Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Case Studies | 1 |
| Disabilities | 1 |
| Emergent Literacy | 1 |
| Inclusion | 1 |
| Individualized Education… | 1 |
| Interaction | 1 |
| Interpersonal Relationship | 1 |
| Learning Theories | 1 |
| Mainstreaming | 1 |
| Peer Relationship | 1 |
| Preschool Children | 1 |
| More ▼ | |
Source
| Journal of Early Childhood… | 1 |
Author
| McCloskey, Erin | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Preschool Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMcCloskey, Erin – Journal of Early Childhood Literacy, 2012
Preschool students with disabilities engage in social interaction with peers less often than children developing typically in inclusive classrooms. This research explores how divergent theories of literacy learning, those inherent in the structure of special education and those promoted by scholars interested in emergent literacy learning, impact…
Descriptors: Learning Theories, Preschool Children, Interpersonal Relationship, Interaction
