Translating Developmental Findings into Teaching Strategies for Young Handicapped Children

Paula J. Beckman, Cordelia C. Robinson, Barbara Jackson, Steven A. Rosenberg

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

The growth of intervention programs for young handicapped children has generated concern about competencies critical for professionals who work with this group. Current theory and research place developmental importance on features of children's Interactions with the environment that include (1) responsivity to child cues, (2) appropriate language input, (3) active involvement with the environment, and (4) achievement of an “optimal match” between the child's level of functioning and task demands. This article reviews the theoretical and empirical bases for the importance of these elements and offers illustrations of their application to teaching.

Original languageEnglish (US)
Pages (from-to)45-52
Number of pages8
JournalJournal of Early Intervention
Volume10
Issue number1
DOIs
StatePublished - Jan 1986

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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