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Children typically come to school with a range of abilities to see, hear, attend, write, read, count, understand English, transition from one activity to another, manage physical tasks, care for their own needs, engage in learning activities, and remember. These abilities are mediated by the variety of experiences children have had at home and in previous early education and care settings. In the past, many teachers expected their students to conform to a standard of learning and behavior. When it was discovered that a student’s abilities were outside what was considered typical, the teacher and other members of the educational team (e.g., occupational therapists, physical therapists, speech and language pathologists, family members) would collaborate to develop strategies and consider adaptations to the curriculum to help ...

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