Effects of an interactive, literacy-rich environment on the social, language, cognitive, and literacy development of young children with and without special needs: a dissertation
The purpose of this study is twofold: to identify play and literacy practices that are useful in an inclusive early childhood classroom and to demonstrate how these practices contribute to the development of children with and without disabilities. Play and literacy teaching practices are documented in this study of four preschool children. Two of the children have typical development patterns and two have mild to moderate special needs. --Abstract
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