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Download full textMorris, Chelsea T.; Chidester, Rachel J. – Journal of the American Academy of Special Education Professionals, 2018
This paper describes a single-case study that focused on an intervention to teach sight words to a preschool student with Down syndrome through a collaborative approach in which responsibility for design and implementation was shared by the child's parents and her early childhood special education teacher. The intervention was consciously tailored…
Descriptors: Emergent Literacy, Preschool Children, Down Syndrome, Intervention
