Individualizing Instruction in Preschool Classrooms

Abstract

In 2003, 34% of young children with disabilities received special education services in community-based early childhood programs such as child care centers, Head Start classrooms, and nursery schools (U.S. Department of Education, 2005). These services are provided by early childhood special educators. However, these special education professionals usually spend just a few hours each week with the children. If early childhood inclusion is to be a successful educational approach, it is imperative that ALL early childhood teachers understand and are able to provide individualized instruction to young children with special needs. This article describes teaching techniques that preschool teachers can use to support the learning needs of all children with whom they work, including young children with disabilities and special needs. The term instruction refers to the methods used to teach a curriculum (Bredekamp & Rosegrant, 1992). In early childhood education, instruction encompasses many different types of learning experiences ranging from nondirective to directive (Wolery, 2005; Wolery & Wilbers, 1994). Just as children’s learning falls along a continuum from passive to active, so does the process of instruction. Instruction may be as basic as modeling how to put on a coat, or it can be as complex as helping children learn to read. The degree to which teacher direction or guidance is used depends on the objective of the experience and the children’s individual needs. Thus, for teaching to be instruction, it must be intentional. The result of appropriately individualized instruction is meaningful learning for all young children.