STEM for ALL Children: Preschool Teachers Supporting Engagement of Children With Special Needs in Physical Science Learning Centers

Early childhood STEM activities are part of developmentally appropriate practices that are the foundation of quality preschool experiences for all young children (Copple & Bredekamp, 2009). However, young children with developmental delays or disabilities require planning and specialized practic...

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Bibliographic Details
Published in:Young exceptional children 2017-03, Vol.20 (1), p.3-15
Main Author: Donegan-Ritter, Mary
Format: Article
Language:English
Subjects:
Access to Education
Barriers
Communication Skills
Design
Disabilities
Early Childhood Education
Knowledge Level
Learner Engagement
Learning Activities
Learning Centers (Classroom)
Mathematics Skills
Physical Sciences
Preschool Education
Preschool Teachers
Science Process Skills
STEM Education
Student Evaluation
Student Participation
Teaching Methods
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Summary:Early childhood STEM activities are part of developmentally appropriate practices that are the foundation of quality preschool experiences for all young children (Copple & Bredekamp, 2009). However, young children with developmental delays or disabilities require planning and specialized practices that allow them to participate and engage meaningfully in learning activities (Division for Early Childhood of the Council for Exceptional Children, 2014). The purpose of this article is to describe how early childhood teachers can support the participation of children with special needs in STEM learning through planning activities using the framework of Universal Design for Learning (UDL).
ISSN:1096-2506
2154-400X
DOI:10.1177/1096250614566541