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Developmentally Appropriate PracticeAppraising Its Usefulness for Young Children with Disabilities
Judith J. Carta
Ilene S. Schwartz
Jane B. Atwater
University of Kansas
Scott R. McConnell
University of Minnesota
Recently, many educators have advocated the use of the Developmentally Appropriate Practice approach in preschool programs for young children who are developing normally, as well as for young children with special needs. This article reviews the rationales and basic premises of both the Developmentally Appropriate Practice approach and early childhood special education. We highlight areas in which developmentally appropriate practice guidelines overlap those of early childhood special education. We also point out the insufficiencies of these guidelines for planning, carrying out, and evaluating early childhood special education programs. We provide a selective literature review to clarify issues that still separate the two areas and discuss the implications of these divisions for future integration efforts. Finally, we offer suggestions for standards that should guide the evaluation of all programs that serve young children with disabilities.
Topics in Early Childhood Special Education, Vol. 11, No. 1,
1-20 (1991)
DOI: 10.1177/027112149101100104
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