AN EXPLORATORY STUDY OF CHILDREN WITH DISABILITIES USING A LITERACY-BASED INTEGRATED CURRICULUM IN A HEAD START PROGRAM.

This article describes the outcomes of children with special education labels who participated in an inclusive PreK Head Start program that utilized a literacy-based integrated curriculum model over the course of eight months. Students were measured with the LAP-3 assessment instrument at the beginning and end of the treatment period. Implications for classroom practice and policy development are discussed for PreK children with disabilities within inclusive classrooms. [ABSTRACT FROM AUTHOR]