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Teachers' Use of Embedded Instruction in Inclusive Preschool Classrooms

dc.authorid Parlak Rakap, Asiye/0000-0001-8315-8628
dc.authorwosid Parlak Rakap, Asiye/Aab-7854-2022
dc.authorwosid Rakap, Salih/Aah-7319-2019
dc.contributor.author Rakap, S.
dc.contributor.author Kalkan, S.
dc.contributor.author Parlak-Rakap, A.
dc.date.accessioned 2025-05-10T17:45:54Z
dc.date.available 2025-05-10T17:45:54Z
dc.date.issued 2017
dc.department T.C. Van Yüzüncü Yıl Üniversitesi en_US
dc.department-temp [Rakap, S.; Kalkan, S.] Ondokuz Mayis Univ, Samsun, Turkey; [Parlak-Rakap, A.] Yuzuncu Yil Univ, Van, Turkey en_US
dc.description Parlak Rakap, Asiye/0000-0001-8315-8628 en_US
dc.description.abstract Embedded instruction (EI), "a naturalistic instructional approach designed to promote child engagement and learning by identifying times when instructional procedures to teach a child's priority learning targets are implemented in the context of ongoing activities, routines and transitions of inclusive preschool classrooms (Snyder vd., 2007, 2013)," is a recommended practice in the field of early childhood special education (DEC, 2014). Although teacher candidates have reported learning about EI and other EBPs during their pre-service training, several studies reported that teachers implement these practices infrequently and with limited fidelity when they begin to work with young children with disabilities in inclusive classroom settings (Coogle et., 2015; Kretlow & Bartholomew, 2010; Noh et al., 2009; Pretti-Frontczak & Bricker, 2001; Rakap & Balikci, 2016). The purpose of this study was to investigate preschool and special education teachers' use of embedded instruction practices within ongoing activities of preschool and special education classrooms. This study addressed the following research questions: (a) How often do preschool and special education teachers embed instruction in relation to children's learning targets into ongoing classroom activities, routines, or transitions? (b) Are there differences among preschool teachers who work in inclusive preschool classrooms, who work in special education preschool classrooms, or special education teachers who work in special education classrooms with respect to their implementation of embedded instruction? This descriptive study was conducted in 12 classrooms located in three independent preschools in Turkey. A total of 8 preschool teachers (4 working in inclusive classrooms and 4 in special education classrooms) and 4 special education teachers working in special education classrooms participated in the study. In addition, 12 children with disabilities were consented to participate in the present study. Preschool programs operated five days per week, six hours per day. The classroom schedule included arrival, free play/table toys, breakfast, circle, outside play/free play, toileting, snack, free play, clean up, and departure activities.12 20-min observations were conducted in each teacher's classroom, totaling up to 240 min observation in each classroom and 2880 min observation in all classrooms. To embedded instruction, each teacher selected four learning targets (one learning target from each of the following domains: pre-academic/cognitive, social-emotional, motor, language) for the participating child from their classrooms. Teachers were instructed to teach these target skills as they would normally teach. Preliminary analysis of the data showed that teachers across different settings implemented embedded instruction infrequently. The mean number of learning trials implemented was 2.5 for preschool teachers working in inclusive settings, 4.2 for preschool teachers working in special education, and 5.7 for special education teachers working in special education classrooms. Moreover, across different settings, teachers embedded instruction more often for preacademic/cognitive skills than skills from other domains. Skills from social-emotional domain were the least targeted for instruction. Teachers embedded instruction more often during free play activities. Implications of the findings for future research and practice will be discussed. en_US
dc.description.woscitationindex Conference Proceedings Citation Index - Science - Conference Proceedings Citation Index - Social Science &amp- Humanities
dc.identifier.endpage 4488 en_US
dc.identifier.isbn 9788469737774
dc.identifier.issn 2340-1117
dc.identifier.scopusquality N/A
dc.identifier.startpage 4488 en_US
dc.identifier.uri https://hdl.handle.net/20.500.14720/16499
dc.identifier.wos WOS:000491356004092
dc.identifier.wosquality N/A
dc.language.iso en en_US
dc.publisher Iated-int Assoc Technology Education & development en_US
dc.relation.ispartof 9th International Conference on Education and New Learning Technologies (EDULEARN) -- JUL 03-05, 2017 -- Barcelona, SPAIN en_US
dc.relation.ispartofseries EDULEARN Proceedings
dc.relation.publicationcategory Konferans Öğesi - Uluslararası - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/closedAccess en_US
dc.subject Inclusion en_US
dc.subject Embedded Instruction en_US
dc.subject Preschool en_US
dc.subject Children With Disabilities en_US
dc.title Teachers' Use of Embedded Instruction in Inclusive Preschool Classrooms en_US
dc.type Conference Object en_US

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