Teachers' Views Concerning Individualized Intervention and Support Roles Within Developmentally Appropriate Preschools

Abstract

A national mail survey of preschool teachers (N = 500) employed by programs accredited by the National Association for the Education of Young Children (NAEYC) was conducted to gain information about teachers' views on (a) the importance of individualized teaching on specific child learning goals, (b) appropriate ways of providing any needed intervention, (c) preferred special educator support roles, and (d) preferred forms of assistance from a special educator. Results indicated a majority of teachers view individualized intervention on specific goals to be important for all children, that they would like to receive all of the listed forms of assistance from a special educator, and that they want special educators to be involved in active collaborative roles in their classrooms.