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Topics in Early Childhood Special Education
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Addressing Early Learning Standards for All Children Within Blended Preschool Classrooms

Jennifer Grisham-Brown

University of Kentucky, jgleat00{at}uky.edu

Kristie Pretti-Frontczak

Kent State University

Sarah R. Hawkins

Morehead State University

Brooke N. Winchell

Kent State University

Preschool teachers working in blended classrooms are faced with identifying which children need intensive instruction as well as being responsible for directly linking individualized learning outcomes with state or federal early learning standards. The series of studies presented were designed to illustrate how teachers working in blended preschool programs provided intensive instruction on individual skills that were related to a common early learning standard (i.e., prewriting). Results suggest that embedding intensive instruction during daily activities is not only effective but also efficient given the relatively short amount of time it took for children to acquire individualized skills. Future research should examine interventions that produce effective and efficient results given the constraints imposed by the schedule of publicly funded blended preschools.

Key Words: accountability • evidence-based practices • inclusion • literacy intervention strategies • outcomes

This version was published on November 1, 2009

Topics in Early Childhood Special Education, Vol. 29, No. 3, 131-142 (2009)
DOI: 10.1177/0271121409333796
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