Progress 10/01/09 to 09/30/14
Outputs
Target Audience: Teachers employed by Head Start programs serving low-income, at-risk preschool chidlren are the target audience for intervention efforts. Low-income children, many of whom are from racial and ethnic minority groups, are targets of the intervention because improved instruction by teachers leads to improved learning by children. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? The project supported the professional development of two Ph.D. students: JinHee Hur and Chenyi Zhang. How have the results been disseminated to communities of interest? As indicated in the product list, project results regarding goal #4 have been disseminated in three publications (2 journal articles, 1 chapter) and two presentations at national conferences. Project results regarding goal #3 have been disseminated in one published paper and two presentations at national conferences. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Goal #4: Analyses have been conducted and published/presented regarding (a) differences in the content of teachers' literacy instruction in two main activities during large group, (b) the relation of teacher instruction and classroom environment to children's letter knowledge, (c) quality of the classroom writing environment in relation to children's early writing skills, and (d) relations between children's name-writing andletter writing skills. Goal #3: Refinement of the content of the professional development intervention led to analysesthatcomparedin-person (onsite) and remote (technologically-mediated) delivery of training.
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2013
Citation:
Powell, D. R., & Diamond, K. E. (2013). Implementation fidelity of a coaching-based professional development program for improving Head Start teachers' literacy and language instruction. Journal of Early Intervention, 35, 102-128.
- Type:
Book Chapters
Status:
Awaiting Publication
Year Published:
2015
Citation:
Diamond, K. E., & Powell, D. R. (in press). Developing literacy and language competence: Preschool chidlren who at-risk or have disabilities. In S. L. Odem, B. Reichow, B. Boyd, & E. Barton (Eds)., Handbook of early childhood special education. New York: Springer
- Type:
Journal Articles
Status:
Awaiting Publication
Year Published:
2014
Citation:
Zhang, C., Diamond, K. E., & Powell, D. R. (in press). Examining the content of Head Start teachers' literacy instruction within two activity contexts during large group circle time. Journal of Research in Childhood Education.
- Type:
Journal Articles
Status:
Awaiting Publication
Year Published:
2014
Citation:
Zhang, C., Hur, J., Diamond, K. E., & Powell, D. (in press). Classroom writing environments and children's early writing skills: An observational study in Head Start classrooms. Early Childhood Education Journal.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2014
Citation:
Hur, H-H, Powell, D. R., & Diamond, K. E. (2014, July). The relation of teacher instruction and classroom environment to children's letter knowledge. Poster presented at Head Start's 12th National Research Conference on Early Childhood, Washington, DC.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2014
Citation:
Zhang, C., Diamond, K. E., Powell, D. R. (2014, July). Do the letters in children's names matter?: A closer examination of children's name-writing and letter-writing skills. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Santa Fe, NM.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2014
Citation:
Powell, D. R. (2014, April). A comparison of coach feedback in onsite vs. technologically-mediated delivery methods. In A. Hindman (Chair), Providing preschool teachers with web-mediated professional development in early language and literacy: Promising practices. Symposium conducted at the annual meeting of the American Educational Research Association, Philadelphia, PA.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2014
Citation:
Powell, D. R. (2014, February). Implementation fidelity of onsite vs. technologically-mediated delivery of coach feedback to preschool teachers in an early literacy and language professional development intervention. In L. Vernon-Feagans (Chair), Technology and literacy coaching of classroom teachers: Promoting at-risk chidlren's reading gains. Symposium conducted at the 22nd annual meeting of the Pacific Coast Research Conference, Coronado, CA.
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Progress 10/01/12 to 09/30/13
Outputs
Target Audience: Researchers and developers of early childhood programs for at-risk preschool children are a primary audience for project results. Teachers employed by Head Start programs serving low-income, at-risk preschool children are the target audience for intervention efforts. Low-income children, many of whom are from racial and ethnic minority groups, are targets of the intervention because teachers' improved instruction leads to children's improved learning. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? The project actively supported the professional development of three graduate students: JinHee Hur, Chanele Robinson, and Chenyi Zhang. How have the results been disseminated to communities of interest? In addition to scholarly publications, project results were disseminated through presentations at the 2013 biennial meeting of the Society for Research in Child Development and the annual Head Start Research Conference What do you plan to do during the next reporting period to accomplish the goals? In an effort to identify critical featues of coaching, specific dimensions of coaching practices willbe examined in relation to improvements in teachers' instruction.
Impacts
What was accomplished under these goals?
Work was pursued for goals #2 and #4. The implementation fidelity of coaching sessions was examined for all 45 teachers who received the professional development intervention. The implementation data informed the refinement of the coaching manual (Goal #2). A scholarly publication reporting results of the implementation fidelity analyses was prepared, submitted, and accepted for publication. Associations between teachers' instructional practices and children's growth in early literacy outcomes (Goal #4) were examined for two large group contexts. This work led to the preparation, submission, and acceptance of a scholarly publication.
Publications
- Type:
Book Chapters
Status:
Published
Year Published:
2013
Citation:
Powell, D. R., & Diamond, K. E. (2013). Studying the implementation of coaching-based professional development. In T. G. Halle, A. J. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 97-116). Baltimore, MD: Brookes.
- Type:
Journal Articles
Status:
Accepted
Year Published:
2014
Citation:
Powell, D. R., & Diamond, K. E. (in press). Implementation fidelity of a coaching-based professional development program for improving Head Start teachers literacy and language instruction. Journal of Early Intervention.
- Type:
Journal Articles
Status:
Accepted
Year Published:
2014
Citation:
Zhang, C., Diamond, K. E., & Powell, D. R. (in press). Examining the content of Head Start teachers literacy instruction within two activity contexts during large group circle time. Journal of Research in Childhood Education.
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Progress 10/01/11 to 09/30/12
Outputs
OUTPUTS: The results of our work have been shared through meetings with stakeholders (primarily Head Start program directors) and through summaries of the findings that have been shared with programs. Findings have been disseminated at national meetings, including the biennial Head Start Research Conference. PARTICIPANTS: Douglas Powell and Karen Diamond are Project Directors and Janet Wagner provides data management. We have partnered with Head Start agencies in Indianapolis, Logansport, Lafayette, Kokomo, and Frankfort, IN. We provide professional development for graduate students: Jin Hee Hur, Chanele Robinson, and Chenyi Zhang. TARGET AUDIENCES: Teachers employed by Head Start programs serving low-income, at-risk preschool children are the target audience for intervention efforts. Low-income children, many of whom are from racial and ethnic minority groups, are targets of the intervention, in that improved instruction by teachers leads to improved learning by children. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
We have completed coding and data entry, including transcribing and coding audio recordings of teachers' instruction. Preliminary analyses have been completed. These analyses suggest that our work with teachers was effective in promoting more effective instruction of important skills that promote learning to read.
Publications
- Powell, D. R., & Diamond, K. E. (2012). Promoting early literacy and language development. In R. Pianta, S. Sheridan, L. Justice, & S. Barnett (Eds.), Handbook of Early Education (pp. 194-216). NY: Guilford Publications.
- Powell, D. R., Diamond, K. E., & Burchinal, M. R. (2012). Using coaching-based professional development to improve Head Start teachers' support of children's oral language skills. In C. Howes, B. K. Hamre, & R. C. Pianta (Eds.), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 13-29). Baltimore: Paul H. Brookes Publishing.
- Powell, D. R., Diamond, K. E., & Cockburn, M. (2013). Promising approaches to professional development for early childhood educators. In O. Saracho with B. Spodek (Eds.) Handbook of Research on the Education of Young Children, Third edition (pp. 385-392). London, UK: Routledge/Taylor & Francis.
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Progress 10/01/10 to 09/30/11
Outputs
OUTPUTS: We completed the planned professional development interventions with 14 Head Start teachers in Indiana during the 2010-2011 academic year. This included a full-day workshop and individualized mentoring on 12 occasions to improve teachers' instruction of important early literacy skills, particularly related to comprehension and decoding. In addition, we provided each teacher with a laptop computer that included a case-based hypermedia resource highlighting effective instructional strategies for teaching these critical early literacy skills. PARTICIPANTS: Douglas Powell and Karen Diamond are Project Directors, Carol Czaja is the literacy specialist, and Janet Wagner provides data management. We partner with Head Start agencies in Indianapolis, Logansport, Lafayette, Kokomo, and Frankfort, IN. We provide professional development for graduate students: Alison Baroody, Amy Carey, Mary Cockburn, Chanele Robinson, and Chenyi Zhang. TARGET AUDIENCES: Teachers employed by Head Start programs serving low-income, at-risk preschool children are the target audience for intervention efforts. Low-income children, many of whom are from racial and ethnic minority groups, are targets of the intervention, in that improved instruction by teachers leads to improved learning by children. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
As part of this professional development intervention with teachers, we collected data on their improvements in instruction and on improvements in children's knowledge of vocabulary and letter-sound relations. Data include audio recordings of teachers' language with children. We are currently completing the transcription and coding of these audio recordings, as well as coding and data entry of other measures in preparation for data analysis.
Publications
- Diamond, K. E., & Powell, D. R. (2011). An iterative approach to the development of a professional development intervention for Head Start teachers. Journal of Early Intervention, 33, 75-93.
- Powell, D. R., & Diamond, K. E. (2011). Improving the outcomes of coaching-based professional development interventions. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of Literacy Research: Vol. 3. (pp. 295-307). NY: Guilford.
- Powell, D. R., Steed, E. A., & Diamond, K. E. (2010). Dimensions of literacy coaching in Head Start classrooms. Topics in Early Childhood Special Education, 30, 148-161.
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Progress 10/01/09 to 09/30/10
Outputs
OUTPUTS: During this period, we have provided two professional development workshops to 25 Head Start teachers. Individualized mentoring to improve teachers' instruction of important early literacy skills was provided to each teacher on 12 different occasions. In addition, we provided each teacher with a laptop computer that included a case-based hypermedia resource highlighting effective strategies for vocabulary instruction and teaching phonological sensitivity skills. These interventions will be provided to additional Head Start teachers throughout the 2010-2011 school year. PARTICIPANTS: Douglas Powell and Karen Diamond are Project Directors, Carol Czaja and Charissa Leestma are literacy coaches, and Janet Wagner provides data management. We partner with Head Start agencies in Indianapolis, Logansport, Lafayette, Kokomo and Frankfort, IN. We provide professional development for graduate students: Alison Baroody, Amy Carey, Mary Cockburn, Chanele Robinson, and Chenyi Zhang. TARGET AUDIENCES: Teachers employed by Head Start programs serving low-income, at-risk preschool children are the target audience for intervention efforts. Low-income children, many of whom are from racial and ethnic minority groups, are targets of the intervention in that improved instruction by teachers leads to improved learning by children. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
We are collecting data on improvements in teachers' instruction of early literacy and language skills and on improvements in children's vocabulary and knowledge of letters and sounds. Analyses will be completed at the end of the 2010-2011 school year. In a pilot study, we found that intervention teachers defined and reviewed more novel words and asked more questions than did control group teachers during large group sessions. Effect sizes for frequency count measures of phonological awareness instruction also reflect moderate increases in PA instruction in intervention classrooms, in comparison with classrooms in a control group.
Publications
- Powell, D. R., Diamond, K. E., Burchinal, M. R., & Koehler, M. (2010). Effects of an early literacy professional development intervention on Head Start teachers and children. Journal of Educational Psychology, 102, 299-312.
- Powell, D.R., Diamond, K.E., & Koehler, M.J. (2010). Use of a case-based hypermedia resource in an early literacy coaching intervention with pre-kindergarten teachers. Topics in Early Childhood Special Education, 29(4): 239-249.
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Progress 10/01/08 to 09/30/09
Outputs
OUTPUTS: Our work this past year has focused on analyzing data from preschool and kindergarten children regarding their ideas about age-mates with disabilities. We found that preschool children's ideas about inclusion are influenced by contextual variables and by individual children's own developmental competence. Results of our work were presented at one national conference. PARTICIPANTS: Nothing significant to report during this reporting period. TARGET AUDIENCES: Nothing significant to report during this reporting period. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
Our findings continue to provide evidence that young children attend to a variety of different individual and setting characteristics in deciding whether a child with a physical disability should be included in their playgroup. Findings such as they suggest that attending to issues of equity and fairness may be a valuable strategy for facilitating interactions among young classmates with different abilities.
Publications
- Diamond, K.E., & Tu, H. (2009). Relations between classroom context, physical disability and preschool children's inclusion decisions. Journal of Applied Developmental Psychology, 30, 75-81.
- Huang, H-H., & Diamond, K.E. (2009). Early childhood teachers' ideas about including children with disabilities in programs designed for typically developing children. International Journal of Disability, Development and Education, 56, 169-182.
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Progress 10/01/07 to 09/30/08
Outputs
OUTPUTS: Our work this past year has focused on analyzing data from preschool and kindergarten children regarding their ideas about age-mates with disabilities. Analyses provide evidence that gender is a particularly salient characteristic, often more salient than physical disability, in children's decisions about playmates. We found that children responded to multiple sources of information, including information about the activity and about the skills required to play, in making inclusion decisions. Children were more likely to select a hypothetical peer with a physical disability when the disability interfered minimally with participation in the activity. Moreover, children were more likely to refer to issues of sharing and enjoyment to explain their inclusion of a child with a physical disability and to issues associated with ability to explain selection of a typically developing child. This year we will expand our focus to consider the ways in which children's interactions with peers are related to competence on more 'academic' literacy tasks. Results of our work have been presented at two national conferences. PARTICIPANTS: Alison Baroody, a doctoral student in CDFS, worked as a research assistant on this project. Her responsibilities included both data collection and data analysis. As well, she participated in presenting our work at national meetings. Children who participated in this project were recruited through preschool (Purdue) and community (CAP Head Start of West Central Indiana, Tippecanoe County Child Care) programs. TARGET AUDIENCES: Teachers and child develoopment experts PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
Our findings continue to provide evidence that young children attend to a variety of different individual and setting characteristics in deciding whether a child with a physical disability should be included in their playgroup. Findings such as these suggest that attending to issues of equity and fairness and providing appropriate adaptations that allow all children to participate in activities may be valuable strategies for supporting interactions among young children with a range of different abilities in the same preschool or elementary classroom.
Publications
- Diamond, K.E., Hong, S-Y., & Tu, H. (2008). Context influences preschool children's decisions to include a peer with a physical disability in play. Exceptionality, 16, 141-155.
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Progress 10/01/06 to 09/30/07
Outputs
OUTPUTS: We continue with data collection and data analysis. Our focus is on the influences of activity setting on children's ideas about including a child with a disability in an activity. Presentations of our findings were made at the Society for Research in Child Development in Boston (March, 2007).
PARTICIPANTS: Soo-Young Hong and Alison Baroody, doctoral students in the Department of Child Development and Family Studies, worked as research assistants on this project. In addition, children enrolled in the Child Development Laboratory School and the Miller Child Learning Center at Purdue were research participants.
TARGET AUDIENCES: Pre-school teachers and social workers
Impacts
We have focused on preschool children's understanding of physical disability. We have found that young children understand that a peer with a physical disability is likely to have more difficulty participating in activities that required motor skills than in those requiring social skills. Children said they would be more likely to include a peer with a physical disability when the activities required minimal motor skills. Explanations for their choices typically focused on a child's ability or the presence of the wheelchair. Although they do not necessarily represent specific interactions with peers, the ideas that are reflected in children's explanations reflect their understandings of a variety of different social demands, including an understanding of physical disability and the functional demands of different activity contexts. Children's responses also reflect their understanding of the extent to which it is acceptable to exclude a child from play. Understanding
the ways in which a child's interactions with his or her classmates contribute to children's ideas about people with disabilities, and to the later development of children's ideas about others, will further our understanding of appropriate interventions and teaching strategies to support children's interactions.
Publications
- No publications reported this period
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Progress 10/01/05 to 09/30/06
Outputs
Our work this past year has focused on: 1) collecting and analyzing additional data from preschool children in inclusive classrooms, and 2) expanding our focus to include children in kindergarten in order to better understand the ways in which school processes influence children's ideas about participation. Analyses of data collected in the last 2 years provide evidence that gender may be a more salient characteristic than physical disability in influencing children's ideas about which child to choose as a playmate. We continue to find that, in addition to gender, children's decisions about whether or not a child with a physical disability should be included also reflect the demands of the play context (e.g., kicking a ball, looking at a book.) This year we will collect data from children enrolled in public school kindergarten classrooms, as well as in preschool, to understand whether children's decisions about including a child with a disability are influenced by a
focus on academic (reading, mathematics) versus social (play with peers) activities.
Impacts
Our findings continue to provide evidence that young children attend to a variety of different individual and setting characteristics in deciding whether a child with a physical disability should be included in their playgroup. Findings such as these have important implications for interventions to increase interaction among children with and without disabilities enrolled in inclusive preschool settings.
Publications
- No publications reported this period
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Progress 10/01/04 to 09/30/05
Outputs
We completed interviews with 73 children (32 boys and 41girls, mean age=54 months), who attended inclusive preschool programs. Interviews focused on children's decisions about whether or not to include or exclude a hypothetical child with a physical disability in play activities. Six short vignettes included two types of play activities: interfering (in 3 of 6 vignettes the physical disability interfered play activities, such as kicking a ball) and non-interfering (in the other vignettes, the physical disability did not interfere, such as playing with puzzles). We asked 4 questions in each vignette: 1) who should get to play if there was only room for one more kid to play? and 2) why did you choose this doll? Then a probe was given \ to see if the child would change his/her choice after receiving more information about peers. For example, if the child chose a typically developing doll, the interviewer would ask: what if some kids told you that this kid (in a
wheelchair) should get to play because she wants to? Questions 1) and 2) were asked again. We found that children were more likely to choose the typically developing doll than the doll in a wheelchair, across all vignettes. Children were significantly more likely to choose the doll with the disability when physical disability did not interfere (e.g., looking at books) than when physical disability interfered (e.g., kicking a ball.) In addition, girls were significantly more likely than boys to choose the child with a disability. Children were also significantly more likely to make moral judgments to justify including a child with disability than a typically developing child. Finally, children were significantly more likely to change their choices from typically developing child to child with disability than from child with disability to typically developing child across all contexts. A number of researchers have reported that young children have basic and generally accurate knowledge
of physical disability. We suggest that children used their understanding of physical disability in making inclusion or exclusion decisions. Not only did children use information about disability, however, their decisions also reflected a sensitivity to the different demands of the play scenarios. These results suggest that these young children's exclusion decisions reflect a coordinated understanding of both limitations associated with physical disability and the demand characteristics of the particular context. Although we know of no research that has examined children's understanding of different play contexts, these results are reminiscent of research on young children's verbal interactions in which children modified their syntax in verbal interactions with younger compared with same-age peers.
Impacts
The results of our research to date have important implications for designing interventions to promote social interactions between preschool children with disabilities and their typically developing peers. They suggest that attention to classroom processes, including the demands of the play context, a child's disability, and clear expectations for interaction are likely to increase opportunities for interaction.
Publications
- Diamond, K.E., & Huang, H. (2005). Preschoolers' ideas about disabilities. Infants & Young Children, 18(1), 37-46.
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Progress 10/01/03 to 09/29/04
Outputs
Over the past year, 51 preschool children (22 boys) with a mean age of 49.76 months (sd=9.95) enrolled in two inclusive preschool programs participated in this project. Children participated in two individual interviews designed to assess children's ideas about including hypothetical peers with disabilities in play activities. We systematically varied characteristics of the hypothetical peers. In half of the interviews, the peer in the vignette was similar to the participating child in race and gender. In the other interviews, the peer in the vignette was different from the participating child. We also varied disability status of the hypothetical peers. We found that children were more likely to say that they would choose a child who has the same gender and race as their play partner (59% of choices) than a child with a different gender and race. There was a significant effect of story types, with children significantly more likely to choose a child with a disability
as a play partner when that child was the same gender and race as the participating child. The results of this study provide evidence that children weigh a variety of different issues in making their choices: children were significantly more likely to choose a child with a disability than a typically developing child as similar to themselves when the child with a disability was the same gender and race. These findings build on results of a previous study in which we found that children were significantly more likely to choose a child with a disability as a playmate when the disability did not interfere with participation in the activity (e.g., doing puzzles for a child with a physical disability). Taken together, these results have implications for the ways in which teachers plan play groups and cooperative activities in inclusive preschool classrooms.
Impacts
The results of this series of studies will inform teachers' practices in inclusive programs. Understanding the ways in which social characteristics of groups, and demands of activities, influence children's ideas about including peers with disabilities will help us to identify effective teaching interventions that support participation of all children.
Publications
- No publications reported this period
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Progress 10/01/02 to 09/30/03
Outputs
The objectives of this project are to understand preschool children's ideas about including or excluding peers with disabilities in play activities. We have completed collecting data from 65 preschool children. Analyses of these data reveal that children's ideas about including a child with a disability in a play activity were related to the demands of the activity and, also, to their own cognitive development. These data provide evidence of the importance of both children's cognitive abilities and situational demands in making decisions about including age-mates with disabilities in play activities. These results were presented at the Biennial Meeting of the Society for Research in Child Development, April 2003 in Tampa, FL. An article is being written for publication. This fall we are beginning a second study in which we will examine the salience of group characteristics in children's decisions about including peers with disabilities in play.
Impacts
The results of this series of studies will inform teachers' practices in inclusive programs. Understanding the ways in which social characteristics of groups, and demands of activities, influence children's ideas about including peers with disabilities will help us to identify effective teaching interventions that support participation of all children.
Publications
- Diamond, K. & Huang, H. (2003). Preschoolers' ideas about disabilities. Manuscript in press.
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Progress 10/01/01 to 09/30/02
Outputs
The objectives of this project are to understand preschool children's ideas about including or excluding peers with disabilities in play activities. We have completed collecting data from 40 preschool children. Analyses of these data reveal that children's ideas about including a child with a disability in a play activity were related to the demands of the activity: children were significantly more likely to choose a child with a disability when the disability did not interfere with the activity. We also found that children who had developed a theory of mind (i.e., understood that others' perspectives could be different from their own) were more sensitive to issues associated with disability than children with limited theory of mind skills. Thus, these data provide preliminary evidence of the importance of both children's cognitive abilities and situational demands in making decisions about including age-mates with disabilities in play activities. We are currently in
the process of collecting additional data to increase the power of our analyses. In addition to these interview data with children, we are also collecting observational data to document teachers' use of specific teaching strategies that promote participation and acceptance of children with disabilities in classroom activites.
Impacts
As we learn more about how preschool children make decisions about including peers with disabilities in play activities, we will be better able to design effective teaching interventions that promote acceptance of, and interactions between, children with disabilities and their typically developing peers enrolled in inclusive preschool programs.
Publications
- No publications reported this period
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Progress 10/01/00 to 09/30/01
Outputs
Objectives of this project include: 1) understanding correlates of children's ideas about including or excluding peers with disabilities in play activities, and 2) documenting teaching strategies that encourage participation of children with disabilities in interactions with typically developing classmates. During this past year, we interviewed 35 children enrolled in inclusive preschool classes. We presented vignettes of typical preschool activities; in some of the vignettes, a child's physical disability interfered with participation (e.g., kicking a ball for a child in a wheelchair) while in others the disability did not interfere (e.g., painting at the art table). We asked children to choose one of two hypothetical children to participate in the activity: a child with a physical disability or a typically developing child. We then asked to justify their choice. In addition to these interviews, we collected observational data documenting teachers' use of specific
strategies for encouraging children's participation during small group activities. We have just finished coding these data and preparing them for data analysis. Our analyses will focus on: the effects of context (i.e., whether or not it was one in which disability interfered with participation) on children's choices, and relations between children's ideas and teachers' strategies to promote participation.
Impacts
As we learn more about how preschool children make decisions about including peers with disabilities in play activities, and about effective teaching strategies for encouraging children's participation at school, we will be better able to design effective interventions that promote social interaction among all children in inclusive preschool programs.
Publications
- No publications reported this period
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