An Analysis of the Core Cognitive Curriculum in Early Intervention Programs

This study investigates the existence of an identifiable core cognitive curriculum operative in early intervention programs—its substance and its suitability for preschoolers with developmental disabilities. As an initial approach, the authors present preliminary data on three specific questions: Have early intervention programs adopted a common set of developmental inventories for assessing children? Do the frequently used inventories share a common set of items? Are the common items adopted as Individual Educational Program (IEP) objectives? By polling members of the Division of Early Childhood (DEC), Council for Exceptional Children for their preferred assessment instruments, then listing the common items from their top choices, and, finally, comparing the listed items with written IEP objectives, the authors identified elements of a core curriculum in current use by many early intervention programs. Within the cognitive domain, it was found that at least one out of five items common to the developmental inventories—shapes, colors, quantities, sizes, and puzzles (includes formboards)—were listed as objectives on 75% of the IEPs collected from programs located in the same states as DEC respondents. The appropriateness of these "preacademic" instructional targets in the context of developmental "readiness" is questioned.     

Repetition in Early Intervention Programs

This article is directed to two issues: the extent to which children in early intervention programs are experiencing repetition in their curriculum from one year to the next (as manifested by reiteration of Individual Educational Program [IEP] objectives), and whether repetition results, at least in part, from establishing initial objectives that are too difficult for the children. The authors reviewed objectives from two sequential IEPs on 36 children from 15 programs in 10 states across the country, Although the data were too "messy" for a complete classification of objectives, careful inspection revealed a great deal of repetition and near-repetition in consecutive IEPs that were separated, on the average, by approximately one year. By matching objectives, where possible, to the expected age of mastery as indicated on a standardized instrument, and to the child's functional age, the authors found a clear tendency for children's objectives to be beyond their developmental level. It is concluded that although slow children will of course learn slowly, the data of this study, confirmed by research in child development, suggest that some of the reiteration in early intervention may be the result of excessive demands rather than the "need for repetition" intrinsic to those with mental retardation.     

Repetition in Early Intervention Programs

This article is directed to two issues: the extent to which children in early intervention programs are experiencing repetition in their curriculum from one year to the next (as manifested by reiteration of Individual Educational Program [IEP] objectives), and whether repetition results, at least in part, from establishing initial objectives that are too difficult for the children. The authors reviewed objectives from two sequential IEPs on 36 children from 15 programs in 10 states across the country, Although the data were too "messy" for a complete classification of objectives, careful inspection revealed a great deal of repetition and near-repetition in consecutive IEPs that were separated, on the average, by approximately one year. By matching objectives, where possible, to the expected age of mastery as indicated on a standardized instrument, and to the child's functional age, the authors found a clear tendency for children's objectives to be beyond their developmental level. It is concluded that although slow children will of course learn slowly, the data of this study, confirmed by research in child development, suggest that some of the reiteration in early intervention may be the result of excessive demands rather than the "need for repetition" intrinsic to those with mental retardation.     

Learning Language in Early Intervention Programs

Investigators of early language development have noted that teachers tend to select specific language objectives and teach them didactically, whereas parents are more likely to adopt open-ended objectives and teach them opportunistically. The authors have called the former approach directive, because of its reliance on teacher-controlled precision teaching, and the latter nondirective, because of its reliance on child-centered supportive techniques. This article explores the relative emphasis given these two approaches in early intervention by examining language objectives on Individual Educational Programs (IEPs) drawn from 20 programs in 10 states. It also analyzes the directive versus nondirective nature of language items on eight major developmental inventories that are used both to assess children's language and as the source of language objectives. The primary finding—a preponderant directive orientation on both IEPs and inventories—is discussed in terms of the literature on language development in normal and handicapped preschoolers.     

Learning Language in Early Intervention Programs

Investigators of early language development have noted that teachers tend to select specific language objectives and teach them didactically, whereas parents are more likely to adopt open-ended objectives and teach them opportunistically. The authors have called the former approach directive, because of its reliance on teacher-controlled precision teaching, and the latter nondirective, because of its reliance on child-centered supportive techniques. This article explores the relative emphasis given these two approaches in early intervention by examining language objectives on Individual Educational Programs (IEPs) drawn from 20 programs in 10 states. It also analyzes the directive versus nondirective nature of language items on eight major developmental inventories that are used both to assess children's language and as the source of language objectives. The primary finding—a preponderant directive orientation on both IEPs and inventories—is discussed in terms of the literature on language development in normal and handicapped preschoolers.     

Establishing the Integrity of the Independent Variable in Early Intervention Programs

With the implementation of P.L. 99-457, early intervention programs are becoming more widespread; they are also being pressed to become more accountable. Persons evaluating early intervention programs have typically adopted outcome-oriented approaches focusing exclusively on measuring the dependent program variable (i.e., changes in student measures). This article highlights some of the problems inherent in these traditional approaches to program evaluation. A number of recommendations are offered for assessing the independent variable with the same methodological rigor that is typically reserved for measuring student outcomes in program evaluation studies. The implications of this shift in methodological approach are discussed in terms of improving the ability to replicate successful programs, design new ones with increased efficiency, and provide long-lasting support for early intervention.     

Establishing the Integrity of the Independent Variable in Early Intervention Programs

With the implementation of P.L. 99–457, early intervention programs are becoming more widespread; they are also being pressed to become more accountable. Persons evaluating early intervention programs have typically adopted outcome-oriented approaches focusing exclusively on measuring the dependent program variable (i.e., changes in student measures). This article highlights some of the problems inherent in these traditional approaches to program evaluation. A number of recommendations are offered for assessing the independent variable with the same methodological rigor that is typically reserved for measuring student outcomes in program evaluation studies. The implications of this shift in methodological approach are discussed in terms of improving the ability to replicate successful programs, design new ones with increased efficiency, and provide long-lasting support for early intervention.     

Early Intervention Programs in Korea for Children with Disabilities

A national survey of 53 early childhood special education teachers in Korea was conducted to investigate their knowledge and perceptions regarding various aspects of kindergarten and preschool programs for children with disabilities. Results from the study indicated that (a) children in the age range of 3 to 7 years were the group most frequently served by early childhood special education in Korea, (b) teachers reported infrequent assessment and scarcity of curriculum resources, (c) most teachers reported using a self- or school-developed curriculum, and (d) confusion exists regarding the concept and use of the Individualised Education Program (IEP). Because of a somewhat lower than expected teacher response rate further study is needed to determine if the results of this study are representative of programs nationally. Also, evaluative steps should be taken to ensure that curricula are appropriate for the various ages and types of learners. Likewise, research is needed to identify those factors that facilitate inclusion of children with disabilities in their schools and communities with peers as early childhood special education programs expand.     

Culturally Responsive Early Intervention Programs: issues in India

The influence of economic factors on socio‐cultural aspects in traditional, industrial, and “transitional” societies is explored through an examination of the socio‐economic structure and organisation in these societies. Transitional societies are defined as those that are moving from a traditional nature to an industrial one. India is used as an example of a transitional society. Links between the socio‐economic contexts of the three societies, their child rearing goals and practices, and features of early intervention programs are established. Key aspects of effective intervention identified in the United States are analysed with respect to their appropriateness for Indian society. It is proposed that the diverse child rearing goals and practices of the Indian culture are not compatible with Western conceptualisations of effective early intervention. In conclusion, issues and questions for research that would lay the foundations for developing culturally responsive early intervention programs in transitional societies are identified.     

教师参与课程改革:核心概念解读

课程意识、课程观、课程角色、课程素养与课程权力是教师参与课程改革的五大核心概念.本文通过对上述五大核心概念的解读,为教师参与课程改革研究提供一种较为全面的分析框架.     

Using Research to Improve the Cost Effectiveness of Early Intervention Programs

Since the implementation of Public Law 99457, the number of children served by early intervention programs has increased substantially. This article describes the d e s of advocacy and science in contributing to that expansion. A biosocial systems model of early development is used to explain how comparative experimental research can help to improve the cost effectiveness of early intervention programs. Examples of the benefits of such research are taken from the other articles reported in this issue of Early Education and Development.     

Using Research to Improve the Cost Effectiveness of Early Intervention Programs

Since the implementation of Public Law 99457, the number of children served by early intervention programs has increased substantially. This article describes the d e s of advocacy and science in contributing to that expansion. A biosocial systems model of early development is used to explain how comparative experimental research can help to improve the cost effectiveness of early intervention programs. Examples of the benefits of such research are taken from the other articles reported in this issue of Early Education and Development.     

解析模仿策略在自闭症早期干预中的应用

模仿是一个人从周围环境中进行学习的重要技能.认知发展的研究认为,模仿技能缺陷是自闭症谱系的主要特征之一,这对发展自闭症儿童早期干预方法有着重大的影响.文章系统检索了Medline/PubMed和EBSCOhost数据库,主要分析了其中十篇采用模仿策略对自闭症儿童进行干预的研究报告,分别从研究方法、理论基础、干预内容、示范方式等方面探讨了模仿策略在自闭症早期干预中的应用价值及存在的问题,并对未来的实践工作提出了建议.     

高师院校英语专业人才培养目标和培养规格研究

运用问卷调查和数理统计等方法对地方高师院校英语专业人才目标和培养规格进行了系统研究。研究发现：地方高师院校英语人才培养目标定位不够明确,培养规格缺乏细化标准。建议地方高师院校根据学校情况界定细化具体的培养目标,制定英语专业培养规格内容应从教师、学生和用人单位三方面来体现英语学科特点,要提出相对具体、有特色的特殊的要求以体现学校特点。     

Learning in Early Intervention Programs: The Generalization and Maintenance of IEP Objectives

This study investigates the maintenance and generalization of preacademic objectives in children with mental retardation from early intervention programs. All the subjects (25) had mastered, according to their Individual Education Programs (IEPs), at least one task in the areas of color, shape, number, or big/little . They, along with children in three comparison groups, were given a series of tasks that included the same previously achieved IEP objectives (maintenance) and closely related tasks within the same domain (generalization). The findings indicated variability in maintenance and generalization for the children in early intervention, better for color and shape than for number and big/little. Success on generalization was below the usual standard indicating mastery (85%-100%). On the generalization tasks, children in early intervention performed similarly to older children with retardation who had lower standard scores (Peabody Picture Vocabulary Test-Revised) but roughly equivalent language ages. They performed less well than older children with retardation who had similar standard scores but higher language ages. They also performed less well than children without disabilities in regular preschool programs who were close in chronological age, but had higher standard scores and higher language ages. We conclude that performance on these tasks is closely tied to developmental age regardless of chronological age and "IQ" status. Findings are discussed in relationship to preacademic curriculum in early intervention programs.     

An Investigation of How Culture Shapes Curriculum in Early Care and Education Programs on a Native American Indian Reservation

This article investigates how culture shapes instruction in three early care and education programs on the Flathead Indian Reservation. Interviews with eight early childhood teachers as well as classroom observations were conducted. The investigation is framed by the following research question: How does the culture of the family and community shape curriculum? Data analysis suggested that ongoing communication with parents and community about teaching within a culturally relevant context, building a sense of belongingness and community through ritual, and respecting children, families, and community were essential to defining the Native American Indian culture within these early learning programs.     

新建地方本科院校专业核心课程体系建设解析

近10年以来,我国兴建了一批本科院校。这些新建本科院校在推进我国高等教育由精英化走向大众化的过程中起了重要的作用,已成为我国高等教育改革与发展的重要力量。摆在新建本科院校面前的主要任务是实现办学层次的实质性转型,全面提高教育教学质量。加强新建地方本科院校专业核心课程体系建设,探索培养应用型人才模式,是全面提高人才培养质量,提高专业核心竞争力,实现新建地方本科院校内涵式发展和可持续发展的基础。     

An Analysis of the Use of Teleconferencing to Support a Rural Early Intervention Program

One of the difficulties encountered in providing early intervention programs in rural localities is ensuring ongoing educational support. In a recent project weekly case conferences between a multidisciplinary resource team and local parents, teachers and volunteers were conducted viateleconferencing. Analysis of these teleconferences indicates that, as expected, information‐giving was a major function of the multidisciplinary team; somewhat surprising, however, was the high frequency with which teachers, parents and volunteers offered information and suggestions about the children and their programs. The paper also identifies and discusses additional functions of teleconferences in an early intervention project.