Promoting Positive Learning Outcomes for Young Children in Inclusive Classrooms: A Preliminary Study of Children's Progress Toward Pre-Writing Standards.

We used a multiple baseline across students in preliminary study to investigate the effects of embedding learning opportunities on the acquisition of pre-writing skills in 3 preschool-aged children of varying abilities enrolled in inclusive preschool programs. Acquiring pre-writing skills is part of most states' pre-kindergarten standards and is considered an important early literacy skill. Instruction was distributed across the school day within developmentally appropriate activities. Results showed that 2 of the 3 children acquired their target skill, while the third made progress over baseline performance. As preschool teachers struggle to teach children with differing abilities and to promote progress toward statewide standards, creating embedded learning opportunities may offer an effective tactic. Implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]

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