Environmental Modification and Teacher Mediation: Impact on the Literacy Behaviors of Preschoolers With Special Needs

The purpose of this study was to investigate the impact of modifications to the environment and a teacher mediated intervention in regard to the early literacy behaviors of preschoolers receiving early childhood special education services. There were three classrooms targeted. Out of the three classrooms, there was a focus on nine children with developmental delay. Step one was to complete a classroom assessment to identify the early literacy supports needed for each classroom. Step two was to collect baseline literacy behaviors during center time, a period when children are allowed to choose their activities. Step 3 was to implement the intervention of adding literacy props and a teacher mediation intervention. Results were consistent with previous studies in that the addition of literacy props, paired with teacher mediation, led to an increase in literacy behaviors. Data will be shared in regard to the results of the intervention for both classroom and individual student data

Preparing All Educators to Meaningfully Include Children with Disabilities in Early Childhood Programs

This session will provide an overview of web-based resources available to prepare and support all early educators to intentionally and meaningfully include children with disabilities in early childhood programs and in so doing, follow the recommendations of the 2015 Joint Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs

I am Here for the Long Haul: ECSE Teacher Retention

This poster will summarize research conducted with early childhood special education teachers who had at least seven years of ECSE teaching experience. The focus of this research was to determine why experienced ECSE teachers are remaining in the field. Major themes and implications for the field will be discussed

Deepening Understanding of DEC\u27s Recommended Practices by Using Case Method of Instruction

This session will address using Case Method of Instruction (CMI) for use in teacher preparation programs. Specific strategies for using CMI will be presented along with current research and literature. The presenters have developed cases related to the DEC Recommended Practices, and participants will review and provide feedback

Using Environmental Modification and Teacher Mediation to Increase Literacy Behaviors in Inclusive Settings

It is considered a recommended practice to integrate literacy concepts into child-initiated choice center time long before formal reading instruction begins. The purpose of this study was to determine whether environmental modification and a teacher-mediated literacy intervention would increase child engagement of literacy behaviors during free choice time in the classroom. Data were collected on the literacy behaviors of 9 children across 3 inclusive preschool classrooms in a suburban public school system. A multiple baseline design was used to determine the effects of an environmental modification using the Early Language and Literacy Classroom Observation and a teacher-mediated intervention on children\u27s literacy behaviors. Results included an average increase of 43 percentage points (range = 39–45 percentage points) in observed literacy behaviors in each of the 3 classrooms. Individual children in each classroom demonstrated an increase in literacy behaviors from baseline to intervention. These results are consistent with previous research, which indicated that the modification of the environment and teacher mediation increase literacy behaviors