Designing Inclusive Science Activities and Embedding Individualized Instruction

Bose S. Jacobs G. Anderson T. L. (2009). Science in the air. Young Children, 64(6), 10-15.

Chaillé C. Britain L. (2003). The young child as scientist: A constructivist approach to early childhood science education (3rd ed.). New York, NY: Longman.

Charlesworth R. Lind K. K. (2010). Math and science for young children (6th ed.). Belmont, CA: Wadsworth/Cengage Learning.

Collins B. C. (2012). Systematic instruction for students with moderate and severe disabilities. Baltimore, MD: Brookes.

Copple C. Bredekamp S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children.

Courtade G. R. Browder D. M. Spooner F. DiBiase W. (2010). Training teachings to use an inquiry-based task analysis to teach science to students with moderate and severe disabilities. Education and Training in Autism and Developmental Disabilities, 45, 378-399.

Cushing L. S. Clark N. M. Carter E. W. Kennedy C. H. (2005). Access to the general education curriculum for students with significant cognitive disabilities. Teaching Exceptional Children, 38(2), 6-13.

DeVries R. Sales C. (2011). Ramps & pathways: A constructivist approach to physics with young children. Washington DC: National Association for the Education of Young Children.

Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/recommendedpractices

Donegan-Ritter M. (2017). STEM for all children: Preschool teachers supporting engagement of children with special needs in physical science learning centers. Young Exceptional Children, 20(1), 3-15.

Dorsey E. Danner N. Laumann B. (2014). Adapting lesson plans for preschoolers: Addressing state early learning standards. In Pretti-Frontczak K. Grisham-Brown J. Sullivan L. (Eds.), Blending practices for all children (YEC Monograph No. 16, pp. 39-57). Los Angeles, CA: Division for Early Childhood.

Gelman R. Brenneman K. MacDonald G. Román M. (2010). Preschool pathways to science: Facilitating scientific ways of thinking, talking, doing, and understanding. Baltimore, MD: Brookes.

Greenfield D. B. (2015). Assessment in early childhood science education. In Trundle K. C. Saçkes M. (Eds.), Research in early childhood science education (pp. 353-380). New York, NY: Springer.

Greenfield D. B. Jirout J. Dominguez X. Greenberg A. Maier M. Fuccillo J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20, 238-264.

Grisham-Brown J. Hemmeter M. L. (1998). Writing IEP goals and objectives: Reflecting an activity-based approach to instruction for young children with disabilities. Young Exceptional Children, 1(3), 2-10.

Gronlund G. (2014). Make early learning standards come alive: Connecting your practice and curriculum to state guidelines (2nd. ed.). St. Paul, MN: Redleaf Press.

Helm J. H. Katz L. (2011). Young investigators: The project approach in the early years (2nd ed.). New York, NY: Teachers College Press.

Hong S. Diamond K. E. (2012). Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills. Early Childhood Research Quarterly, 27, 295-305.

Leung C. B. (2008). Preschoolers’ acquisition of scientific vocabulary through repeated read-aloud events, retellings, and hands-on science activities. Reading Psychology, 29, 165-193.

Macy M. G. Bricker D. D. (2006). Practical applications for using curriculum-based assessment to create embedded learning opportunities for young children. Young Exceptional Children, 9(4), 12-21.

Meyer L. E. Ostrosky M. M. (2016). Impact of an affective intervention on the friendships of kindergarteners with disabilities. Topics in Early Childhood Special Education, 35, 200-210.

National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.

Nayfield I. Brenneman K. Gelman R. (2011). Science in the classroom: Finding a balance between autonomous exploration and teacher-led instruction in preschool settings. Early Education and Development, 22, 970-988.

Office of Head Start. (2015). Head start early learning outcomes framework: Ages birth to five. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/hs/sr/approach/pdf/ohs-framework.pdf

Peterson S. M. French L . Supporting young children’s explanations through inquiry science in preschool. Early Childhood Research Quarterly, 23, 395-408.

Ramsey J. L. Fowler M. L. (2004). “What do you notice?” Using posters containing questions and general instructions to guide preschoolers’ science and mathematics learning. Early Child Development and Care, 174, 31-45.

Rock M. L. Gregg M. Ellis E. Gable R. A. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure: Alternative Education for Children and Youth, 52(2), 31-47.

Roehrig G. H. Dubosarsky M. Mason A. Carlson S. Murphy B. (2011). We look more, listen more, notice more: Impact of sustained professional development on head start teachers’ inquiry-based and culturally relevant science teaching practices. Journal of Science Education and Technology, 20, 566-578.

Sandall S. R. Schwartz I. S. Gauvreau A. (2016). Using modifications and accommodations to enhance learning of young children with disabilities: Little changes that yield big impacts. In Reichow B. R. Boyd B. Barton E. Odom S. (Eds.), Handbook of early childhood special education (pp. 349-361). New York, NY: Springer.

Stone-MacDonald A. K. Wendell K. B. Douglass A. Love M. L. Hyson M. (2015). Engaging young engineers: Teaching problem solving skills through STEM. Baltimore, MD: Brookes.

Tu T. (2006). Preschool science environment: What is available in a preschool classroom? Early Childhood Education Journal, 33, 245-251.

U.S. Department of Education, Office of Innovation and Improvement. (2016). STEM 2026: A vision for innovation in STEM education. Washington, DC: Author.

Worth K. Grollman S . (2003). Worms, shadows, and whirlpools: Science in the early childhood classroom. Portsmouth, NH: Heinemann.

Zan B. Edmiaston R. Sales C. (2002). Cooking transformations. In DeVries R. Zan B. Hildebrandt C. Edmiaston R. Sales C. (Eds.) Developing constructivist early childhood curriculum: Practical principles and activities (pp. 121-139). New York, NY: Teachers College Press.