The document discusses strategies for teaching children in inclusive classrooms. It describes differentiated and embedded teaching approaches that are responsive to individual children's needs. Teachers should observe children to identify their strengths and plan appropriate support strategies. Explicit teaching strategies can be used before, during, and after activities to provide prompts, feedback, and reinforcement to children. The goal is to help children acquire cognitive and learning strategies through modeling, questioning, and other techniques. Strategies should aim to engage children and support their development.

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Differentiated instruction in an
inclusive classroom is accomplished
through the use of teaching strategies that
are responsive to individual children who
vary in culture, language, ability, and
demographic characteristics. Child-centered
or child-initiated learning ,matched to the
child’s development is commonly associated
with Developmentally Appropriate Practice
(DAP) and embraced by educators in early
childhood and early intervention.
INDIVIDUALLY APPROPRIATE
SUPPORT

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Embedded Teaching Approaches
An overarching approach to pedagogy in
early childhood education is an embedded
teaching method. The embedded approach
contrasts with clinical teaching approaches in
which children are “pulled out,” away from
typical settings, to receive instruction for a
targeted skill under a structured set of
conditions. Naturalistic and milieu approaches
are among the types of teaching methods
considered in the embedded teaching category.
Using embedded teaching approaches, teachers
try to match their support strategies to best
accommodate the individual child and enhance
that child’s chances for success in typical
activities and play.

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Identifying strategies for individual children.
Observing children as they work and play is one
way that teachers can plan teaching strategies that are
well-matched to individual children. Teachers can focus
observations toward the identification of each child’s
areas of strength, with the aim to notice some of the
conditions and strategies for learning that appear to result
in a child’s success. Pinpointing a few of the ways
individual children are successful in learning can provide
a basic for planning future scaffolding, as a child
introduced to new concepts and skills.

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While watching and working with each child, the teacher
can use the following questions to guide observing and
recording of in formations :
• *What conditions seem to help the child learn best?
*Can you describe the strategies the child tries?
*How does the child solve problems?
*Is the child most successful learning alone or with
others?
*What kind of teacher assistance seems to work
best?

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Range and intensity.
Matching teaching strategies to the children in
inclusive classrooms needs thoughtful consideration.
The range of abilities represented by children in such
classrooms is often broad; consequently there is
evidence to suggest that using different kinds of
strategies will be needed to produce beneficial effects
for individual children.

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Evaluating the effectiveness of strategies
It has often been said that teaching is both an
art and a science. Teachers must have a fund of
scientific, research-based knowledge from which to
draw upon during teaching situations. Whereas
teachers can become knowledgeable about the various
strategies that can be used, it is critical that they gain
expertise in applying strategies to situations where the
techniques are most likely to have a positive outcome.
The latter, the art of applying the strategies, has been
examined and pondered by educators.

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Lay-Dopyera and Dopyera (1992) contend
that early childhood educators are rather
automatic in their strategy use. However,
early childhood teachers are often unable to
describe their actions and tend not to think
about why these strategies were successful.

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Donald Schon (1983, 1987) has explained the
phenomenon as a teacher “knowing in action” that
the strategy works. He believe that teachers should
strive for a more conscious orientation toward
strategy use. A teacher who is monitoring her actions
and whether the strategy is working has achieved a
level of awareness that may allow her to be even more
effective in strategy use, Schon says a teacher who is
conscious of her actions is “reflecting in action” and is
able to evaluate the effectiveness of the strategies she
is using in the learning situation.

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An early childhood teacher who wishes to
provide an inclusive learning environment for
all children must be willing to move beyond
the automatic use of strategies toward
thoughtful, deliberate, and planned
implementation.

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Explicit Teaching Strategies
are deliberate, planned support
strategies to facilitate a child’s understanding,
learning processes, or skill acquisition. Using
explicit teaching can create an apprenticeship
relationship between the teacher and the
child.
For example, a teacher may
demonstrate a cognitive strategy for
solving a mathematical problem. As
the child learns the strategy, less
support is provided by the teacher.

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Prompts
Prompts and cues are among the
commonly used types of explicit strategies
routinely used in inclusive classroom.
Teachers use prompts to help the child
respond accordingly, which promotes a
child’s learning. Prompts and cues offer the
learner additional information or turn the
child’s attention toward relevant features of
a task.

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The following are usual types of prompts and
cues that offer varying levels of support to the child:
*Cue: a command or direction that helps a
child know that a response is necessary.
*Physical or manual prompts: the providing of
physical assistance to cue a child to respond,
accordingly. This type of prompt is also called
hand-over-hand prompting.
*Verbal prompts: the use of words or voice
inflections to help a child gain information
*Visual prompts: the use of pictures, words. or
graphics to convey information or help a child
learn concepts
*Gestural prompts: the use of nonverbal signs
or gestures to convey information and invite
responses
*Modeling: the demonstrating of the desired
performance or set of behaviors.

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Graphic Information and
organizers.
Providing visual information and
organizing curriculum content with
graphic advance organizers is beneficial
for children who are English language
Learners (ELS). Advance organizers help
these children access their prior
knowledge and make links to the newly
introduced content knowledge.

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Corrective Feedback
Providing a child with a specific
information regarding his/her
performance on task can help the child
improve subsequent attempts. Offering
feedback to correct a child’s mistakes is
best when information is specific and
offered immediately following
performance of the task.

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Individualize Reinforcement
Certain children may require
reinforcement to encourage their
participation in learning activities. For
example children with developmental
delays may need systematic
reinforcement of their participation.

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Common Misconceptions
It is important to distinguish between
explicit strategies and other teaching
practices based upon behaviorist
tenets. Explicit strategies refer to a
variety of teacher-mediated
techniques that may be used to
provide systematic instruction to
children when individually
appropriate.

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EMBEDDING EXPLICIT
STRATEGIES
Explicit teaching strategies can be used
before authentic learning opportunities
as advance organizers, during a
learning activity to guide responses,
and after experience to provide
feedback and reinforcement.

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Intensifying child-focused support.
To achieve individually appropriate
practices, teachers may use explicit
strategies, singly or in combination, with
natural activities and routines that occur.
Experts in early intervention recommend
child-focused interventions as international
actions to intensify intervention and help
some children gain greater benefits from
natural contexts, such as homes, child-
care centers, and inclusive classrooms.

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Embedding Social and
Communication Strategies.
Children learn social interaction skills during
infancy and early childhood through
opportunities in various contexts. They gain
in social skills through feedback from family
and others they encounter within their school
and community.

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Research has revealed that teachers
may observe children who:
• usually play alone
•Wander and avoid participation
•Tend to be aggressive-hitting, kicking,
biting, or verbally abusive.
•Lack friends

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Embedding reading and Literacy
Strategies.
Explicitly teaching instructional strategies and
routines has been reported successful in
helping children with learning disabilities
improve their performance in reading and
literacy. Teachers model specific strategies
for planning and conducting tasks and
provide guidance until students can perform
the routines independently.

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THE SIGNIFICANCE OF EXPLICIT
TEACHING STRATEGIES
Certain children may require more overt
and intensive intervention to promote
their learning. Naturalistic teaching
strategies may not provide sufficient
support for children with severe
disabilities.

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Implication for Collaboration
Use of embedded explicit strategies has
implications for collaboration among
professional and family members.
Collaborative team planning and
involvement of families is important to
maximize the positive effects of
embedded teaching.

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TEACHING COGNITIVE LEARNING
STRATEGIES
This category of explicit teaching strategies
encompasses techniques and practices teachers
use to facilitate each child’s learning and promote
the development of a child’s own strategies for
learning. Some refer to this category as strategies
instruction or cognitive interventions (Owen &
Fuchs, 2002).
Children with typical development naturally
become strategic learners, gaining knowledge and
skills from their experiences and interactions with
others in their social and physical environment.

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Defining Cognitive learning strategies
From birth, children embark on a lifelong
mission to learn how to learn. As infants,
children are immersed in a barrage of
sensory information. There are sources of
visual stimulation, such as colors, shapes
and images, moving across their field of
vision. Children hear a cacophony of sounds
produced by objects, animals and people in
their environment. They feel different
temperatures and textures.

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Mediated Problem Solving
Vygotskian theory explains that
children first learn their metacognitive
and problem-solving skills in social
interactions with others (Vygotsky,
1978). Children benefit from teachers
and parents who are good mediators
of their experiences.

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Strategies that have found effective
are:
•Simple
•Explicit
•Concrete examples
•Developmentally appropriate
Peer Mediated

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Modeling Cognitive learning Strategies
Children benefit when teachers model
strategies to enhance thinking and
processing information. Teachers can act
as coaches, showing how, helping the
child attempt the strategy, and evaluating
the results. It is important to provide
children with effective feedback to keep
them motivated to complete the task.

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Supporting child acquisition and Use
of Strategies
A lifelong process of becoming successful
learner begins at birth. The early childhood
years is an extremely important time in brain
development. Moreover, children are
acquiring strategies for learning through
their experiences with physical environment
and social interactions within their learning
environment.

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Helping Child Activate Prior
Knowledge
Another objective teachers aim to
accomplish is to activate the prior
knowledge of the learner. Children can
more easily grasp new information if they
can establish a link between the new
information and what is already known.
Teachers are instrumental in helping
children remember their experiences and
knowledge that relate to the new facts
and concepts.

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Help child Identify and Use
Strategies
In inclusive classrooms, the distinction
between teaching strategies and
learning strategies is blurred. Teachers
realize that the goal is to help children
acquire and effectively use a variety of
strategies to learn. Children naturally
develop strategies for learning;
however, some children are more
efficient at acquiring learning strategies
than others.

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KEY LEARNING STRATEGIES
•Increase children’s motivation for learning.
•Involve children in active learning.
•Help children become aware of salient
sensory cues.
•Encourage children to hypothesize and
make predictions.
•Ask different types of questions, especially
open-ended questions.
•Stimulate children to find alternatives and
creative solutions.

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•Offer opportunities to recognize and solve
problems.
•Promote collaborative thinking and problem
solving.
•Model use of learning strategies and problem
solving.
•Help children recognize their emerging
strategies for learning.
•Provide activities to develop memory
strategies.
•Activate children’s prior knowledge.
•Think aloud and foster children’s
metacognitive awareness.

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•Provide time, space, and props to
support cognitive play.
•Foster increased attention to tasks and
sustained on-task behavior.

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Teachers plan their
facilitation strategies by
thinking about:
•Ways to present problems
•Types of question to ask
•Ways to promote i8nteractions with
peers and teachers

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Encourage Engagement
The amount of time children spend exploring
physical and social aspects of their
environment is referred to as engagement.
Children vary in their adeptness in gaining
meaningful information and learning from
these interactions (McWilliam & Bailey, 1992).
Engagement is considered fundamental to
learning and skill development, is a good
predictor of child’s achievement , and is
purported to serve as one indicator of the
worth a child’s program.

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Improve quality of engagement
An important part of the teacher’s role is to
make decisions about the degree and quality of the
child’s engagement in task. Engagement is the degree
to which the child is persistent and maintains attention
on the task or activity. Strategies that help a child
remain focused and attentive to the task may improve
engagement and increase the potential for the child to
learn in the situation. Therefore, teachers in inclusive
classrooms need to be prepared to use strategies
designed to assist children in developing patterns of
high quality engagement in a variety of task and
interactions.

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TECNOLOGY-BASED STRATEGIES
KEY PRACTICE TECHNOLOGY
•Equalizes playing field for some children
•Fosters collaboration
•Promotes problem solving
•Permits saving work to re-examine later
•Offers flexibility and wealth of options

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Significance of Technological Strategies for
Inclusion
A major emphasis of the Goals 2000 Initiative was to
promote children’s acquisition of computer skills (Goals
2000: Educate America Act, P.L. 103-227, 1994).
Subsequently, instructional strategies and practices
involving the use of technological equipment and
software represent an emerging area of teaching. The
rapidly accumulating research base has indicated that
these tools can positively facilitate children’s learning
and social skills.

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Computers and young childrenComputers and young children
Acceptance of computers for young children in early childhood
education settings was not immediate. Initially, early childhood teachers
and professionals were wary, and professional organizations voiced
their concerns. It was feared that computers would isolate children from
interactions with their peers. Further, teachers were cautioned that
computers were poor substitutes for a child’s interaction with authentic ,
concrete materials in the physical environment. Professional
organizations were also prudent in their recommendations, and urged
teachers to be judicious in the use of computers for small children until
sufficient research was conducted to elucidate possible benefits or
disadvantages of computers and technology in early childhood
classrooms.

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Social emotional advantages
emerge
Accumulating research studies have
substantiated numerous positive
contributions of technological strategies to
acquisition of social interaction skills. Rather
than socially isolating children, research has
shown that computers serve as social
catalysts attracting children to cooperate, talk
and create together.

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Benefits for Learning
The opportunities to advance various
learning skills abound with technological
tools. Different kinds of software will foster
opportunities to practice and learn an array of
skills across the curriculum. Computer
activities offered in conjunction with a full
range of hands-on, developmentally
appropriate learning activities create many
learning options.

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Legal provisions for assistive
technology
For children with disabilities, technological strategies
can be crucial to their success in learning. The
critical need for some children to access to assistive
technology was underscored in provisions of the
Individuals with disabilities Education act (IDEA, P.L.
101-476). The mandate requires schools to provide
any technological devices a child needs to achieve
success in the learning environment and to have the
technological devices available across all contexts of
the school setting (Parette, Hourcade, &
VanBiervliet, 1993)

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Assistive technology can permit some children to circumvent their
weaknesses and use their inherent strengths to propel their learning
(Winter, 1997; Winter, Bell, & Dempsy, 1994). Using adaptations or
assistive technological devices when warranted, children with disabilities
can also be highly successful with computers as tools to stimulate and
support their learning (Clements & Samara, 2002). Cases of children
with special needs demonstrating unexpected capabilities through
computer use have been reported. In 1998, The Assistive Technology
Act (P.L. 105-394, S. 2432) was passed, which made it clear that is the
right of eligible children to have access to technology.

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KEY TECHNOLOGY STRATEGIES
•Provide carefully selected assistive
technology to support learning of children who
are likely to benefit.
•Integrate technology across the curriculum
•Combine technological activities with
manipulative activities.
•Promote cooperative use of computers
•Use technology to create more relevant,
meaningful learning opportunities.
•Select a variety of software types for different
instructional purposes.

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Planning the Use of Assistive Technology
Assistive technology also called adaptive
technology, can help children with certain disabilities
access to content of the curriculum (Broderick et al.,
2005). It is designated as an instructional accommodation
in the child’s Individualized Education Program (IEP).

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KEY TECHNOLOGY STRATEGIES
•Provide carefully selected assistive technology, to support
learning of children who are likely to benefit.
•Integrate technology across the curriculum.
•Combine technological activities with manipulative activities.
•Promote cooperative use of computers.
•Use technology to crate more relevant, meaningful learning
opportunities.
•Select a variety of software types for different instructional
purposes.
•Choose software that allows latitude and flexibility to
accommodate a full range of learners.
•Use technology to stimulate thinking, learning, and problem-
solving processes.
•Monitor, interact, and scaffold children’s technological
activities.

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Collaborative Planning for Technology IntegrationCollaborative Planning for Technology Integration
Technology advances at a fast pace, making it
difficult for educators to stay current on the latest trends.
Developing communities of practice o help teachers
acquire knowledge and gain competence in using
technology is a concept that has proven highly successful.
The U.S. Department of Education’s Office of Special
Education funded a five-year model professional
development program to promote the integration of
technology. Supporting Teacher to Achieve Results by
Integrating Technology into the Curriculum (STAR Tech)
was designed to provide technical assistance to teachers,
help them acquire knowledge, and develop leadership in
classroom technology use.

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