Promoting Inclusion Through Embedded Instruction: Enhancing Preschool Teachers' Implementation of Learning Opportunities for Children with Disabilities

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dc.authoridAYDIN, Burak/0000-0003-4462-1784
dc.authoridRakap, Salih/0000-0001-7853-3825
dc.authorscopusid35743835800
dc.authorscopusid57190607462
dc.authorscopusid56117513500
dc.authorscopusid58600778700
dc.authorwosidRakap, Salih/AAH-7319-2019
dc.authorwosidAYDIN, Burak/GRJ-9231-2022
dc.contributor.authorRakap, Salih
dc.contributor.authorBalıkcı, Şerife
dc.contributor.authorAydin, Burak
dc.contributor.authorKalkan, Sinan
dc.date.accessioned2024-08-25T18:36:48Z
dc.date.available2024-08-25T18:36:48Z
dc.date.issued2023
dc.departmentEge Üniversitesien_US
dc.description.abstractEmbedded instruction facilitates individualized support and promotes meaningful participation for all children, irrespective of their abilities or disabilities, by integrating learning opportunities into the natural, everyday activities of inclusive preschool settings. This study aimed to investigate the impact of a coaching intervention on the fidelity of preschool teachers' implementation of embedded learning opportunities (ELOs) and child learning outcomes, using a multiple baseline across participants design. Four preschool teachers and four children with disabilities participated in the study. Findings showed that teachers' correct implementation of ELOs increased slightly after the introduction of the workshop training, but criterion level of performance was only achieved after practice-based coaching support. All four teachers sustained high levels of correct implementation during maintenance sessions conducted intermittently after the coaching intervention. As the accuracy of preschool teachers' implementation of ELOs increased, the percentage of children's correct responses regarding target behaviors also increased. The social validity data indicated that preschool teachers found embedded instruction practices and the coaching intervention effective, beneficial, and suitable. Overall, the study provides evidence supporting coaching as an effective professional development strategy for improving the implementation of ELOs and enhancing child learning outcomes in inclusive preschool classrooms. The study underscores the importance of ongoing coaching support to ensure sustained use of ELOs among preschool teachers, thereby facilitating the development and learning of preschool children with developmental disabilities in inclusive settings.en_US
dc.identifier.doi10.1007/s10882-023-09932-6
dc.identifier.issn1056-263X
dc.identifier.issn1573-3580
dc.identifier.scopus2-s2.0-85170360089en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.1007/s10882-023-09932-6
dc.identifier.urihttps://hdl.handle.net/11454/100754
dc.identifier.wosWOS:001063380200001en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringer/Plenum Publishersen_US
dc.relation.ispartofJournal of Developmental and Physical Disabilitiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmz20240825_Gen_US
dc.subjectInclusionen_US
dc.subjectPreschoolen_US
dc.subjectCoaching interventionen_US
dc.subjectEmbedded learning opportunities (ELOs)en_US
dc.subjectChild learning outcomesen_US
dc.subjectProfessional development (PD)en_US
dc.subjectChildhood Special-Educationen_US
dc.subjectFeedbacken_US
dc.titlePromoting Inclusion Through Embedded Instruction: Enhancing Preschool Teachers' Implementation of Learning Opportunities for Children with Disabilitiesen_US
dc.typeArticleen_US

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