Classroom-Based Interventions Evaluating the Past and Looking Toward the Future

• Published in: Topics in early childhood special education Vol. 20; no. 1; pp. 56 - 61
• Main Author: Hemmeter, Mary Louise
• Format: Journal Article
• Language: English
• Published: Thousand Oaks, CA Sage Publications 2000; SAGE PUBLICATIONS, INC
• Subjects: Classroom Design; Classroom Techniques; Delivery Systems; Disabilities; Diversity (Student); Early Childhood Education; Early Intervention; Educational Strategies; Evaluation; Historical perspectives; Inclusion; Inclusive Schools; Individualized Education Programs; Individualized Family Service Plans; Individualized Instruction; Instructional Effectiveness; Preschool Children; Research Needs; Services; Special needs preschool children; Teaching Methods; Thinking Skills; USA; Young Children
• ISSN: 0271-1214; 1538-4845
• DOI: 10.1177/027112140002000110

The inclusion of children with disabilities in programs with their typically developing peers is one of many changes that has occurred in the field of early childhood special education over the last 20 years. Inclusion was initially viewed as a placement issue, but it has become clear that for inclusion to be successful, children should not just be placed in an inclusive setting but should be involved with their peers in ongoing classroom activities and routines. They also should have opportunities for learning new skills within the context of those activities and routines. For this to occur, we need instructional approaches that promote children's learning in the context of activities and routines with their peers. This article examines the research on classroom-based interventions as they relate to promoting inclusion, addresses related challenges facing our field, and suggests appropriate strategies.