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Supporting Young Children's IEP Goals in Inclusive Settings Through Embedded Learning Opportunities

University of Kansas

Joan Lieber

University of Maryland

Shouming Li

University of Maryland

Susan Sandall

University of Washington e-mail: evahorn{at}ukans.edu

Ilene Schwartz

University of Washington, evahorn{at}ukans.edu

A set of multiple case studies was conducted to assess the feasibility for teachers in inclusive early education programs supporting young children's learning objectives through embedded learning opportunities (ELOs). The examination of the ELO procedure included assessment of the teachers' planning and implementation, the impact on child performance of specific learning objectives, and the teachers' perceptions of the ELO strategy. These case studies were conducted in three separate inclusive early childhood education programs located in three different states and included four children with disabilities and their classroom teachers. All teachers demonstrated increases in use of instructional behaviors toward targeted objectives. Children demonstrated concomitant increases in performance of targeted objectives. In follow-up interviews, teachers reported generally favorable perceptions of the ELO procedure. There were, however, some clear differences between teachers (with resulting impacts on child performance) in the consistency and frequency of implementation of the instructional support strategies. Teacher interview data are used to aid in hypothesizing on why these differences occurred.

Topics in Early Childhood Special Education, Vol. 20, No. 4, 208-223 (2000)
DOI: 10.1177/027112140002000402


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