Using Ecological Assessment in Daily Program Planning for Children with Disabilities in Typical Preschool Settings

Abstract

A practical model for systematic ecological assessment for daily planning purposes is described. The results of initial testing of this model are presented in a supported training and work experience program for special education inclusion assistants placed in inclusive preschools. In conjunction with traditional child-focused assessment results, the model provides a means for identifying and developing opportunities for facilitating child-to-child social interactions and the attainment of individualized goals and objectives in the routines and typical activities of inclusive preschool settings. Preliminary evaluation data suggest that, overall, the model produces more integrated developmental activities, more use of peer mediation, and a more play-based approach to discrete skill development. These results are compatible with the philosophy and methodology of developmentally appropriate early childhood education.