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

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dc.authoridKalkan, Sinan / 0000-0001-6890-6421
dc.contributor.authorRakap, Salih
dc.contributor.authorBalıkçı, Şerife
dc.contributor.authorAydın, Burak
dc.contributor.authorKalkan, Sinan
dc.date.accessioned2025-01-27T20:20:30Z
dc.date.available2025-01-27T20:20:30Z
dc.date.issued2024
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
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.
dc.identifier.doi10.1007/s10882-023-09932-6
dc.identifier.endpage1018
dc.identifier.issn1056-263X
dc.identifier.issn1573-3580
dc.identifier.issue6
dc.identifier.scopus2-s2.0-85170360089
dc.identifier.scopusqualityQ2
dc.identifier.startpage995
dc.identifier.urihttps://doi.org/10.1007/s10882-023-09932-6
dc.identifier.urihttps://hdl.handle.net/20.500.12428/21729
dc.identifier.volume36
dc.identifier.wosWOS:001063380200001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer/Plenum Publishers
dc.relation.ispartofJournal of Developmental and Physical Disabilities
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.subjectInclusion
dc.subjectPreschool
dc.subjectCoaching intervention
dc.subjectEmbedded learning opportunities (ELOs)
dc.subjectChild learning outcomes
dc.subjectProfessional development (PD)
dc.titlePromoting Inclusion Through Embedded Instruction: Enhancing Preschool Teachers' Implementation of Learning Opportunities for Children with Disabilities
dc.typeArticle

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