Does the developmentally appropriate practice model work with young children with disabilities who are low responders or unable to access materials?
DAP’s emphasis on child-initiated interaction with the environment has been a concern to some professionals in ECSE. DAP guidelines usually describe classrooms that do not “push” children to learn specific skills (Carta et al., 1991). The reason that young children are eligible for ECSE programs is that they have a disability resulting in a problem or delay in their development. Some children with specific disabilities of a physical nature, for example, may have difficulty initiating an activity or may not have accessibility to an activity. ECSE programs are designed, therefore, to increase that child’s skills or to provide strategies to circumvent the disability so that the child can function as normally as possible across environments. This goal, therefore, necessitates that ECSE programs focus more directly on teaching specific skills, adapting activities, and providing support in order for low responders or children who are more challenged to participate in learning activities. Thi
Related Questions
- Does the developmentally appropriate practice model work with young children with disabilities who are low responders or unable to access materials?
- Does the developmentally appropriate practice model allow for the precise individual programming necessary to carry out IFSPs and IEPs?
- Are developmentally appropriate practices comprehensive enough to ad-dress the individual needs of young children with disabilities?
