Citation

Nordquist VM, Twardosz S. Educ. Treat. Child. 1990; 13(4): 274-287.

Copyright

(Copyright © 1990, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

The current trend in designing classroom programs for young children with handicaps is to provide a balance between activity-based instruction and free play experiences that encourage children to initiate, elaborate, and generalize learned skills. To achieve this goal, classrooms must be organized to promote engagement with the environment and prevent behavior problems. In this article the contributions of both the physical and programmatic features of early childhood special education classrooms are described, with special emphasis given to the importance of understanding how these features work together to promote engagement and prevent behavior problems. Suggestions are offered to help teachers discriminate problems that require environmental reorganization from problems that are better addressed by focusing on individual children.

Language: en