Blended Practices for Teaching Young

Children in Inclusive Settings

Second Edition

by Jennifer Grisham-Brown, Ed.D. Interdisciplinary Early Childhood Education Program University of Kentucky Lexington

and

Mary Louise Hemmeter, Ph.D.

Department of Special Education Vanderbilt University Nashville, Tennessee

with Kristie Pretti-Frontczak, Ph.D., and invited contributors

Contents

About the Authors ... vii
About the Contributors ... ix
Foreword Marilou Hyson and Pamela Winton ... xi
Acknowledgments ... xvii

I Setting the Stage for Blended Practices
1 Introduction to Blended Practices ... 3
Mary Louise Hemmeter and Jennifer Grisham-Brown

2 Curriculum Framework as a Model of Blended Practices ... 19
Jennifer Grisham-Brown and Mary Louise Hemmeter

3 Identifying Outcomes for Children in Blended Early
Childhood Classrooms ... 41
Jennifer Grisham-Brown, Kristie Pretti-Frontczak, and Mary Louise Hemmeter

4 Recommended Instructional Practices ... 63
Jennifer Grisham-Brown and Mary Louise Hemmeter

Appendix 4A Intentional Instruction Sequence
Planning Form ... 88

II Tiered Instruction
5 Universal Instructional Practices ... 93
Mary Louise Hemmeter and Jennifer Grisham-Brown

6 Focused Instructional Strategies ... 123
Kristie Pretti-Frontczak, Jennifer Grisham-Brown, and Mary Louise Hemmeter

7 Systematic Instructional Practices ... 145
Jennifer Grisham-Brown and Mary Louise Hemmeter

Appendix 7A Sample Intervention Plans ... 165

III Special Considerations in the Application of Blended Practices
8 The Team Process of Planning, Implementing, and Revising Instruction ... 173
Julie Harp Rutland, Sarah Hawkins-Lear, Jennifer Grisham-Brown, and Mary Louise Hemmeter

Appendix 8A Activity Matrix ... 198
Appendix 8B Family Data Collection Sheet ... 199

9 Blended Practices for Promoting Social-Emotional Development in Young Children ... 201
Kathleen Artman-Meeker, Elizabeth McLaren, Mary Louise Hemmeter, and Jennifer Grisham-Brown

10 Blended Practices for Promoting Literacy Skills ... 247
Ragan H. McLeod, Jill F. Grifenhagen, Anna H. Hall, Mary Louise Hemmeter, and Jennifer Grisham-Brown

11 Promoting the Language and Literacy Skills of Dual Language Learners ... 283
Lillian K. Durán, Jennifer Grisham-Brown, and Mary Louise Hemmeter

Appendix 11A Family Language Questionnaire ... 305
Appendix 11B Family Cultural Interview ... 307
Appendix 11C Dual Language Learner Resources ... 309

12 Blended Practices for Promoting Early Math Skills ... 311
Jessica K. Hardy, Sarah Hawkins-Lear, Mary Louise Hemmeter, and Jennifer Grisham-Brown

Appendix 12A Early Math Screening Instrument ... 338

Introduction to Blended Practices

Mary Louise Hemmeter and Jennifer Grisham-Brown

Setting the Stage for Blended Practices
Significant movement toward states providing prekindergarten (pre-K) programs for children who are at risk has occurred since the first edition of this book was published in 2005. Combined with federal legislation mandating services for young children with disabilities and other special needs, as well as continued funding for Head Start and Early Head Start, that meant that inclusive preschool programs were becoming more common throughout the country.

According to the National Institute for Early Education Research, 42 states and the District of Columbia provided public preschool during the 2014–2015 school year, with more than 1.4 million children attending state-funded preschool.

In 2014–2015, 15.9% of 3-year-olds and 41.3% of 4-year-olds served under the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 (PL 108-446) received special education and related services in inclusive early childhood settings.

Additional federal initiatives have significantly increased funding for ensuring the quality of early childhood programs. President Obama signed the American Recovery and Reinvestment Act of 2009 (PL 111-5) into law, which had significant investments specifically for early care and education, including allocating funds to IDEA. The goal was to support states to increase the number of children from low-income families or otherwise disadvantaged children who attend high-quality early childhood programs.

This book is designed to integrate knowledge about effective practices for teaching children with and without disabilities into a comprehensive approach that ensures that all children in inclusive settings meet high standards. It emphasizes the need for teachers to implement blended practices that support diverse learners effectively in early childhood settings.

DEFINITION OF KEY TERMS

• Blended practices: Refers to a unified approach for young children, integrating practices recommended for both general education and special education.
• Inclusive programs: Designed to address the needs of typically developing children and those at risk, including those with disabilities.
• Teacher: Refers to the adults working with young children, promoting positive development through individualized support.

GUIDING THEMES

The preparation of this book was guided by six general themes: inclusion, multitiered approaches to instruction, families, diversity, outcomes, and collaboration and teaming. These themes are fundamental tenets of the field regarding quality programs for young children and will be reflected throughout the text.