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Teaching Children with Intellectual Disabilities through Video Prompting: Smartphone vs. Tablet

Serife Yucesoy-Ozkan, Emrah Gulboy, Feyat Kaya

Page : 32-48

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Keywords

Early childhood inclusion, mothers’ needs, training program, collaboration, empowerment, Early childhood practitioners, self-efficacy beliefs, self-competence, self-confidence, Young children with disabilities, perceptions about physical disabilities, typically developing children's perceptions., Early intervention, policy, practice, Lithuania, professional training, research, Early care, inclusion, Ghana, special needs, narrative analysis, Family-Centered Early Intervention, Supporting Infants and Toddlers in Natural Environments, School Adjustment, Preschool Period, Autism Spectrum Disor-der, Social Interaction.,
Mother-child interaction, autism spectrum disorders, early intervention, Human Development, Educational Inclusion, Special Education, Early Childhood Education, Early intervention, young children, Taiwan, Pivotal response teaching, evidence-based interventions, autism spectrum disorder, Early intervention, developmental delays, early childhood education, special education, Early intervention, policy, practice, Catalonia, target group, families, Early intervention, policy, practice, UK, children, families,

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All Rights Reserved © International Journal of Early Childhood Special Education | INT-JECSE - ISSN: 1308-5581

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