Using a Music Therapy Collaborative Consultative Approach - World ...

acknowledges that each child is unique in her/his development and allows practice to
accommodate individual differences in personality, learning styles, growth, strength,
interests, experiences, and family background. To be most beneficial to children’s
development, an appropriate learning environment is provided and appropriate experiences
are planned by the childcare program based on this knowledge in response to individual
needs, interest and abilities (Bredekamp, 1991). These guidelines, developed for general
early childhood education, can be the baseline for Early Intervention/Early Childhood
Special Education, but might need modifications and adaptations to ensure that the individual
needs of children with special needs are met (Carta, 1995; Sandall, McLean, & Smith, 2000;
Wolery, Strain, & Bailey, 1992; Wolery & Bredekamp, 1994). Substantial modifications and
adaptations for special early childhood education practice are set forth in several sources,
among them the Division of Early Childhood (DEC) and National Association for the
Educating Young Children (NAEYC) documents (Bredekamp & Copple, 2002; DEC, 1993;
Sandall, McLean, & Smith, 2000).
2.1.3 Early Intervention / Early Childhood Special Education Services
2.1.3.1 Embedded Model of Service Delivery
Many studies conducted in inclusive childcare programs indicated that, prior to the
application of specific interventions, children’s needs for learning and development were not
being met (Venn et al., 1993; 1997; Kaiser, Yoder, & Keetz, 1992). The inclusion of
children with special needs in community-based childcare programs is only sufficient and
successful if the children’s learning and developmental needs are also addressed. Therefore,
the application of specific individualized interventions might be required (Lamorey &
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