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SELECTING AND PREPARING INSTRUCTIONALMATERIALS FOR PRE SCHOOLERS WITH

LEARNING DISABILITIESChithra Krishnan AdiyodiLoh San Cheong

University MalayaMalaysia

cadiyodi@yahoo.com; lohsch@um.edu.my

Research has acknowledged the importance of early childhood education forchildren aged between birth and six years of age who have deviated from thenorm in terms physical cognitive social emot ional and adaptivedevelopments. Theories such as behaviourism constructivism and ecology havemade great contributions towards this field in terms of teaching strategies andmethods. These strategies and methods comprise the value based and empirical-based practices that are known as recommended practices for early childhoodspecial education. Application of these practices in educating children withlearning disabilities has been proven to enhance their performanceRecommended practices are implemented using a variety of instructionalmaterials. However certain criteria have to be adhered to when selectingpreparing and using instructional materialfor children with learning disabilities.This study looked at how three teachers assessed the students and how theyplanned and implemented the lessons in their pre schools for children withlearning disabilities. However for the purpose of this paper only the selectionand preparation of instructional materials is discussed. Suitable for the studentsand/or the objective of the lesson quality as well as the safety features was thecommon criteria for the selection and/or preparation of instructional materialsamong the three teachers. Some other criteria also considered were multi-dimensional use of the material its cost effectiveness and how much time wassaved through using the specific instructional material. Although the threeparticipants adhered to some of the criteria stated in the recommended practiceswhen selecting and preparing instructional material they varied in how theyimplemented them in practice.Keywords Pre-school education, learning disabilities, instructional Material

Research a cknowl edges the vital r elationshi p between e xpe riences in e arlychildhood and a child s development; and that the first six years a child s lifeisare crucial for laying the foundation learning Bowe, 2000; Chiam, 1991;Dunlap, 1997; Lerner, 2003). Research also concedes that early childhood

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SELECTING AND PREPARING INSTRUCTIONALMATERIALS FOR PRE SCHOOLERS WITH

LEARNING DISABILITIESChithra Krishnan AdiyodiLoh San Cheong

University o MalayaMalaysia

cadiyodi@yahoo.com; lohsch@um.edu.my

Research has acknowledged the importance of early childhood education forchildren aged between birth and six years of age who have deviated from thenorm in terms o physical cognitive social emotional and adaptivedevelopments. Theories such as behaviourism constructivism and ecology havemade great contributions towards this field n terms of teaching strategies andmethods. These strategies and methods comprise the value-based and empiricalbased practices that are known as recommended practices for early childhoodspecial education. Application of these practices in educating children withlearning disabilities has been proven to enhance their performance.Recommended practices are implemented using a variety of instructionalmaterials. However certain criteria have to be adhered to when selectingpreparing and using instructional materialfor children with learning disabilities.This study looked at how three teachers assessed the students and how theyplanned and implemented the lessons in their pre-schools for children withlearning disabilities. However for the purpose of this paper only the selectionand preparation of nstructional materials is discussed. Suitable for the studentsand/or the objective of the lesson quality as well as the safety features was thecommon criteria for the selection and/or preparation of instructional materialsamong the three teachers. Some other criteria also considered were multidimensional use of the material its cost effectiveness and how much time wassaved through using the specific instructional material. Although the threeparticipants adhered to some of he criteria stated in the recommended practiceswhen selecting and preparing instructional material they varied n how theyimplemented them n practice.Keywords: Pre-school education, learning disabilities, instructional Material

Research acknowledges the vital relationship between experiences in earlychildhood and a child s development; and that the first six years o a child s lifeisare crucial for laying the foundation o learning (Bowe, 2000; Chiam, 1991;Dunlap, 1997; Lerner, 2003). Research also concedes that early childhood

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education is more important for children who have deviated from the norm interms of physical, cognitive, social, emotional and adaptive developments(Lerner, Mardel Czudnowski Goldenberg, 1981; Lerner, 2003). EarlyIntervention or Early Childhood Special Education (ECSE) for children withdevelopmental delays aged from birth to six years of age helps reduce declinesin development (Gable, 2004; Gholam Kibria, 1994; Guralnick, 1991, 1993) andenables them to attend mainstream education classes with fewer or less intensivespecial education classes (Bailey Wolery, 1992).

Extensive research has helped develop early childhood special education asa distinct field, generating its own body of knowledge, theories and philosophies(Bowe, 2000). The evolving research on preschool special education hasidentified various appropriate teaching methods and strategies based on theoriessuch as behaviourism, constructivism and ecology (Cole Chan, 1990; Odom Wolery, 2003). Further investigation in the field has enabled researchers toidentify specific criteria associated with preschool special education, whichcontribute to its success (Dunlap, 1997; Guralnick, 1991, 1993 2000 2001;Odom McLean, 1993; Odom, Teferra Sudha Kaul, 2004; Odom Wolery,2003; Sandall, McLean, Smith, 2000). Researchers have grouped these criteriaunder various terms, such as attributes by Dunlap (1997), tenets by Odom andWolery (2003) and strains by Sandall et al. (2000).

Odom and Wolery (2003) have referred to tenets as A Unified Theory ofPractice in Early Intervention (EI)/Early Childhood Special Education (ECSE) .The tenets are:i) Families and homes are primary nurturing contextsii) Strengthening relationships is an essential feature of EI/ECSEiii) Children learn through acting on and observing the environmentiv) Adults mediate children's experiences to promote learningv) Children's participation in more developmentally advanced settings, at

times with assistance is necessary for successful and independentparticipation in those settings

vi) EI/ECSE practice is individually and dynamically goal orientedvii) Transi tions across programmes are enhanced by a developmentally

instigative adultviii) Families and programmes are influenced by the broader context

(Odom Wolery, 2003)These tenets have various evidence-based and value-based practices which

are also known as recommended practices. Some of the recommended practicesin these tenets are learning through play, activity-based intervention and routinestructuring. Empirical studies and meta-analysis of these empirical and valuebased practices have discovered that they have contributed to the success ofpreschool special education programmes (Odom Wolery, 2003; Sandall ,McLean Smith, 2000) and have made significantcontribution towardsenhancing the quality of instruction. Successful implementation of these

49

education is more important for children who have deviated from the norm interms of physical, cognitive, social, emotional and adaptive developments(Lerner, Mardel-Czudnowski Goldenberg, 1981; Lerner, 2003). EarlyIntervention or Early Childhood Special Education (ECSE) for children withdevelopmental delays aged from birth to six years of age helps reduce declinesin development (Gable, 2004; Gholam Kibria, 1994; Guralnick, 1991, 1993) andenables them to attend mainstream education classes with fewer or less intensivespecial education classes (Bailey & Wolery, 1992).

Extensive research has helped develop early childhood special education asa distinct field, generating its own body of knowledge, theories and philosophies(Bowe, 2000). The evolving research on preschool special education hasidentified various appropriate teaching methods and strategies based on theoriessuch as behaviourism, constructivism and ecology (Cole Chan, 1990; Odom& Wolery, 2003). Further investigation in the field has enabled researchers toidentify specific criteria associated with preschool special education, whichcontribute to its success (Dunlap, 1997; Guralnick, 1991, 1993 2000 2001;Odom McLean, 1993; Odom, Teferra Sudha Kaul, 2004; Odom Wolery,2003; Sandall, McLean, Smith, 2000). Researchers have grouped these criteriaunder various terms, such as attributes by Dunlap (1997), tenets by Odom andWolery (2003) and strains by Sandall et al. (2000).

Odom and Wolery (2003) have referred to tenets as A Unified Theory ofPractice in Early Intervention (EI)/Early Childhood Special Education (ECSE) .The tenets are:i) Families and homes are primary nurturing contextsii) Strengthening relationships is an essential feature of EIIECSEiii) Children learn through acting on and observing the environmentiv) Adults mediate children's experiences to promote learningv Children's participation in more developmentally advanced settings, at

times with assistance is necessary for successful and independentparticipation in those settings

vi) EIIECSE practice is individually and dynamically goal orientedvii) Transitions across programmes are enhanced by a developmentally

instigative adultviii) Families and programmes are influenced by the broader context

(Odom & Wolery, 2003)These tenets have various evidence-based and value-based practices which

are also known as recommended practices. Some of the recommended practicesin these tenets are learning through play, activity-based intervention and routinestructuring. Empirical studies and meta-analysis of these empirical and valuebased practices have discovered that they have contributed to the success ofpreschool special education programmes (Odom & Wolery, 2003; Sandall,McLean & Smith, 2000) and have made significant contribution towardsenhancing the quality of instruction. Successful implementation of these

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recommended practices is invariably dependent upon the use of instructionalmaterials.

Experts in the field have attached a number of criteria for selection andpreparation of instructional materials. One of the main criteria is that instructionalmaterials should be appealing and responsive, age and ability appropriate,comprise naturally occurring objects, and support learning of skills (BaileyWolery, 1992; Gargiulo Kilgo, 2000). Experts also opine that every object inthe environment is an instructional material for preschool children with LearningDisabilities. According to the DEC Recommended Practices, materials arestructured and adapted to promote engagement, play, interaction and learningby attending to children's preferences and interests (Sandall et aI., 2000).Bricker and Cripe (1995) add that instructional material should help childrenreach the goals and objectives set for them. They add that the materials shouldbe related to their daily activities besides providing ample training opportunities.Suitable instructional materials should assist children with Learning Disabilitiesin making generalizations across settings, conditions and people.

Gargiulo and Kilgo (2000) state that the points to consider when makinginstructional material are: the durability of the material, its use in relation to time,the curriculum, the specific needs of the child, how well it lends itself to multipleuses, and whether it fits into the physical environment and schedule of thepreschool.

Instructional material selection and preparation must be carried out with greatconsideration because they should be able to create a match between the unique,individual needs of the child and the curriculum.

Malaysia has been actively involved in providing preschool education forchildren with Learning Disabilities since the early 1990s. Non-GovernmentalOrganisations, private individuals and the Ministry of Education (MOE) throughits Division for Special Education since 2005 have been involved in this exercise.The MOE opened 32 preschools in 2005; then another 12 in 2006 and the numberis expected to increase to meet the demand created by the parents' awareness ofits importance However very few in-depth studies have looked at howinstruction is provided in the preschool classrooms.

Lack of data on instructional practices in these preschools prompted theresearcher to look at how three teachers provided instruction for preschoolchildren with Learning Disabilities. Attention was paid to how teachers plannedand implemented the lessons and assessed the students. But for the purpose ofthis paper, only the section of data concerning instructional material will bediscussed.

Preschools under the jurisdiction of the MOE receive instructional materialsfrom the State Education Departments. MOE provides guidelines as to the type,number and quality of the instructional materials to all the sixteen State EducationDepartments in Malaysia. However, the final decision is actually made by theState Education Departments. Hence, the differences in the type, quality, andquantity of the materials provided to the three preschools. Some of the materials

50

recommended practices is invariably dependent upon the use of instructionalmaterials.

Experts in the field have attached a number of criteria for selection andpreparation of instructional materials. One of the main criteria is that instructionalmaterials should be appealing and responsive, age and ability appropriate,comprise naturally occurring objects, and support learning of skills (Bailey &Wolery, 1992; Gargiulo Kilgo, 2000). Experts also opine that every object inthe environment is an instructional material for preschool children with LearningDisabilities. According to the DEC Recommended Practices, materials arestructured and adapted to promote engagement, play, interaction and learningby attending to children's preferences and interests ... (Sandall et aI., 2000).Bricker and Cripe (1995) add that instructional material should help childrenreach the goals and objectives set for them. They add that the materials shouldbe related to their daily activities besides providing ample training opportunities.Suitable instructional materials should assist children with Learning Disabilitiesin making generalizations across settings, conditions and people.

Gargiulo and Kilgo (2000) state that the points to consider when makinginstructional material are: the durability of the material, its use in relation to time,the curriculum, the specific needs of the child, how well it lends itself to multipleuses, and whether it fits into the physical environment and schedule of thepreschool.

Instructional material selection and preparation must be carried out with greatconsideration because they should be able to create a match between the unique,individual needs of the child and the curriculum.

Malaysia has been actively involved in providing preschool education forchildren with Learning Disabilities since the early 1990s. Non-GovernmentalOrganisations, private individuals and the Ministry of Education (MOE) throughits Division for Special Education since 2005 have been involved in this exercise.The MOE opened 32 preschools in 2005; then another 2 in 2006 and the numberis expected to increase to meet the demand created by the parents' awareness ofits importance. However very few in-depth studies have looked at howinstruction is provided in the preschool classrooms.

Lack of data on instructional practices in these preschools prompted theresearcher to look at how three teachers provided instruction for preschoolchildren with Learning Disabilities. Attention was paid to how teachers plannedand implemented the lessons and assessed the students. But for the purpose ofthis paper, only the section of data concerning instructional material will bediscussed.

Preschools under the jurisdiction of the MOE receive instructional materialsfrom the State Education Departments. MOE provides guidelines as to the type,number and quality of the instructional materials to all the sixteen State EducationDepartments in Malaysia. However, the final decision is actually made by theState Education Departments. Hence, the differences in the type, quality, andquantity of the materials provided to the three preschools. Some of the materials

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sent to them comprise toys, puppets, sand pit, water play, charts, pictures, blocks,books, Lego sets, musical instruments, trampoline, gym balls and educationalsoftware. Teachers can also use the allocation given to these preschools topurchase ready-made materials or raw materials like coloured paper and stickersto prepare instructional material.

M THO OLOGYQualitative case study methodology was employed in carrying out this study sinceit is the best reporting moc.e because it comprises describing and explainingMerriam, 2001 and it also allows the researcher to preserve the holistic andsignificant characteristics real life events that happen on-site Yin, 1984 . Casestudy also provides rich descriptive data that can be used to make comparisons the criteria used by the teachers when preparing instructional materialGillham, 2000 .

The participants were three teachers teaching in preschools for children withLearning Disabilities. Purposive sampling technique was used to select theparticipants. They were teachers who had at least two years experience in preschool teaching. The participants Kayla, Marla, and Sheila pseudonyms fulfilledthe requirements. Kayla has a basic degree in Early Childhood Education and aMasters in Special Education; Marla has a Certificate in Teaching; and Sheilahas a Diploma in Teaching.

The pre-schools used the curriculum developed by the MOE. Each pre-schoolhad between five to eight students with varying types Learning Disabilities.The researcher obtained the necessary permission from the MOE, the relevantState Education Departments and the head teachers each preschool beforecollecting data. addition, written consent was also obtained from the teachersand parents the students. The participants were willing to be observed,interviewed, audio taped and videotaped.

Data were collected through in-depth interviews, observations and analysis relevant documents. The study utilized a set self-designed interviewprotocol that consisted eight open-ended and semi-structured questions. Thesepreschools operated five days a week, from eight to half-past eleven in themorning. The researcher spent eight weeks at each pre-school. Field notes wereexpanded; interviews were transcribed; and photographs the instructionalmaterials were coded and filed for the second level analysis. Issues pertainingto validity were resolved through triangulation with multiple sources such asinterviews and observations; getting permission from the relevant authorities;and member checks. Reliability was observed by audit trail, and triangulation the data obtained from a variety sources Merriam, 2001Analysis the data showed that when planning classroom instruction, theparticipants this study concentrated on writing the daily lesson plan, preparingthe instructional materials and arranging the physical setting the preschoolclassroom. This paper discusses the criteria the teachers adhered to when

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sent to them comprise toys, puppets, sand pit, water play, charts, pictures, blocks,books, Lego sets, musical instruments, trampoline, gym balls and educationalsoftware. Teachers can also use the allocation given to these preschools topurchase ready-made materials or raw materials like coloured paper and stickersto prepare instructional material.

METHO OLOGYQualitative case study methodology was employed in carrying out this study sinceit is the best reporting moC;e because it comprises describing and explainingMerriam, 2001) and it also allows the researcher to preserve the holistic and

significant characteristics of real life events that happen on-site Yin, 1984). Casestudy also provides rich descriptive data that can be used to make comparisonsof the criteria used y the teachers when preparing instructional materialGillham, 2000).

The participants were three teachers teaching in preschools for children withLearning Disabilities. Purposive sampling technique was used to select theparticipants. They were teachers who had at least two years experience in preschool teaching. The participants Kayla, Marla, and Sheila pseudonyms) fulfilledthe requirements. Kayla has a basic degree in Early Childhood Education and aMasters in Special Education; Marla has a Certificate in Teaching; and Sheilahas a Diploma in Teaching.

The pre-schools used the curriculum developed by the MOE. Each pre-schoolhad between five to eight students with varying types of Learning Disabilities.The researcher obtained the necessary permission from the MOE, the relevantState Education Departments and the head teachers of each preschool beforecollecting data. In addition, written consent was also obtained from the teachersand parents of the students. The participants were willing to be observed,interviewed, audio taped and videotaped.

Data were collected through in-depth interviews, observations and analysisof relevant documents. The study utilized a set of self-designed interviewprotocol that consisted of eight open-ended and semi-structured questions. Thesepreschools operated five days a week, from eight to half-past eleven in themorning. The researcher spent eight weeks at each pre-school. Field notes wereexpanded; interviews were transcribed; and photographs of the instructionalmaterials were coded and filed for the second level of analysis. Issues pertainingto validity were resolved through triangulation with multiple sources such asinterviews and observations; getting permission from the relevant authorities;and member checks. Reliability was observed by audit trail, and triangulationof the data obtained from a variety of sources Merriam, 200 I)Analysis of the data showed that when planning classroom instruction, theparticipants of this study concentrated on writing the daily lesson plan, preparingthe instructional materials and arranging the physical setting of the preschoolclassroom. This paper discusses the criteria the teachers adhered to when

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selecting and/or preparing instructional materials as well as how they used themwhen providing instruction in the classroom.

FIN INGSThe three participants used materials during classroom instruction. They believedthat preparing instructional materials was part and parcel of their teaching job.According to Kayla Preparing material is also an important component ofclassroom instruction (Tl/INT/12). They used the materials provided to themby the MOE. They also used real objects such as food items and cutlery besidespreparing extra materials such as worksheets for their students. However,differences were observed in how they went about using the material in theirdaily classroom instruction and the criteria they adhered to when selecting andpreparing the materials.Using Materials in aily lassroom InstructionUsing a variety ofmaterials in a structured manner in accordance with the themeselected for the week in her daily classroom instruction was Kayla s style. Shewas able to do so because she has established a routine in her classroominstruction. She used materials such as pictures, worksheets, toys, musicalinstruments, songs, educational software, books, gym balls, puppets, and realobjects in her daily teaching repertoire.

When she started her day with the Morning Circle she used puppets, toys,pictures and real objects. Students were given the toys to play and react withthe teacher. Students passed the objects while Kayla sang theme-related songs.Sometimes the students did some pasting work on figurines as Kayla identifiedthe objects. Then she used real objects and gym balls. Even the furniture becameinstructional materials when Kayla carried out activities related to the Physicalcomponent which was her second component of the day. Real objects were againused during Self-Help skills to encourage students to eat by themselves and thenbathe. Feeling fresh after a bath and a change of clothes, the students workedwith pictures, worksheets and educational toys such as puzzles and Lego setsduring the Cognitive component. Finally, the lesson for the day was concludedwith stories from books, songs and musical instruments. This routine that sheobserved every day was only compromised if the day s activities included sandplay, water play or art work with water colours. Kayla allowed the students tohandle the toys and pictures by themselves.

Comparatively, Sheila used limited types of materials when providinginstruction. However, like Kayla, she used her instructional materials in astructured m nner according to her lesson plan for the day. Students wereinstructed to sit at the table in their specific places as soon as they walked intothe class. fone or two of them took the gym balls to play, they were immediatelytold to put them away because she wanted to instill discipline in them. According

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selecting and/or preparing instructional materials as well as how they used themwhen providing instruction in the classroom.

FINDINGSThe three participants used materials during classroom instruction. They believedthat preparing instructional materials was part and parcel of their teaching job.According to Kayla Preparing material is also an important component ofclassroom instruction Tl/INTIl2). They used the materials provided to themby the MOE. They also used real objects such as food items and cutlery besidespreparing extra materials such as worksheets for their students. However,differences were observed in how they went about using the material in theirdaily classroom instruction and the criteria they adhered to when selecting andpreparing the materials.Using Materials in Daily lassroom InstructionUsing a variety ofmaterials in a structured manner in accordance with the themeselected for the week in her daily classroom instruction was Kayla's style. Shewas able to do so because she has established a routine in her classroominstruction. She used materials such as pictures, worksheets, toys, musicalinstruments, songs, educational software, books, gym balls, puppets, and realobjects in her daily teaching repertoire.

When she started her day with the Morning Circle she used puppets, toys,pictures and real objects. Students were given the toys to play and react withthe teacher. Students passed the objects while Kayla sang theme-related songs.Sometimes the students did some pasting work on figurines as Kayla identifiedthe objects. Then she used real objects and gym balls. Even the furniture becameinstructional materials when Kayla carried out activities related to the Physicalcomponent which was her second component of the day. Real objects were againused during Self-Help skills to encourage students to eat by themselves and thenbathe. Feeling fresh after a bath and a change of clothes, the students workedwith pictures, worksheets and educational toys such as puzzles and Lego setsduring the Cognitive component. Finally, the lesson for the day was concludedwith stories from books, songs and musical instruments. This routine that sheobserved every day was only compromised if the day's activities included sandplay, water play or art work with water colours. Kayla allowed the students tohandle the toys and pictures by themselves.

Comparatively, Sheila used limited types of materials when providinginstruction. However, like Kayla, she used her instructional materials in astructured manner according to her lesson plan for the day. Students wereinstructed to sit at the table in their specific places as soon as they walked intothe class. If one or two of them took the gym balls to play, they were immediatelytol to put them away because she wanted to instill discipline in them. According

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to Sheila, their chances of being allowed a place in the primary special schooldepended upon their ability to sit when instructed. She was also worried thatthe students would miss the toys when they went over to the primary classroomwhere there was none. Once all of them were seated at the table, she handedout their exercise books in which she had prepared some written work accordingto the ability of each student. The students completed the worksheets with eitherSheila s or the teacher assistant s help. Then the students were given colourpencils to colour the pictures that she had drawn on the worksheet. During lfHelp skills, the students were encouraged to eat on their own, brush their teethand ease themselves before beginning the next activity for the day, art work.Students watched Sheila do a piece of work such as pasting or colouring beforethey were allowed to do it on their own. Sheila or her assistant guided the studentsclosely when they were handling water colour and glue so that they would notdirty the place. Then the students returned to their places at the table to do morewritten work prepared by the teacher. Students were occasionally allowed to playwith the musical instruments, take books from the shelves or blocks from theircontainers.

Marla, unlike Sheila, allowed the students ample time for free play with thetoys of their choice when they came in the morning. The students took the toysthat interested them and played individually or with one of two of their friends.Whenever possible Marla sat near the students to teach them social skills; shegot them to acknowledge their friends who came near them and guided them toplay together. She also included pre-academic skills such as learning the namesand the colours of the objects as well as counting them. She always helped themput back the toys on the shelf. After the free play the students sat at the table todo some written work. Photocopied or hand written worksheets were distributedto all the students. Marla, like Sheila, guided each student in completing theworksheet. Her teacher assistant also helped the students to complete their work.Sometimes the students left the table to play with the toys. Marla would let themcontinue playing if they had completed their written work. Otherwise, she wouldbring them back to the table to complete their unfinished worksheet. The studentsusually went to the canteen for their meals. Since two of the students motherswere always in the class, they fed their children in the canteen. So these twochildren were not used to handling forks and spoons or glasses. Marla s studentswere also not used to brushing their teeth and bathing every day after their mealin the canteen. So they missed the opportunities to use real objects to carry outthese activities. Structure was almost absent in Marla s classroom instructionbecause her use of materials for teaching the students were also on an on-offbasis .riteria for aterial Selection and PreparationKayla had specific criteria that she adhered to when selecting and preparinginstructional material but Marla and Sheila did not always adhere to the criteria

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to Sheila, their chances of being allowed a place in the primary special schooldepended upon their ability to sit when instructed. She was also worried thatthe students would miss the toys when they went over to the primary classroomwhere there was none. Once all of them were seated at the table, she handedout their exercise books in which she had prepared some written work accordingto the ability of each student. The students completed the worksheets with eitherSheila's or the teacher assistant's help. Then the students were given colourpencils to colour the pictures that she had drawn on the worksheet. During elfHelp skills, the students were encouraged to eat on their own, brush their teethand ease themselves before beginning the next activity for the day, art work.Students watched Sheila do a piece of work such as pasting or colouring beforethey were allowed to do it on their own. Sheila or her assistant guided the studentsclosely when they were handling water colour and glue so that they would notdirty the place. Then the students returned to their places at the table to do morewritten work prepared by the teacher. Students were occasionally allowed to playwith the musical instruments, take books from the shelves or blocks from theircontainers.

Marla, unlike Sheila, allowed the students ample time for free play with thetoys of their choice when they came in the morning. The students took the toysthat interested them and played individually or with one of two of their friends.Whenever possible Marla sat near the students to teach them social skills; shegot them to acknowledge their friends who came near them and guided them toplay together. She also included pre-academic skills such as learning the namesand the colours of the objects as well as counting them. She always helped themput back the toys on the shelf. After the free play the students sat at the table todo some written work. Photocopied or hand written worksheets were distributedto an the students. Marla, like Sheila, guided each student in completing theworksheet. Her teacher assistant also helped the students to complete their work.Sometimes the students left the table to play with the toys. Marla would let themcontinue playing if they had completed their written work. Otherwise, she wouldbring them back to the table to complete their unfinished worksheet. The studentsusually went to the canteen for their meals. Since two of the students' motherswere always in the class, they fed their children in the canteen. So these twochildren were not used to handling forks and spoons or glasses. Marla's studentswere also not used to brushing their teeth and bathing every day after their mealin the canteen. So they missed the opportunities to use real objects to carry outthese activities. Structure was almost absent in Marla's classroom instructionbecause her use of materials for teaching the students were also on an on-offbasis .

riteria for Material Selection and PreparationKayla had specific criteria that she adhered to when selecting and preparinginstructional material but Marla and Sheila did not always adhere to the criteria

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that they stated. The common criteria among the three participants was selectingand preparing material that suited the students while ensuring quality and safety.Kayla and Marla also stated that the material must suit the objective of theactivity. However, Kayla had other criteria which will be described here.Thematic inkKayla always tried to ensure that her instructional materials were in line withthe theme of the week. However, the theme was far from Sheila s mind whenpreparing the worksheets. Kayla s planning emphasised designing of activitiesto teach the LO stated in the Curriculum Specification but all the activities werebased on a single theme. She said, I try my best to [make sure] whateveractivities I do I go back to the theme, (Tl/INT/12), because she felt that thethemes ... help you to more focus (Tl/INT/33) when choosing activities forteaching the students.The teaching materials she used during the activities were also related tothe theme that she had selected for the week. The songs she sang during MorningCircle were related to the theme; the materials she used during the physicalactivities were related to the theme; and the worksheets she prepared for thecognitive component were also related to the theme. As explained earlier, Kaylawas always on the lookout for teaching materials related to the themes suggestedfor the Preschool Programme. She purchased coloured stickers of fruits andvegetables. She saved theme-related coloured pictures in her hard disk to printout when she needed them. Sometimes themes were selected according to certainoccasions. For instance, if there was a birthday during that week, the theme wasfood; and the teaching materials were cake and cake decorations. After thestudents had decorated the cake, they celebrated the birthday.

The worksheets were also prepared with the theme in mind. The studentsdid not learn the letters in the alphabetical order, but in the easy to difficult towrite order. So the first letters that they learnt were T K . For example, ifthe theme was Parts of the Body then the students learnt words such asIangan (Hand) and Kaki (Leg). So she prepared worksheets with pictures ofa hand or leg, and the students had to write the letter T or K . On the otherhand if the theme was Things in the Classroom , then the worksheet would havea picture of a television but the letter would still be T

Marla s instructional material did not display the link to a single themealthough she always stated that she used the thematic approach. aterial that Suited the Students

Kayla was of the view that the teaching material used in the activities shouldsuit the students in terms of level, ability and interest. So not all of theeducational toys in the classroom were constantly used; some were used more

54

that they stated. The common criteria among the three participants was selectingand preparing material that suited the students while ensuring quality and safety.Kayla and Marla also stated that the material must suit the objective of theactivity. However, Kayla had other criteria which will be described here.Thematic inkKayla always tried to ensure that her instructional materials were in line withthe theme of the week. However, the theme was far from Sheila's mind whenpreparing the worksheets. Kayla's planning emphasised designing of activitiesto teach the LO stated in the Curriculum Specification but all the activities werebased on a single theme. She said, I try my best to [make sure] whateveractivities I do I go back to the theme, (TIIINTI12), because she felt that thethemes ...help you to more focus (TlIINT/33) when choosing activities forteaching the students.The teaching materials she used during the activities were also related tothe theme that she had selected for the week. The songs she sang during MorningCircle were related to the theme; the materials she used during the physicalactivities were related to the theme; and the worksheets she prepared for thecognitive component were also related to the theme. As explained earlier, Kaylawas always on the lookout for teaching materials related to the themes suggestedfor the Preschool Programme. She purchased coloured stickers of fruits andvegetables. She saved theme-related coloured pictures in her hard disk to printout when she needed them. Sometimes themes were selected according to certainoccasions. For instance, if there was a birthday during that week, the theme wasfood; and the teaching materials were cake and cake decorations. After thestudents had decorated the cake, they celebrated the birthday.

The worksheets were also prepared with the theme in mind. The studentsdid not learn the letters in the alphabetical order, but in the easy to difficult towrite order. So the first letters that they learnt were T , 'K'. For example, ifthe theme was 'Parts of the Body', then the students learnt words such asTangan (Hand) and Kaki (Leg). So she prepared worksheets with pictures of

a hand or leg, and the students had to write the letter T or 'K'. On the otherhand if the theme was 'Things in the Classroom', then the worksheet would havea picture of a television but the letter would still be T .

Marla's instructional material did not display the link to a single themealthough she always stated that she used the thematic approach.Material that Suited the Students

Kayla was of the view that the teaching material used in the activities shouldsuit the students in terms of level, ability and interest. So not all of theeducational toys n the classroom were constantly used; some were used more

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often than others. All of her students except for Zhi and Jordan were alwaysoccupied; either involved in doing an activity or playing with an educational toy.Kayla had many educational toys in her classroom. They were placed on

open shelves. The students could always reach out and take what they wantedto play. Even the books were also kept in easily accessible shelves. When thestudents were free, Kayla gave them educational toys to play with. Ashah andDanish were usually given puzzles; Jary and Jordan were given clothes pegs ortongs to pi k up objects to practice their fine motor skills. hrough herobservations Kayla knew what the students liked so she also gave them toys thatinterested them. For instance, Vince liked to play with animals, Denis likedcomputer games, Hanaf liked the ball and Jary liked to use the scribble board.

Besides ensuring that the songs were according to the theme, she also playedsongs which she felt were very interesting for the children to follow. (Tl/INT/05) These were songs that she had obtained from her daughter s music school.She had also attended music classes with her daughter to learn the actions forthe songs.Besides educational toys, Kayla used a lot of worksheets. According to Kayla ... my worksheets I do not print, photo state [sic] directly from workbook. Iget the ideas, I try to prepare it. (Tl/INT/OO). After school hours both Kaylaand Mun her teacher assistant were busy preparing various types of worksheetsfor each student based on the theme of the week and according to their level.She opined that, cc the one you prepare you cater for individual child, the onein the market cater for all levels. (Tl/INT/12/28). Furthermore, Kayla believedthat by giving students materials she prepared to suit their needs, the students,can improve better (Tl/INT/28) as compared to, you take the one in themarket and just give it to the child. (Tl/INT/28). As an example she showedme a book where there were worksheets with outlines of fruits done with dotsthat students had to join to form the complete picture of the fruit. Kayla saidthat it would have been easier for her to get her students to join the dots afterphotocopying the worksheet; but she preferred to do her own worksheet basedon the idea in the book. Her worksheets were colorful and two-dimensional. Sheused white and black sugar paper and colourful pictures printed from thecomputer. She had worksheets for prewriting skills such as joining dots, writingletters and numbers, matching, providing texture, collage, and colouring.

The worksheets that she used for writing letters and numbers were just A4paper with rows and columns of empty square boxes. She wrote the letter ornumber that she was teaching the student in one box. Then she used a highlighterto write the alphabet or number in the other boxes. Students went over thehighlighted alphabet or number with a pencil to write over them. The numberof boxes with highlighted alphabet or number depended on the level of thestudent. She left some boxes empty for better students like Ashah and Danish towrite the alphabet or number on their own. So the worksheet was individualized.

Then there were worksheets where she had pasted sandpaper of varyingdegrees of coarseness for the students to feel the texture. Quite often Kayla used

55

often than others. All of her students except for Zhi and Jordan were alwaysoccupied; either involved in doing an activity or playing with an educational toy.

Kayla had many educational toys in her classroom. They were placed onopen shelves. The students could always reach out and take what they wantedto play. Even the books were also kept in easily accessible shelves. When thestudents were free, Kayla gave them educational toys to play with. Ashah andDanish were usually given puzzles; Jary and Jordan were given clothes pegs ortongs to pick up objects to practice their fine motor skills. hrough herobservations Kayla knew what the students liked so she also gave them toys thatinterested them. For instance, Vince liked to play with animals, Denis likedcomputer games, Hanaf liked the ball and Jary liked to use the scribble board.Besides ensuring that the songs were according to the theme, she also playedsongs which she felt were very interesting for the children to follow. (Tl/INTI05) These were songs that she had obtained from her daughter's music school.She had also attended music classes with her daughter to learn the actions forthe songs.Besides educational toys, Kayla used a lot ofworksheets. According to Kayla

... my worksheets I do not print, photo state [sic] directly from workbook. Iget the ideas, I try to prepare it. Tl/INT/OO). After school hours both Kaylaand Mun her teacher assistant were busy preparing various types of worksheetsfor each student based on the theme of the week and according to their level.She opined that, ... the one you prepare you cater for individual child, the onein the market cater for all levels. (Tl/INT l2/28). Furthermore, Kayla believedthat by giving students materials she prepared to suit their needs, the students,can improve better (Tl/INT/28) as compared to, you take the one in the

market and just give it to the child. (Tl/INTI28). As an example she showedme a book where there were worksheets with outlines of fruits done with dotsthat students had to join to form the complete picture of the fruit. Kayla saidthat it would have been easier for her to get her students to join the dots afterphotocopying the worksheet; but she preferred to do her own worksheet basedon the idea in the book. Her worksheets were colorful and two-dimensional. Sheused white and black sugar paper and colourful pictures printed from thecomputer. She had worksheets for prewriting skills such as joining dots, writingletters and numbers, matching, providing texture, collage, and colouring.

The worksheets that she used for writing letters and numbers were just A4paper with rows and columns of empty square boxes. She wrote the letter ornumber that she was teaching the student in one box. Then she used a highlighterto write the alphabet or number in the other boxes. Students went over thehighlighted alphabet or number with a pencil to write over them. The numberof boxes with highlighted alphabet or number depended on the level of thestudent. She left some boxes empty for better students like Ashah and Danish towrite the alphabet or number on their own. So the worksheet was individualized.

Then there were worksheets where she had pasted sandpaper of varyingdegrees of coarseness for the students to feel the texture. Quite often Kayla used

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these worksheets with Jary to stimulate his fingers. Sometimes Jordan was alsotold to rub his fingers on the sand paper. Then she had worksheets withphotocopied pictures which she used for collage work with the students. SoKayla s worksheets were prepared with the students abilities in mind.

Likewise Sheila prepared different types of written work for three of herhigh functioning students. She had two types of exercise books for these students- a long one and a short one - in which she wrote all the work she wanted themto do. The books were not specifically used for one component but used interchangeably for both cognition and language. She concentrated on givingMathematics for cognitive practice and learning letters and words for both Malayand English. When Sheila had to go away for courses she would prepare pagesof written work, for both Mathematics and language in the exercise books forall three students. This work which was not related to the theme of the weekwas based on previous exercises that they had done so that the replacementteacher did not have to teach them.

Even though Marla stated that she selected and prepared materials that suitedthe individual needs of her students, it was not obvious in the worksheets. Shegave all her students the same worksheet and helped the children to completethem. Her worksheets comprised activities like colouring, joining the dots andwriting digits. The worksheets were either written by hand or photocopied frombooks. However, she allowed the students to play with toys that suited theirinterest. For instance, Alim (pseudonym) was allowed to learn the alphabet andnumbers using the computer because computers interested him. Akira(pseudonym) was taught the parts of the body through a song because she likedto sing.Quality and SafetyThe teaching materials that they received were not according to the requirementmentioned in the programme. She quipped, For example, the spec says a drum,the actual big one, but the one I got, in fact two, from the Kedai Dua Ringgit.There it is broken. (Tl/INT/05) Kayla also lamented that, Many of the thingsare of low quality and some are even dangerous. They are too small that childrencan swallow them Tl/INT/05 The wooden toys chipped easily. So thesematerials were packed, sealed and put away in the store room. Sheila said thatshe was unable to use many of them because they were not suitable like the testtubes and tiny plastic toys. Some of the teaching materials were so small thatshe was also afraid that the students would swallow them. atched the Objective of the ctivityThe second criterion, according to Kayla and Marla, was to ensure that thematerial matched the objective of the activity. During one particular lesson Marlaplayed a Karaoke CD which somebody had given her for free. The students

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these worksheets with Jary to stimulate his fingers. Sometimes Jordan was alsotold to rub his fingers on the sand paper. Then she had worksheets withphotocopied pictures which she used for collage work with the students. SoKayla's worksheets were prepared with the students' abilities in mind.

Likewise Sheila prepared different types of written work for three of herhigh functioning students. She had two types of exercise books for these students- a long one and a short one - in which she wrote all the work she wanted themto do. The books were not specifically used for one component but used interchangeably for both cognition and language. She concentrated on givingMathematics for cognitive practice and learning letters and words for both Malayand English. When Sheila had to go away for courses she would prepare pagesof written work, for both Mathematics and language in the exercise books forall three students. This work which was not related to the theme of the weekwas based on previous exercises that they had done so that the replacementteacher did not have to teach them.

Even though Marla stated that she selected and prepared materials that suitedthe individual needs of her students, it was not obvious in the worksheets. Shegave all her students the same worksheet and helped the children to completethem. Her worksheets comprised activities like colouring, joining the dots andwriting digits. The worksheets were either written by hand or photocopied frombooks. However, she allowed the students to play with toys that suited theirinterest. For instance, Alim (pseudonym) was allowed to learn the alphabet andnumbers using the computer because computers interested him Akira(pseudonym) was taught the parts of the body through a song because she likedto sing.Quality and SafetyThe teaching materials that they received were not according to the requirementmentioned in the programme. She quipped, For example, the spec says a drum,the actual big one, but the one I got, in fact two, from the Kedai Dua Ringgit.There it is broken. (Tl/INT/05) Kayla also lamented that, Many of the thingsare of low quality and some are even dangerous. They are too small that childrencan swallow them (Tl/INT/05) The wooden toys chipped easily. So thesematerials were packed, sealed and put away in the store room. Sheila said thatshe was unable to use many of them because they were not suitable like the testtubes and tiny plastic toys. Some of the teaching materials were so small thatshe was also afraid that the students would swallow them.Matched the Objective o the ctivityThe second criterion, according to Kayla and Marla, was to ensure that thematerial matched the objective of the activity. During one particular lesson Marlaplayed a Karaoke CD which somebody had given her for free. The students

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enjoyed themselves dancing to the music although they were distracted by thepictures people on the screen. But since Marla s purpose for the activity wasfor the students to move parts of the body, she did not mind the students watchingthe television. A similar incident happened during the closing activity in Kayla sclassroom. Kayla was singing a song pertaining to body parts and at the sametime she and her teacher assistant were prodding the students to move the relevantbody parts. The assistant moved the right foot when she should have moved theleft foot; Kayla did not correct the mistake because the objective the lessonwas enjoyment.Multi dimensionalKayla insisted that the material should be multi-dimensional. She used the Vikkistick to help the students to match pictures from one end the black sugar paperto the other end. The Vikki stick, according to Kayla, was cheap and usefuland it could be used for many purposes such as prewriting skills, for cognitiveand physical activities, for hand-eye coordination (Tl/INT/05). She added thatits rough texture was good to feel for the students. Another multi-dimensionalteaching aid that Kayla had was the three panel flannel board which she hadbought. She moved the boards to and fro effectively to reduce the size thearea and distraction. The flannel boards also came in useful during matchingactivities when they offered a large area for the students to stick the pictures.Moreover the board could be used on both sides. ost Effective and Time SavingKayla was a keen observer preparing cost effective and time saving instructionmaterials. She collected a lot things such as used refrigerator door magnetstripes, egg holders, cartons, old magazines and books, cereal and other boxes.These things came in handy when she was preparing teaching materials. The doormagnets were better than the commercial ones and she could break them intothe lengths she wanted. The egg holders were used to mix colors during art work.She opened the cereal boxes, cut the different sections and kept them as cardsto be used for pasting pictures from the books, magazines and computer beforelaminating them; as photo frames to put up the students photographs on theboard; and as pages for a scrap book.

Coloured pictures various sizes were used extensively in activities. Sinceusing pictures from the sources mentioned above for preparing matching exerciseworksheets consumed a lot time because they had to be cut and pasted- shepreferred to use stickers. Kayla managed to get small sized cheap stickersaccording to the themes that she taught while on her trip to Thailand. She wasglad to have obtained these stickers because she could save a lot time sinceshe made many copies of the same worksheet. Her enthusiasm for making suitableteaching material was challenged by time constraint so, Over the years I have

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enjoyed themselves dancing to the music although they were distracted by thepictures o people on the screen. But since Marla's purpose for the activity wasfor the students to move parts o the body, she did not mind the students watchingthe television. A similar incident happened during the closing activity in Kayla'sclassroom. Kayla was singing a song pertaining to body parts and at the sametime she and her teacher assistant were prodding the students to move the relevantbody parts. The assistant moved the right foot when she should have moved theleft foot; Kayla did not correct the mistake because the objective o the lessonwas enjoyment.M uIti dimensionalKayla insisted that the material should be multi-dimensional. She used the Vikkistick to help the students to match pictures from one end o the black sugar paperto the other end. The Vikki stick, according to Kayla, was cheap and usefuland it could be used for many purposes such as prewriting skills, for cognitiveand physical activities, for hand-eye coordination Tl/INT/05). She added thatits rough texture was good to feel for the students. Another multi-dimensionalteaching aid that Kayla had was the three panel flannel board which she hadbought. She moved the boards to and fro effectively to reduce the size o thearea and distraction. The flannel boards also came in useful during matchingactivities when they offered a large area for the students to stick the pictures.Moreover the board could be used on both sides.Cost Effective and Time SavingKayla was a keen observer o preparing cost effective and time saving instructionmaterials. She collected a lot o things such s used refrigerator door magnetstripes, egg holders, cartons, old magazines and books, cereal and other boxes.These things came in handy when she was preparing teaching materials. The doormagnets were better than the commercial ones and she could break them intothe lengths she wanted. The egg holders were used to mix colors during art work.She opened the cereal boxes, cut the different sections and kept them s cardsto be used for pasting pictures from the books, magazines and computer beforelaminating them; as photo frames to put up the students' photographs on theboard; and s pages for a scrap book.

Coloured pictures o various sizes were used extensively in activities. Sinceusing pictures from the sources mentioned above for preparing matching exerciseworksheets consumed a lot o time because they had to be cut and pasted- shepreferred to use stickers. Kayla managed to get small sized cheap stickersaccording to the themes that she taught while on her trip to Thailand. She wasglad to have obtained these stickers because she could save a lot o time sinceshe made many copies o the same worksheet. Her enthusiasm for making suitableteaching material was challenged by time constraint so, Over the years I have

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saved a lot of pictures from print artists. So I just have to print them out when Ineed them. I use a colour printer. (TlIINT/21) She was always devising costeffective and time saving ways of making suitable teaching materials. Kayla alsomade instructional material out of discarded objects. Students parents werealways requested to bring books and boxes. Even parts torn from carton boxeswere used for art work and for the students to run their hands on to feel thetexture of the ridged edges. She also used plastic bathroom mats for the studentsto feel the texture as they walked on them.

IS USSIONSome of the criteria mentioned by the three participants for selecting andpreparing instructional material are in line with those mentioned by experts inEarly Childhood Special Education. The participants criteria that were similarto those mentioned by the experts re discussed here. The p rticip ntsinterpretation of these criteria and their adaptation in the classroom are alsodiscussed.Meeting Specific NeedsThe same instructional materials were selected or prepared for all the studentsduring certain activities such as the Morning Circle, physical activities and artwork. However the three participants catered to the specific needs of the studentsby varying the amount of help provided to them. For instance, Kayla allowed acouple of her students to do physical activities such as carrying fruits andvegetables in a plate on their own while climbing up and down chairs that werearranged in a row. On the other hand, one of her students was helped all theway even though he used the same materials. Another example would be makinga scrap book with pictures of Things in the Classroom in Kayla s classroom.The students were first required to make scrap books by threading ribbon throughthe holes punched into the thick paper. They then picked the picture stated bythe teacher, applied the gum and finally pasted the pictures. This activity hadtwo different objectives; the high functioning students were required to recognisethe things in the classroom whereas the low functioning students were justpracticing their fine motor skills.

The individual student s ability was always in both Kayla s and Sheila sminds when they prepared worksheets or written work for the students. Theyadjusted the difficulty of the worksheet or the amount of work given to thestudents according to each student s ability. The high-functioning students inKayla s classroom trace on the alphabets and digits that she had written. Shealways left empty places on the paper for them to write on their own. Sheila, onthe other hand, prepared different types of written work. She allowed one of herstudents to use stamp pads to stamp the alphabets to complete words becausehe did not like to write. However, even though Marla used the same material

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saved a lot of pictures from print artists. So I just have to print them out when Ineed them. I use a colour printer. TlIINT/21) She was always devising costeffective and time saving ways of making suitable teaching materials. Kayla alsomade instructional material out of discarded objects. Students' parents werealways requested to bring books and boxes. Even parts torn from carton boxeswere used for art work and for the students to run their hands on to feel thetexture of the ridged edges. She also used plastic bathroom mats for the studentsto feel the texture as they walked on them.

DIS USSIONSome of the criteria mentioned by the three participants for selecting andpreparing instructional material are in line with those mentioned by experts inEarly Childhood Special Education. The participants' criteria that were similarto those mentioned by the experts are discussed here. The participantsinterpretation of these criteria and their adaptation in the classroom are alsodiscussed.Meeting Specific NeedsThe same instructional materials were selected or prepared for all the studentsduring certain activities such as the Morning Circle, physical activities and artwork. However the three participants catered to the specific needs of the studentsby varying the amount of help provided to them. For instance, Kayla allowed acouple of her students to do physical activities such as carrying fruits andvegetables in a plate on their own while climbing up and down chairs that werearranged in a row. On the other hand, one of her students was helped all theway even though he used the same materials. Another example would be makinga scrap book with pictures of 'Things in the Classroom' in Kayla's classroom.The students were first required to make scrap books by threading ribbon throughthe holes punched into the thick paper. They then picked the picture stated bythe teacher, applied the gum and finally pasted the pictures. This activity hadtwo different objectives; the high functioning students were required to recognisethe things in the classroom whereas the low functioning students were justpracticing their fine motor skills.

The individual student's ability was always in both Kayla's and Sheila'sminds when they prepared worksheets or written work for the students. Theyadjusted the difficulty of the worksheet or the amount of work given to thestudents according to each student's ability. The high-functioning students inKayla's classroom trace on the alphabets and digits that she had written. Shealways left empty places on the paper for them to write on their own. Sheila, onthe other hand, prepared different types of written work. She allowed one of herstudents to use stamp pads to stamp the alphabets to complete words becausehe did not like to write. However, even though Marla used the same material

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for all her students she tried to meet their needs by varying the amount of supportgiven to each of them.

Kayla and Marla gave their students specific educational toys to improvetheir skills in certain areas. When her high functioning students had completedtheir worksheet Kayla gave them jigsaw puzzles to sort out whereas her lowfunctioning students were given small items like clothes pegs to strengthen theirfine motor skills.Meeting Preferences and InterestsThe three participants carried out the same activities using the same instructionalmaterial for all students. Sometimes they did use materials of interest to thestudents but these occasions were quite rare during instruction time. Kayla usedthe educational toys during teaching especially when she was providing one-toone instruction. Then the other students were allowed to play with jigsaw puzzlesscribbling boards the sorting container and plastic alphabets. The toys given tothe students depended on their level ability and interest. Kayla also read storiesthat interested the students. Preferences and interests were catered to during freeplay in Marla s classroom. The students were allowed to play with toys thatinterested them as soon as they walked into the classroom.Promoting ngagement Play Interaction and LearningKayla s worksheets were interesting colourful and three dimensional. Thestudents especially the high functioning ones were able to do the matching andwriting exercises given to them. Sometimes Kayla increased the number ofworksheets the students were required to complete if the students appeared tobe interested. They were allowed to play with the toys of their interest as soonas they had completed their written work which comprised writing the alphabetand digits.

Sheila s and Marla s worksheets were black and white and two dimensional.Most of arla swere photocopied pieces of the worksheets she used forcolouring activities and joining dots to form digits and letters. Sheila s worksheetswere handwritten on pieces of A4 paper or in the students exercise books. Thestudents were required to do some writing stamping with alphabet stamps orcolouring. These types of exercises rarely helped the students learn because theywere assisted by the teacher or the teacher assistant in completing the work.

However Sheila rarely used the toys. Even when students took them she toldthem to put the toys back from wherever they were taken. She said that thestudents could play with the toys only if she allowed them. This was to instilldiscipline in them especially when they went to Year One. One box of blockseven had lizard eggs in them. The toys were neatly packed and kept away. Thepuppets were displayed on the shelf with a plastic covering them looked likeshe had never used them in the class. Musical instruments were neatly arranged

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for all her students, she tried to meet their needs by varying the amount of supportgiven to each of them.

Kayla and Marla gave their students specific educational toys to improvetheir skills in certain areas. When her high functioning students had completedtheir worksheet Kayla gave them jigsaw puzzles to sort out whereas her lowfunctioning students were given small items like clothes pegs to strengthen theirfine motor skills.Meeting Preferences and InterestsThe three participants carried out the same activities using the same instructionalmaterial for all students. Sometimes they did use materials of interest to thestudents but these occasions were quite rare during instruction time. Kayla usedthe educational toys during teaching especially when she was providing one-toone instruction. Then the other students were allowed to play with jigsaw puzzles,scribbling boards, the sorting container and plastic alphabets. The toys given tothe students depended on their level, ability and interest. Kayla also read storiesthat interested the students. Preferences and interests were catered to during freeplay in Marla s classroom. The students were allowed to play with toys thatinterested them as soon as they walked into the classroom.Promoting Engagement Play Interaction and LearningKayla s worksheets were interesting, colourful and three dimensional. Thestudents especially the high functioning ones were able to do the matching andwriting exercises given to them. Sometimes Kayla increased the number ofworksheets the students were required to complete if the students appeared tobe interested. They were allowed to play with the toys of their interest s soons they had completed their written work which comprised writing the alphabet

and digits.Sheila s and Marla s worksheets were black and white and two dimensional.Most of Marla s were photocopied pieces of the worksheets she used for

colouring activities and joining dots to form digits and letters. Sheila s worksheetswere handwritten on pieces of A4 paper or in the students exercise books. Thestudents were required to do some writing, stamping with alphabet stamps orcolouring. These types of exercises rarely helped the students learn because theywere assisted by the teacher or the teacher assistant in completing the work.

However Sheila rarely used the toys. Even when students took them she toldthem to put the toys back from wherever they were taken. She said that thestudents could play with the toys only if she allowed them. This was to instilldiscipline in them, especially when they went to Year One. One box of blockseven had lizard eggs in them. The toys were neatly packed and kept away. Thepuppets were displayed on the shelf with a plastic covering them, looked likeshe had never used them in the class. Musical instruments were neatly arranged

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on the shelf and the students were not allowed to take them. According to Sheilathe students have lost interest in the toys because they had played with them inthe beginning the year.Related to aily ctivitiesThe participants did use instructional materials related to daily activities. Kaylaguided her students to put their used clothes into a basket after their bath everyday. All the three participants also ensured that the students arranged their shoeson the shoe rack before entering the classroom. Kayla and Sheila had managedto get the students into this routine. Kayla s were even able to hang their bagsin their respective places. However some Marla s students were unable tofollow the routine and had to be helped.

Other activities which used naturally occurring objects as instructionalmaterials were meal times brushing their teeth and bathing. Kayla also enlistedthe help the students parents to follow some her practices in the classroomsuch as her routine after their bath. But there were parents who insisted onfeeding their children at home thus making it difficult for her in the preschool.These problems existed in Marla s and Sheila s classroom as well because some the parents were not cooperative in helping their children generalize learningacross the settings.Age and bility ppropriateAge and ability the instructional materials are closely related to quality andsafety. Materials inferior quality can be quite dangerous. For instance theplastic chair in Kayla s classroom broke when she sat on it. Fortunately neithershe nor her students was injured. Another incident was when the cheap drumbroke while they were playing. In this case they were lucky that nobody wasinjured.

So when it came to selecting age and ability appropriate material theparticipants were careful. They lamented that they could not use some theinstructional materials that were sent to the preschools in their activities becausethey were not suitable for the preschoolers age as well as ability level. Some these materials were so small that the students could accidentally swallow themso the participants had to pack and put them away.Implications and RecommendationsThis study shows that the quality the classroom instruction for preschoolstudents with Learning Disabilities is compromised because the instructionalmaterials for the activities do not adhere closely to the criteria specified in therecommended practices. The instructional materials do not always cater to the

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on the shelf and the students were not allowed to take them. According to Sheilathe students have lost interest in the toys because they had played with them inthe beginning o the year.Related t Daily ctivitiesThe participants did use instructional materials related to daily activities. Kaylaguided her students to put their used clothes into a basket after their bath everyday. All the three participants also ensured that the students arranged their shoeson the shoe rack before entering the classroom. Kayla and Sheila had managedto get the students into this routine. Kayla s were even able to hang their bagsin their respective places. However, some o Marla s students were unable tofollow the routine and had to be helped.

Other activities which used naturally occurring objects as instructionalmaterials were meal times, brushing their teeth and bathing. Kayla also enlistedthe help o the students parents to follow some her practices in the classroomsuch as her routine after their bath. But there were parents who insisted onfeeding their children at home thus making it difficult for her in the preschool.These problems existed in Marla s and Sheila s classroom as well because someo the parents were not cooperative in helping their children generalize learningacross the settings.Age and bility ppropriateAge and ability o the instructional materials are closely related to quality andsafety. Materials o inferior quality can be quite dangerous. For instance, theplastic chair in Kayla s classroom broke when she sat on it Fortunately neithershe nor her students was injured. Another incident was when the cheap drumbroke while they were playing. In this case they were lucky that nobody wasinjured.

So when it came to selecting age and ability appropriate material, theparticipants were careful. They lamented that they could not use some o theinstructional materials that were sent to the preschools in their activities becausethey were not suitable for the preschoolers age as well as ability level. Some othese materials were so small that the students could accidentally swallow themso the participants had to pack and put them away.Implications and RecommendationsThis study shows that the quality o the classroom instruction for preschoolstudents with Learning Disabilities is compromised because the instructionalmaterials for the activities do not adhere closely to the criteria specified in therecommended practices. The instructional materials do not always cater to the

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individual needs the students which is the core principle providing preschooleduc tion for children with e rning Disabilities.The findings this study can help the Special Education Division the

Ministry Education in providing courses and training that will expose thecurrent teachers to the criteria necessary for selecting and preparing instructionalmaterials. Training and workshops in the area preparing instructional materialare also needed to help educate these teachers. In addition, the Division and otherauthorities can pay specific attention to the instructional materials to ensure thatmaterials sent to the preschools are safe and age appropriate.

Teacher training colleges can make use the findings to ensure that thefresh trainees are equipped with the relevant information when they leave college.The State Education Departments must ensure that teachers who are trained forspecial education are sent to the preschools so that students receive qualityeducation.

eferen es

Bailey, Donald B Wolery, Mark (1992). Teaching infants and preschoolerswith disabilities (2nd ed.). New York, NY: Macmillan.

Bowe, F G (2000). Birth to five early childhood special education. New York,NY: Delmar Thomson Learning.

Bricker, D., Cripe, J. J. W (1995). An activity based approach to earlyintervention. USA: Paul Brookes.

Chiam, H. K. (1991). Cognitive development preschool children. In H. K.Chiam (Ed.), Securing our Future Conference on Children Our Future (pp.141-164). Kuala Lumpur: University Malaya.

Cole, P., Chan, L (1990). Methods nd strategies for special education.Sydney, Australia: Prentice-Hall.

Dunlap, L L (1997). An introduction to early childhood special education.Boston, MA: Allyn Bacon.

Gable, R. A. (2004). Lessons learned from research on early intervention: Whatteachers can do to prevent childrens behaviour problems. Preventing SchoolFailure 1 9.

Gargiulo, R. M., Kilgo, (2000). Young children with spe i l needs: Anintroduction to early childhood special education. New York, NY: Delmar.

Gholam Kibria. (1994). Early intervention at-risk and develop mentallydelayed children in the developing countries: Myth or reality? InternationalJournal ofSpecial Education 9(2), 162-169.

Gillham, B. (2000). Case study research methods. London, UK: Continuum.

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individual needs o the students which is the core principle o providing preschooleduc tion for children with Learning Disabilities.

The findings o this study can help the Special Education Division o theMinistry o Education in providing courses and training that will expose thecurrent teachers to the criteria necessary for selecting and preparing instructionalmaterials. Training and workshops in the area o preparing instructional materialare lso needed to help educate these teachers. In addition, the Division and otherauthorities can pay specific attention to the instructional materials to ensure thatmaterials sent to the preschools are safe and age appropriate.

Teacher training colleges can make use o the findings to ensure that thefresh trainees are equipped with the relevant information when they leave college.The State Education Departments must ensure that teachers who are trained forspecial education are sent to the preschools so that students receive qualityeducation.

eferences

Bailey, Donald B. Wolery, Mark (1992). Teaching infants and preschoolerswith disabilities (2nd ed.). New York, NY: Macmillan.

Bowe, F G (2000). Birth to five early childhood special education. New York,NY: Delmar Thomson Learning.

Bricker, D., Cripe, 1 1 W (1995). n activity-based approach to earlyintervention. USA: Paul Brookes.

Chiam, H. K. (1991). Cognitive development o preschool children. In H. K.Chiam (Ed.), Securing our Future Conference on Children- Our Future (pp.141-164). Kuala Lumpur: University o Malaya.

Cole, P. Chan, L (1990). Methods and strategies for special education.Sydney, Australia: Prentice-Hall.

Dunlap, L L (1997). n introduction to early childhood special education.Boston, MA: Allyn Bacon.

Gable, R A. (2004). Lessons learned from research on early intervention: Whatteachers can do to prevent childrens' behaviour problems. Preventing SchoolFailure 1-9.

Gargiulo, R. M., Kilgo, (2000). Young children with special needs: nintroduction to early childhood special education. New York, NY: Delmar.

Gholam Kibria. (1994). Early intervention o at-risk and develop mentallydelayed children in the developing countries: Myth or reality? InternationalJournal ofSpecial Education 9(2), 162-169.

Gillham, B. (2000). Case study research methods. London, UK: Continuum.

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Guralnick, M. J. 1991). The next decade of research on the effectiveness ofEarly Intervention. Exceptional Children, 58 2 174-183.

Guralnick, M. J. 1993). Second generation research on the effectiveness ofEarlyIntervention. Early Education and Development, 4 4), 366-378.

Guralnick, M.J. 2000). Early Childhood Intervention: Evolution of a system.Focus on Autism and other Developmental Disabilities, 15 2), 68-79.

Guralnick, M. J. 2001). A developmental systems model for early intervention.Infants and Young Children, 14 2), 1-17.

Lerner, J. 2003 . earning disability: Theories, diagnosis, and teachingstrategies. Boston, MA: Houghton Mifflin.

Lerner, J., Mardell-Czudnowski, c. Goldenberg, G. 1981). Special educationfor the early childhood years. Englewood Cliffs, NJ: Prentice Hall.

Merriam, S. 200 I . ualitative research and case study applications ineducation. San Francisco, CA: Jossey-Bass.

Odom, S. L. Wolery, M. 2003 . A unified theory of practice in earlyintervention/Early childhood special education: Evidence-based practices.Journal ofSpecial Education, 37 3), 1-19.

Odom, S. L. McLean, M. E. 1993). Establishing recommended practicesfor programs for infants and young children with special needs and theirfamilies Report - Descriptive 141). DEC ERIC Document ReproductionService No. EC301934

Odom, S. L., Teferra, T., Sudha Kaul 2004). An overview of internationalapproaches to early intervention for young children with special needs andtheir families. Young Children, 38-43.

Sandall, S., McLean, M. E., Smith, B. 1. 2000). DEC Recommended Practicesin Early Intervention/Early Childhood Special Education. Longmont, CO:Sopria West.

Yin, R. K. 1984). Case study research. Newbury Park, CA: Sage.

Guralnick, M J (1991). The next decade of research on the effectiveness ofEarly Intervention. Exceptional Children, 58 2)174-183.

Guralnick, M. J. (1993). Second generation research on the effectiveness ofEarlyIntervention. Early Education and Development, 4(4), 366-378.

Guralnick, M.J. (2000). Early Childhood Intervention: Evolution of a system.Focus on Autism and other Developmental Disabilities, 15(2), 68-79.

Guralnick, M. J. (2001). A developmental systems model for early intervention.Infants and Young Children, 14(2), 1-17.

Lerner, J. 2003). earning disability: Theories, diagnosis, and teachingstrategies. Boston, MA: Houghton Mifflin.

Lerner, J., Mardell-Czudnowski, c. Goldenberg, G (1981). Special educationfor the early childhood years. Englewood Cliffs, NJ: Prentice Hall.

Merriam, S. 2001). Qualitative research and case study applications ineducation. San Francisco, CA: Jossey-Bass.

Odom, S. L., Wolery, M. 2003). A unified theory of practice in earlyintervention/Early childhood special education: Evidence-based practices.Journal ofSpecial Education, 37(3), 1-19.

Odom, S. L., McLean, M. E. (1993). Establishing recommended practicesfor programs for infants and young children with special needs and theirfamilies (Report - Descriptive (141). DEC (ERIC Document ReproductionService No. EC301934

Odom, S L., Teferra, T., Sudha Kaul (2004). An overview of internationalapproaches to early intervention for young children with special needs andtheir families. Young Children, 38-43.

Sandall, S., McLean, M E., Smith, B. 1 (2000). DEC Recommended Practicesin Early Intervention/Early Childhood Special Education. Longmont, CO:Sopria West.

Yin, R. K. (1984). Case study research. Newbury Park, CA: Sage.