This study examined the effects of reducing teacher support during reading activities on the on-task behavior of 11 young children with special needs in three cross-categorical early childhood special education classrooms. The results showed that on reduction of teacher attention, the children in two of the classrooms performed their reading tasks appropriately. The children in the third classroom did not maintain their on-task behavior with minimal teacher support; however, on implementation of a simple checksheet procedure, three of the four children's performance improved. A discussion follows of implications for arranging instructional environments to promote successful experiences for children with special needs in regular classrooms.
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