A Comprehensive Review of the Effectiveness of Embedded Instruction in Early

Childhood Special Education

Research article Title: Effectiveness of embedded instruction in early childhood special

education: A literature review

Authors: Salih Rakap, Asiye Parlak‐Rakap

Published: European Early Childhood Education Research Journal 19 (1), 79-96, 2011

Introduction:

In their article titled "Effectiveness of embedded instruction in early childhood special education:
A literature review," Salih Rakap and Asiye Parlak‐Rakap delve into the efficacy of embedded
instruction in early childhood special education. The authors explore various studies conducted
in this field to examine the impact of embedded instruction on the learning outcomes of children
with special needs. By reviewing and synthesizing the existing literature, the authors aim to
provide educators and practitioners with valuable insights into the effectiveness of embedded
instruction strategies.

Summary:

Rakap and Parlak‐Rakap begin their review by defining embedded instruction as a systematic
approach that integrates teaching within children's natural environments and routines. They
highlight the significance of early intervention for children with special needs and emphasize the
need for effective instructional methods to maximize their developmental potential. The authors
meticulously analyze a range of studies published between 1990 and 2010 that investigate the
effectiveness of embedded instruction. They identify common themes, methodologies, and
outcomes to gain a comprehensive understanding of the subject. Throughout their analysis,
Rakap and Parlak‐Rakap focus on key areas such as communication, social interaction, play
skills, and overall academic achievement. Their findings reveal that embedded instruction is
indeed an effective approach for enhancing the learning outcomes of children with special needs.
The studies consistently demonstrate positive impacts across a variety of domains, with notable
improvements in communication and social skills. Moreover, embedded instruction promotes
independent engagement in play activities and enhances children's overall academic
performance. The authors emphasize that embedded instruction offers several advantages over
traditional instruction methods. By incorporating teaching into natural routines and settings,
children with special needs receive targeted instruction within the context of their everyday
experiences. This approach facilitates generalization of skills and enhances the child's ability to
transfer their knowledge to new situations. Additionally, embedded instruction promotes active
engagement, motivation, and participation, which are crucial for optimal learning outcomes.
Rakap and Parlak‐Rakap acknowledge that further research is needed to explore the long-term
effects of embedded instruction and its impact on various subgroups of children with special
needs. They emphasize the importance of individualized instruction that takes into account each
child's unique strengths, challenges, and developmental goals.

Conclusion:

The review conducted by Rakap and Parlak‐Rakap offers a comprehensive analysis of the
effectiveness of embedded instruction in early childhood special education. The authors
demonstrate that embedded instruction provides an effective and promising approach for
supporting the learning and development of children with special needs. The findings suggest
that this instructional method yields positive outcomes in communication, social interaction, play
skills, and academic achievement. The review highlights the benefits of embedding instruction
within natural environments and routines, emphasizing its potential to foster skill generalization
and active engagement. Educators and practitioners working in early childhood special education
can utilize these insights to design and implement effective instructional practices that enhance
the outcomes of children with special needs. Furthermore, the review points out the need for
further research to explore the long-term effects of embedded instruction and its applicability to
diverse subgroups within the special needs population. Overall, this article serves as a valuable
resource for researchers, educators, and practitioners in the field of early childhood special
education.