Embedded learning opportunities are one evidence-based practice for addressing individualized education program goals for young children with special needs. In this study, we used quantitative and qualitative methods to analyze 8 early childhood special education teachers' use of embedded learning opportunities during the usual conditions of typical classroom activities. We analyzed video-recorded 10-min segments of adult-directed, child-directed, and routine activities for each teacher's use of embedded learning opportunities to address their children's individualized education plan goals. In addition, we gathered qualitative data on teachers' perceptions, barriers, and needed supports regarding embedded learning opportunities. Teachers used embedded learning opportunities infrequently, but there was significant variation among teachers. Teachers used verbal antecedents (e.g., directives, questions, and models) most frequently and were most likely to address children's communication goals. There were no differences in the rate of teachers' use of embedded learning opportunities across activity types. Teachers reported needing supports such as training and additional staff to implement embedded learning opportunities. Implications for teacher training and research are discussed.

中文翻译：

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幼儿特殊教育教师在课堂常规和活动中使用嵌入式学习机会

嵌入式学习机会是一种以证据为基础的实践，用于解决有特殊需求的幼儿的个性化教育计划目标。在这项研究中，我们使用定量和定性的方法分析了 8 名幼儿特殊教育教师在典型课堂活动的通常条件下对嵌入式学习机会的使用。我们分析了录制的 10 分钟成人指导、儿童指导和日常活动的视频片段，以便每位教师利用嵌入式学习机会来实现孩子的个性化教育计划目标。此外，我们还收集了有关教师对嵌入式学习机会的看法、障碍和所需支持的定性数据。教师很少使用嵌入式学习机会，但教师之间存在显着差异。教师最常使用语言先行词（例如，指令、问题和模型），并且最有可能解决儿童的交流目标。教师在不同活动类型中使用嵌入式学习机会的比率没有差异。教师报告需要支持，例如培训和额外的员工来实施嵌入式学习机会。讨论了对教师培训和研究的影响。教师报告需要支持，例如培训和额外的员工来实施嵌入式学习机会。讨论了对教师培训和研究的影响。教师报告需要支持，例如培训和额外的员工来实施嵌入式学习机会。讨论了对教师培训和研究的影响。