Understanding Curriculum Modifications and Embedded Learning Opportunities in the Context of Supporting All Children’s Success Purpose The primary purpose of this article is to provide a closer look at the individualization process whereby early childhood professionals ensure that the individualized learning priorities for each child are appropriately addressed. Method Early childhood professionals, including speech-language pathologists (SLPs), are working to meet the federal mandate ... Clinical Forum
Clinical Forum  |   October 01, 2009
Understanding Curriculum Modifications and Embedded Learning Opportunities in the Context of Supporting All Children’s Success
 
Author Affiliations & Notes
  • Eva Horn
    University of Kansas—Lawrence
  • Rashida Banerjee
    University of Northern Colorado—Greeley
  • Contact author: Eva Horn, University of Kansas, 1122 West Campus Drive, Lawrence, KS 66045. E-mail: evahorn@KU.edu.
Article Information
Development / School-Based Settings / Attention, Memory & Executive Functions / Clinical Forum
Clinical Forum   |   October 01, 2009
Understanding Curriculum Modifications and Embedded Learning Opportunities in the Context of Supporting All Children’s Success
Language, Speech, and Hearing Services in Schools, October 2009, Vol. 40, 406-415. doi:10.1044/0161-1461(2009/08-0026)
History: Received March 1, 2008 , Revised July 8, 2008 , Accepted October 23, 2008
 
Language, Speech, and Hearing Services in Schools, October 2009, Vol. 40, 406-415. doi:10.1044/0161-1461(2009/08-0026)
History: Received March 1, 2008; Revised July 8, 2008; Accepted October 23, 2008
Web of Science® Times Cited: 17

Purpose The primary purpose of this article is to provide a closer look at the individualization process whereby early childhood professionals ensure that the individualized learning priorities for each child are appropriately addressed.

Method Early childhood professionals, including speech-language pathologists (SLPs), are working to meet the federal mandate of access to and progress in the general curriculum for children with disabilities. A promising approach to achieving this mandate is a multitiered model of support that has as its foundation a high-quality, universally designed curriculum. Following a brief description of the components of this model, the discussion shifts to a focus on the individualization components. Children’s individualized needs for supports are provided through instructional individualization, including curriculum modifications and embedded learning opportunities.

Implications Implementation of a multitiered model of support has direct implications for the SLP working in preschool settings. The decision for when and what form the supports should take is determined through assessment and by linking desired child outcomes to curriculum content and the individualized child supports. In order to be an effective team member in this process, the SLP must understand the concepts and specific strategies that form the foundation for each tier.

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