Creating Integrated Environments for Young Children with Special Needs

More and more frequently, infants and preschoolers with special needs are being included in classrooms with typically developing children. This article suggests ideas for teachers—practical ideas about how to cope with the challenge of inclusion, how to address the needs of the group as well as how to further the comfort and learning of each child in an integrated setting.     

Evaluation of infant/toddler intervention programs

The need for infant enrichment programs has been highlighted in the past decades. Research evidence has accumulated that infants who were raised in families that did not provide rich language and play experiences dropped drastically in IQ by three years of age compared to those raised in developmentally more stimulating environments (Golden, Birns, Bridger, & Moss, 1971). Also, increasing numbers of single and working parents have found quality substitute care for infants to be a rare commodity. Their concerns have lent urgency to efforts to evaluate the effects of infant care programs.     

Early Learning in CRESPAR

The goal of the Center for Research on the Education of Students Placed At Risk (CRESPAR) Early Learning program is to ensure that young children reach the 1st grade with the necessary skills and competencies to be effective learners. This goal has been accomplished by 2 integrated areas of research. One area of research focuses on the development of effective practices that promote the development of language and literacy skills in young children. A 2nd area of research examines the systemic issues regarding school policies and teachers' beliefs and expectations that affect classroom practices. Over the past 5 years, the CRESPAR Early Learning Program has been conducting research in these areas, which has added to our understanding of how children learn and what teachers think that they can learn.