HighScope's Active Learning Model (01:35)
All children have direct, hands-on experiences with objects, people, ideas and events in their environment. Teachers act as partners by supporting and extending learning. Children pursue their own interests and ideas.
Components of Active Learning (03:05)
HighScope's model provides opportunities for access, participation, and support. Adults use a range of strategies to encourage each child's participation in play and learning. With appropriate scaffolding and environmental support, children with disabilities demonstrate higher engagement levels.
The HighScope Learning Environment (04:42)
Classrooms are divided into interest areas identified with simple signs. Associating materials with areas develops categorization and classification skills—helping children with language processing disorders develop word retrieval. Cozy corners provide respite from noise and activity for sensory integration challenged students.
Stock a variety of materials and include authentic and culturally diverse materials suggesting real-life scenarios. Storage promotes the find, use, and return cycle; goal directed behavior supports independence. View sample labels.
The Daily Routine (02:32)
Young children find comfort in knowing what happens next during a program day. The HighScope routine provides consistency and flexibility to help children understand behavioral expectations and increase on-task behavior. The picture schedule and message board provide visual planning support.
Daily Team Planning with Specialists (06:25)
Inclusive classroom teams may include a speech therapist, occupational therapist, physical therapist, special education teacher, or behavior specialist. During meetings, adults share observations, plan and evaluate strategies, and assess progress. Therapy is most effective in the classroom within ongoing routines and activities.
Key Developmental Indicators (04:06)
The IDEIA stipulates that IEPs must include measurable goals enabling the child to make progress in the general education curriculum. View inclusive HighScope curriculum areas within which KDIs guide teachers. Their flexible content organization system helps teachers plan individual development.
Embedded Intervention (10:22)
Teachers join children in chosen activities and scaffold their learning using HighScope's developmentally appropriate curriculum. Family members and teachers determine skills and abilities necessary for daily activities and share strategies for embedding learning opportunities.
Incidental Teaching (02:45)
Steps include creating a structured learning environment, catching the child engaged, approaching the child, working on skill development, and reinforcing the child's skill. A teacher uses incidental teaching while children work with play dough.
Arrival Time (03:49)
Teachers use embedded intervention to support special needs children in the daily routine. View methods for signing in to the classroom and promoting fine-motor control. Verbal cues or modeling can support children struggling with sequences; visual schedules promote routine independence.
Greeting Time (03:49)
Once children complete arrival time, they gather to read the message board, share announcements, discuss special events, and review the daily routine. The message board provides a visual aid for children with auditory disabilities.
Small-Group Time (07:42)
Children use materials, discuss discoveries, and problem-solve. Teachers plan active learning experiences, supporting specific curriculum foci and diverse developmental levels. View special needs students engaging in counting and toothpick structure exercises. The teacher encourages an autistic student to try something new.
Adult-Child Interaction Strategies (02:25)
During small-group time, active finger plays focus attention. Offering choices helps build autonomy and independence to scaffold learning; narrating strategies can support developing new skills. Involving children in clean-up helps prepare them for transition.
Large-Group Time (02:55)
Large-group time provides opportunities for embedding IEP objectives related to participation, imitation, social interaction, vocabulary development, and motor skills. A teacher leads the class in singing "Old McDonald".
Planning Time (07:10)
During HighScope's plan-do-review process, children express intentions, follow through on plans, and reflect on actions. Adults follow their lead and encourage following through on intentions. Hear attention-retaining strategies and view a verbally challenged child use planning strips.
Work Time (09:46)
Children learn by manipulating a variety of materials, interacting with peers and adults, problem-solving with objects and other children, and learning about cause and effect. Environmental support can assist engagement; adults further learning through play partnering, parallel talk, and sustained pauses.
Recall Time (05:45)
Young children with disabilities frequently have language delays affecting idea and thought expression; conversation is contextual. Teachers use visual supports to encourage children to remember and share their actions and experiences.
Mealtimes include hidden transitions as children wash hands, gather food and utensils, eat, and assist with cleanup. Picture schedules can minimize distress. Children and teachers socialize; language occurs more spontaneously. Nonverbal children can use augmentative communication systems.
Outside Time (02:48)
Children pursue active play with attentive support; adults consider diverse abilities and interests. Obstacle courses and adaptive riding toys encourage gross motor skills. Teachers support discovery about nature; children negotiate equipment use.
Some children find transitions stressful. Strategies include: group or individual warnings, linking activities with songs and identified movement patterns, providing choices, partnering children, and interactive finger plays and rhymes. The HighScope active learning curriculum fosters successful development in all students. View preschools featured in this program.
Credits: Engaging Young Learners with Special Needs (00:55)
Credits: Engaging Young Learners with Special Needs
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