines and transitions of inclusive preschool classrooms (Snyder vd., 2007, 2013)," is a recommended practice in the field of early childhood special education (DEC, 2014). Although teacher candidates have reported learning about EI and other EBPs during their pre-service training, several studies reported that teachers implement these practices infrequently and with limited fidelity when they begin to work with young children with disabilities in inclusive classroom settings (Coogle et., 2015; Kretlow & Bartholomew, 2010; Noh et al., 2009; Pretti-Frontczak & Bricker, 2001; Rakap & Balikci, 2016).