Response to intervention: implications for early childhood professionals.
PURPOSE: The purpose of this article is to discuss the importance of building strong early childhood communities of interdisciplinary practice in the application of a comprehensive curriculum framework. A curriculum framework is proposed as a means of applying and extending the principles of respons...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 40; no. 4; pp. 424 - 435 |
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| Autores principales: | , , , , |
| Formato: | review tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Oct2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105325360&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105325360 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Oct2009 vid: 40 iid: 4 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 105325360 2010438286 10.1044/0161-1461(2009/08-0027) NLM19801404 105325360 ppf: 424 ppct: 11 formats: fmt: @attributes: type: P tig: atl: Response to intervention: implications for early childhood professionals. aug: au: Jackson S Pretti-Frontczak K Harjusola-Webb S Grisham-Brown J Romani JM affil: Kent State University, Center for Excellence in Early Childhood Research and Training, 405 White Hall, Kent, OH 44242. sljackso@kent.edu sug: subj: Early Intervention Education, Special In Infancy and Childhood Speech-Language Pathology In Infancy and Childhood Children with Disabilities Child, Preschool Conceptual Framework Curriculum Educational Measurement Models, Educational Teaching Methods Child, Preschool: 2-5 years ab: PURPOSE: The purpose of this article is to discuss the importance of building strong early childhood communities of interdisciplinary practice in the application of a comprehensive curriculum framework. A curriculum framework is proposed as a means of applying and extending the principles of response to intervention (RtI) to early childhood education providers working with young children, including speech-language pathologists (SLPs). The article presents information regarding the elements of a curriculum framework and suggestions for practice. METHOD: Literature related to RtI was reviewed to identify common principles of practice. The resulting principles were then aligned to early childhood education recommended practices in order to illustrate the overlapping beliefs. Rationale and support for a curriculum framework as an early childhood education RtI model was then gathered to identify appropriate practices for working with young children who are served in a variety of early childhood settings. CONCLUSION: SLPs are important members of early educational teams, particularly when applying the principles of RtI using a curriculum framework. SLPs bring the expertise needed to ensure that children achieve critical outcomes. Implementation of the curriculum framework is made possible when everyone involved in supporting young children understands how to apply the elements of a curriculum framework. pubtype: Academic Journal doctype: review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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