TY - JOUR

T1 - Preschool teachers’ use of embedded learning opportunities to support young children with disabilities in inclusive settings

AU - Balikci, Serife

AU - Aydin, Burak

AU - Rakap, Salih

N1 - Publisher Copyright: © 2025 Informa UK Limited, trading as Taylor & Francis Group.

PY - 2025

Y1 - 2025

N2 - Embedding learning opportunities (ELOs) within and across ongoing activities is an evidence-based practice for supporting development and learning of children with disabilities in inclusive preschool classrooms. In this study, we examined 41 preschool teachers’ use of ELOs during ongoing classroom activities to address individualised goals of children with disabilities. Each teacher was observed five times during adult-directed, child-directed, and routine activities and transitions. Results indicated teachers used ELOs infrequently and inconsistently. Although teachers did not differ in their rate of ELO use, a significant variation was observed among teachers’ implementation across different observations. In addition, teachers were more likely to address language and cognitive goals and implement ELOs during transitions, routines or child-directed activities. Between- and within-teacher variables, including teachers’ total years of experience, experience with children with disabilities, number of children and adults in the classroom, and children’s disability type, were examined but did not significantly predict the rate of teachers’ ELO use. Findings highlight the need for targeted professional development to increase preschool teachers’ consistency and frequency in implementing embedded instruction within inclusive classroom routines.

AB - Embedding learning opportunities (ELOs) within and across ongoing activities is an evidence-based practice for supporting development and learning of children with disabilities in inclusive preschool classrooms. In this study, we examined 41 preschool teachers’ use of ELOs during ongoing classroom activities to address individualised goals of children with disabilities. Each teacher was observed five times during adult-directed, child-directed, and routine activities and transitions. Results indicated teachers used ELOs infrequently and inconsistently. Although teachers did not differ in their rate of ELO use, a significant variation was observed among teachers’ implementation across different observations. In addition, teachers were more likely to address language and cognitive goals and implement ELOs during transitions, routines or child-directed activities. Between- and within-teacher variables, including teachers’ total years of experience, experience with children with disabilities, number of children and adults in the classroom, and children’s disability type, were examined but did not significantly predict the rate of teachers’ ELO use. Findings highlight the need for targeted professional development to increase preschool teachers’ consistency and frequency in implementing embedded instruction within inclusive classroom routines.

KW - children with disabilities

KW - embedded instruction

KW - Embedded learning opportunities

KW - embedded teaching

KW - naturalistic instruction

KW - preschool

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=105020584496&partnerID=8YFLogxK

U2 - 10.1080/08856257.2025.2579633

DO - 10.1080/08856257.2025.2579633

M3 - Journal articles

AN - SCOPUS:105020584496

JO - European Journal of Special Needs Education

JF - European Journal of Special Needs Education

SN - 0885-6257

ER -