Embedded Learning Opportunities for Children with and Without Disabilities

Three-year-old Emma attends an inclusive preschool classroom alongside 13 other children-three with disabilities and 10 without. Emma was recently diagnosed with autism spectrum disorder, and while she has many strengths, she is not yet communicating with words. Emma's teacher, Marcy, has been...

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Bibliographic Details
Published in:YC young children 2021-12, Vol.76 (4), p.8-15
Main Authors: Coogle, Christan G., Lakey, Emily R., Ottley, Jennifer R., Brown, Jennifer A., Romano, Mollie K.
Format: Article
Language:English
Subjects:
Children with disabilities
Classrooms
Communication
Early childhood education
Educational Environment
Educational Opportunities
Educational Strategies
Inclusive education
Individuality and Inclusive Practices for Early Childhood
Individualized education programs
Individualized Instruction
Learning
Preschool Education
Skills
Teachers
Teaching methods
Young Children
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Summary:Three-year-old Emma attends an inclusive preschool classroom alongside 13 other children-three with disabilities and 10 without. Emma was recently diagnosed with autism spectrum disorder, and while she has many strengths, she is not yet communicating with words. Emma's teacher, Marcy, has been working with Emma toward a target skill of using words. Today, Marcy has purposefully placed some blocks on the rug in the block center in front of her where Emma can see them but cannot reach them. Marcy's goal is that this "in-sight-but-out-of-reach" strategy may cause Emma to use words to communicate that she wants the blocks. When Emma begins her play, Marcy soon notices she wants the blocks that are out of reach as Emma begins looking toward the blocks and reaching for them. Marcy intentionally waits, giving Emma time to try using words to express her desire for the blocks. Knowing that Emma has not accomplished the target skill before, Marcy is prepared to offer support if or when necessary. After waiting three seconds, Marcy provides a verbal prompt for Emma to use words by modeling, "Blocks." Marcy waits three more seconds to see if Emma will imitate. When Emma does not imitate her, Marcy again models saying, "Blocks," and then provides the desired blocks. Marcy knows the most important thing is to sustain the interaction with Emma, which is why she provides Emma with the desired item (blocks) after modeling. Over time, Emma will begin to imitate and eventually use the word "blocks" spontaneously.
ISSN:1538-6619
1941-2002