This module focuses on the specialized activities and accommodations that can, during normal routines, be provided in inclusive settings to serve an infant or toddler with a significant disability.
Gain an in-depth understanding of the four elements of Planned Instructional Sequences (PInS) to teach discreet skills to young children with disabilities.
Learn about individualizing—one of the key elements of the HSCI framework for effective practice—to support individual learning outcomes and goals for children with disabilities.
Develop your expertise on leveraging Embedded Learning Opportunities (ELOs) to support young children’s individual goals, with the resources in this training package.
This module describes effective tiered instruction related to social emotional development and academic learning for use with young children in early care and education programs. It also takes you through a decision-making process to help integrate various sources of evidence and determine whether tiered instruction could be used to promote positive behaviors and academic learning … Read more
Prompts are instructions, gestures, demonstrations, touches, or other things we can do to increase the likelihood that children will respond correctly. Prompting helps children complete tasks that might otherwise be too difficult, or contain multiple or complex steps. Supporting children using prompts (and providing positive descriptive feedback) helps them learn to complete tasks independently
Direct instruction/systematic prompting (DI/SP) procedures are effective procedures that can result in quick learning and few errors.
Cuando un maestro de niños pequeños desea identificar destrezas o comportamientos específicos que quiere enseñar, puede emplear prácticas de instrucción sistemáticas para hacerlo. Al planear cuidadosamente y utilizar deliberadamente estrategias de instrucción dirigidas por el maestro, puede ayudar a los niños a aprender comportamientos nuevos, continuar practicando el comportamiento a lo largo del tiempo y … Read more
When teachers of young children identify specific behavior or skills they want a child to learn, they can use systematic instruction practices to teach those targeted skills. By carefully planning and intentionally using teacher-directed instruction strategies, teachers can help a child learn new behavior, continue to use the behavior over time, and use the behavior … Read more
The Practice Guides for Practitioners are intended primarily for practitioners working in group settings and for sharing with other practitioners in community programs. The Practice Guides are formatted for print as well as for viewing on mobile devices.
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