INSPIRE ACTION

The INSPIRE ACTION framework was developed to assist those responsible for administrative oversight of local early childhood special education programs to identify and celebrate strong program components and to identify those program components most in need of improvement. The development was sparked by recognition that many local program leaders (e.g., Directors of Special Education, elementary principals, some special education coordinators) have limited knowledge of early childhood special education and are unable to consistently determine the presence or absence of ECSE program quality.

INTENTIONAL INSTRUCTION

 

As you look at the resources and tools provided here, consider:

  • What is the main focus and purpose of each resource?
  • How does this information align with what you currently know and do in your work with young children and families?
  • How will you integrate this information into your work?
  • How might you share or apply this information in working with: Children? Families? Colleagues?
     

Implementation Resources: Apply and Practice

Connect Module – Embedded Interventions
This module explains the meaning of embedded interventions to promote participation in inclusive settings, and presents a decision-making process designed to help a child participate more fully in an inclusive setting through embedded interventions.

Iris Center Module - Early Childhood Behavior Management: Developing and Teaching Rules
This module, a DEC-recommended resource, includes information on how to create developmentally appropriate behavior rules for early childhood classrooms so that they link to a given school's behavior expectations. The importance of communication with families about rules and expected behaviors is also stressed.

ECTA Practice Guides and Companion Videos

  • Embedded Instruction Practices
    Embedded instruction involves multiple, brief teaching interactions between a teacher and child during everyday classroom activities. By identifying functional behavior targets, selecting classroom activities best suited for embedded learning opportunities, and using planned and intentional instructional strategies, teachers can help children learn new behavior for participating in classroom activities throughout the day. 
     
  • Systematic Instruction Practices
    When teachers of young children identify specific behavior or skills they want a child to learn, they can use systematic instruction practices to teach those targeted skills. By carefully planning and intentionally using teacher-directed instruction strategies, teachers can help a child learn new behavior continue to use the behavior over time, and use the behavior in different activities and with different people.  
     
  • Naturalistic Instruction Practices
    Naturalistic instruction practices are used during everyday classroom activities to support and encourage child engagement in child-initiated activities and child behavioral elaborations in the activities. Teachers can promote child participation and learning in everyday classroom activities by providing interest-based activities, responding positively to children’s initiations, and interacting in ways that encourage children to build on and expand their current capabilities.

 

PDF-Guided Resources and Support

Please contact your regional PDF if you have investigated all resources provided here, but continue to have questions or concerns related to this core component of INSPIRE ACTION.

If you have an additional resource that supports professional development in this core component, please share it with your regional PDF. Your participation in this site's continued growth is encouraged and welcome!

 

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