Project Activities
Researchers will implement several iterative cycles to design, field test, and revise Children's School Success. Curriculum modifications will incorporate the principles of UDL and provide specific strategies for individualizing instruction, linking the curriculum to early learning standards, and conducting progress monitoring. Pilot studies will be conducted to evaluate the feasibility of implementing the enhanced curriculum in authentic early education settings and assess the potential for improving child outcomes.
Structured Abstract
Setting
The research will take place in Kansas, Maryland, and West Virginia.
Sample
Approximately 48 preschoolers and 12 teachers will participate in this study. These children will have an Individualized Education Program (IEP) or be most at risk for disabilities based on their ABILITIES index rating and teacher nomination.
Children's School Success is a comprehensive preschool curriculum that addresses literacy, math, science, and social competence. The curriculum is a year-long program that includes large and small group instruction and combines academic and social skills activities from other evidenced-based curricula. Three key principles of UDL will be infused into each activity or lesson in the Children's School Success curriculum: multiple means of representation, multiple means of engagement, and multiple means of expression. These principles will ensure that the curriculum will be provided in multiple formats to address a range of ability levels, needs, and interests, and to allow children to demonstrate what they know. Supporting materials will be added to the teacher manual and training materials to define UDL and describe the importance of UDL features and how they can be implemented within each activity. The Buildings Blocks for Teaching Preschoolers with Special Needs approach will also be incorporated into each lesson of the Children's School Success curriculum. This approach provides strategies that promote individualization of instruction and inclusion through curriculum modifications, embedded learning opportunities, and child-focused instructional strategies.
Research design and methods
An iterative development process will be used to develop, refine, and field test the intervention. During year 1, the intervention and accompanying professional development materials will be developed based on feedback from practitioners and other experts. In year 2, researchers will conduct a feasibility study to evaluate program implementation and acceptability. During year 3, a pretest-posttest pilot study will be conducted in twelve classrooms to determine the promise of the program for improving children's academic and social skills.
Control condition
There is no comparison condition.
Key measures
Information about program implementation and acceptability will be collected through focus groups, teacher logs, interviews, surveys, and observations of teachers. In addition, the researchers will collect data on student literacy, math, and social skills through the Peabody Picture Vocabulary Test-III; Woodcock-Johnston Tests of Achievement-III Applied Problems, Letter-Word Identification, Quantitative Concepts, and Letter naming subtests; and the Wally Test of Social Problem Solving.
Data analytic strategy
Qualitative data (logs and observations) will be coded and analyzed to evaluate fidelity of implementation. Multilevel analyses will be used to determine whether students with or most at risk for disabilities make significant gains in social and academic skills after exposure to Children's School Success Plus.
People and institutions involved
IES program contact(s)
Products and publications
Products: The products of this project will be a fully operational curriculum called Children's School Success Plus as well as published reports describing its promise for improving outcomes.
Book chapter
Butera, G., Horn, E., Palmer, S., and Lieber, J. (2016). Understanding Science, Technology, Engineering, Arts, and Mathematics (STEAM): in Early Childhood Special Education. Handbook of Early Childhood Special Education (pp. 143-161). Springer. doi:10.1007/978-3-319-28492-7_9
Horn, E., Kang, J., Classen, A., Butera, G., Palmer, S., Lieber, J., Friesen, A., and Mihai, A. (2016). Role of Universal Design for Learning and Differentiation in Inclusive Preschools. DEC Recommended Practices: Environment Practices (pp. 51-66). DEC Recommended Practices Monograph Series No. 2. Retrieved from https://www.researchgate.net/publication/306034553_
Role_of_universal_design_for_learning_and_differentiation_in_inclusive_preschools.
Journal article, monograph, or newsletter
Butera, G., Friesen, A., Palmer, S., Lieber, J., Horn, E., Hanson, M., and Czaja, C. (2014). Integrating Mathematics Problem Solving and Critical Thinking Into the Curriculum. Young Children, 69(1): 70-77. Full text
Butera, G., Friesen, A., Palmer, S., Lieber, J., Horn, E., Hanson, M., & Czaja, C. (2014). I can figure this out!: Integrating math problem solving and critical thinking in early education curriculum. Young Children, 69 (1), 22-29.
Friesen, A., Butera, G., Kang, J., Horn, E., Lieber, J., and Palmer, S. (2014). Collaboration and Consultation in Preschool to Promote Early Literacy for Children: Lessons Learned From the CSS Curriculum. Journal of Educational and Psychological Consultation, 24(2): 149-164. doi:10.1080/10474412.2014.903189
Horn, E., and Kang, J. (2012). Supporting Young Children With Multiple Disabilities: What do we Know and What do we Still Need to Learn?. Topics in Early Childhood Special Education, 31(4): 241-248. doi:10.1177/0271121411426487
Horn, E., Palmer, S., Butera, G. & Lieber, J. (in press). Six Steps to Inclusive Preschool Curriculum: A UDL-Based Framework for Children's School Success. Baltimore: MD: Brookes Publishing.
Mihai, A., Friesen, A., Butera, G., Horn, E., Lieber, J. & Palmer, S. (2014). Teaching phonological awareness to all children through storybook reading. Young Exceptional Children. Advance online publication.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
