Adapting Early Childhood Curricula for Children with Special Needs (Pearson New International Edition of 8th Revised ed)
By: Deborah Chen (author), Ruth E. Cook (author), M. Diane Klein (author)Paperback
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For students taking courses in early childhood special education. A practical, activity-based approach to early childhood special education built on a foundation of theory and research. This comprehensive text on early childhood special education emphasizes a developmental focus over a disability focus. The authors believe that children are more alike than different in their developmental processes and avoids the negative impact of labeling children with disability categorical names. The authors have produced a book that offers educators a practical and effective guide to finding learning opportunities within daily curriculum activities and routine. The current edition maintains the focus on inclusive, family-centered, real-world approaches that are also theoretically based. The text also provides ample detail related to specific intervention strategies that enhance teachers' ability to work with young children with special needs and their families. Readable and practical, the illustrations of techniques and strategies throughout make this text a valuable resource long after students leave their formal education.
Contents Chapter 1 Educating Young Children with Special Needs: The Challenge Viewing the Child with Special Needs as a Child First Inclusion of Young Children with Special Needs in Community-Based Settings Philosophy of This Text Early Childhood Special Education: An Evolving Field Pioneering Influences Casa dei Bambini Piaget's Theory of Cognitive Development Recognition of the Role of Early Experiences Project Head Start: A Breakthrough Doubts Impact of Early Intervention Early Intervention for Children with Disabilities Relationship-Focused Models of Early Intervention Changing Policies: The Enabling Impact of Public Pressure and Legislation Development of Professional Groups The Power of Private Citizens The First Chance Program Public Law 94-142: The Education for All Handicapped Children Act of 1975 Public Law 99-457: The Education of the Handicapped Act Amendments of 1986 Public Law 101-476: The Education of the Handicapped Act Amendments of 1990 Public Law 102-119: The Individuals with Disabilities Education Act Amendments of 1991 Public Law 105-17: The Individuals with Disabilities Education Act Amendments of 1997 Public Law 108-446: The Individuals with Disabilities Education Improvement Act of 2004 Public Law 101-336: The Americans with Disabilities Act of 1990 Evolving Trends in Early Childhood Special Education Family-Centered Services Community-Based Inclusive Services Interdisciplinary Collaboration Culturally Responsive Practices Coordinated, Comprehensive Services Evidence-Based Practices Routines-Based or Embedded Interventions Standards-Based Curriculum Child Outcomes Recognition and Response Building on Recommended Practices Collaboration Between Early Childhood Education and Early Childhood Special Education Professionals A Cautionary Note Service Delivery Child-Focused Approaches Caregiver-Focused Approaches Services for Infants and Toddlers Services for Preschoolers Meeting Young Children's Needs in Inclusive Settings Unique Challenges Involved in Supporting Early Childhood Inclusion Redefining the Role of the Early Childhood Special Educator The Case for Specific Training Related to Inclusion Support Summary Discussion Topics and Activities Chapter2: In Partnership with Families A Personal Perspective on Raising a Child with Developmental Challenges Emotional Supports for Families with Children Who Have Special Needs Basic Needs Failure to Consider Basic Needs The Need for Emotional Support Parental Reactions; Dealing with Grief and Other Feeling States Shock, Disbelief, and Denial Anger and Resentment Bargaining Depression and Discouragement Adaptation and Adjustment A Father's Perspective Transitions The Family as a System Extended Family and Sibling Needs and Reactions Siblings Parents as Team Members Family Outcomes Options for Family Involvement A Continuum What Fathers Say About Their Involvement Home-Based Intervention Programs Additional Important Considerations When Making Home Visits Supporting and Partnering with Parents in Early Intervention Programs Conferences with Parents Involving Parents in Group Meetings Working with Culturally Diverse Families Cultural Models and Child-Rearing Practices Language Differences Parents' Expectations of the Preschool Curricula Working with Special Family Populations Parents with Developmental Disabilities Teen Parents Foster Caregivers Understanding the Impact of Poverty Homelessness Summary Chapter3: Developing Individualized Intervention Plans and Programs and Monitoring Progress The Individualized Family Service Plan Process for Infants, Toddlers, and Their Families The IFSP Process Participants in Initial and Annual IFSP Meetings Identifying Family Concerns, Priorities, and Resources The IFSP Document Developing Outcome Statements Service Coordination Who Can Become Service Coordinators? Models of Service Coordination Promoting Essential Interagency Collaboration Developing Individualized Education Programs for Preschoolers The Interdisciplinary IEP Team Meeting Process Considering Darren Background Information Required Contents of the IEP Purposes and Limitations of the IEP Considerations Beyond the IEP Writing Program Objectives (Benchmarks) Basics of Writing Behavioral Objectives Guidelines for Choosing and Writing Behavioral Objectives Becoming a Skilled Observer Observing How Children Perform a Task Considering the Special Challenges When English Is the Child's Second Language Realizing Environmental Influences on Child Performance Recognizing the Interrelationship of Skills Guidelines for Successful Observation The Portfolio and Its Use with Young Children Types of Observation Samples Recording Children's Progress Linking Assessment to Curriculum Facilitating Transitions Steps in Transition to Center-Based or Public School Services The Role of the Early Childhood Special Educator in Facilitating Transitions Summary Chapter4: Designing Instructional Programs Curriculum Definition Choosing a Curriculum Considering Children with Special Needs Philosophy of This Text General Instructional Strategies Motivation Applied Behavior Analysis Social Mediation of Experience Adult-Child Communication Strategies Routines Play as an Important Teaching Context Arranging the Physical Environment to Maximize Learning The Physical Environment Grouping Children Sound and Lighting Visual Materials Special Considerations for Infants and Toddlers Creating a Positive Social-Emotional Environment Anticipate Children's Questions Encourage Children with Specific Positive Feedback Provide Opportunities for Self-Efficacy and Decision Making Designing the Teaching-Learning Environment: Universal Design for Learning Embedding Teaching and Learning Opportunities Scheduled Plans Promote Desired Consistency in Routines Providing a Variety of Activities to Accomplish Any One Outcome or Objective Terminal Objective Individual (En Route) Objectives The Activity: Bathing a Doll Evaluating the Effectiveness of Each Activity Using an Activity to Achieve More Than One Objective Summary Chapter 5: Considerations for Teaching Children withSpecific Disabilities Getting Started: Gathering Information About the Child Learn from the Family Collaborate Among Team Members Plan and Conduct Observations Suggestions for Teaching Children with Specific Disabilities Health Impairments Hearing Loss Difficulties in Learning Physical Disabilities Visual Impairments Autism Spectrum Disorders Fetal Alcohol Spectrum Disorders Teaching Children with Severe and Multiple Disabilities Provide Opportunities for Children to Make Choices Ecological Inventory and Discrepancy Analysis Analyze a Child's Lack of Response Principle of Partial Participation Prompting and Fading Procedures Errorless Learning Communication Strategies Tips for Promoting Children's Participation in the Classroom Summary Chapter6: Promoting Emotional and Social Development Becoming Emotionally Secure Attachment Erikson's Stages of Psychosocial Development Greenspan's Model of Affective Development Building a Healthy Environment Structure and Consistency Routines Limits Constructive Consequences Logical Connections Variety Avoiding Frustration Building Emotional Literacy Promoting Appropriate Behavior Modeling Facilitating Social Skills Use of Environmental Structuring Use of Typical Peers as Medicators of Social Skills Encouraging Developmental Play Behavior The Importance of Play Development of Social Interaction Skills Through Play The Nature of Play Helping Children with Emotional and Behavioral Challenges Individual Temperament Children Who Lack Self-Control A Word About Medication: Caution Children Who Are Reluctant to Participate Use of Reinforcement Give Credit Where Credit Is Due Ignore Minor Disruptive Behaviors Minimize the Use of Negative Consequences Positive Behavior Support Using Behavioral Analysis to Understand Disruptive Behavior Designing Positive Behavior Support Plans Use of Social Stories Special Considerations for Working with Children Who Have Been Abused and Neglected Summary Chapter7: Helping Young Children Develop Motor and Self-Help Skills The Development of Motor Skills Sequential Trends of Motor Development Helping Parents Understand Reflexive Development Developing Gross Motor Skills Developing Fine Motor Skills Atypical Motor Development Problems in Muscle Development Assessment of Motor Abilities Infants and Toddlers Severe Motor Impairments General Considerations for Assessment of All Young Children Play-Based Assessment Physical Therapy Intervention Role of Therapists Approaches to Therapy Sensory Integration Positioning and Handling Proper Lifting Adaptive Equipment and Assistive Technology Devices Development of Adaptive Behavior Skills Use of Task Analysis Dressing Toileting Feeding Adapting the Environment The Classroom or Center The Home Movement Skills and Music Movement Skills and Imagination Adaptations in Movement Education Summary Chapter8: Nurturing Communication Skills The Subskills of Language Content, Use, and Form Semantics Syntax Morphology Phonology Pragmatics Contribution of Social Interaction Theory to Understanding Early Communication Development Stages of Development of Communication Skills in Young Children Prelinguistic Communication The Onset of Language Combining Words Necessary Conditions for the Development of Communication Skills Characteristics That Can Interfere with Language Development Characteristics That Can Interfere with the Production of Speech Nurturing Speech, Language, and Conceptual Skills The Important Role of Caregiver-Child Interaction General Classroom Strategies That Encourage and Support Communication Beginning Where the Child Is Conversing with the Child Choosing What to Talk About Listening Developing Pragmatic Skills Expanding Skills Communication Interventions for Young Children with Intensive Needs Communicating with Children Who Have Severe Disabilities Techniques for Teaching Expressive Communicative Behaviors: "Output Strategies" Identifying Behaviors That Can Be Used Communicatively Teaching Communicative Behaviors: Creating Opportunity and Need for Communication Augmentative and Alternative Communication Systems Steps in Developing an AAC System Classroom Strategies That Facilitate Augmentative Communication Skills Using the Picture Exchange Communication System Working with Children with Hearing Loss Specific Strategies for Working with Children with Hearing Loss Facilitating Comprehension of Speech Hearing Aids Cochlear Implants: Amazing Advances in Technology Supporting Spoken English Children with Intermittent Hearing Losses Working with Children with Visual Impairments Working with Children with Autism Use of Behavior Analysis Approaches with ASD Working with Children with Severe Motor Disabilities Working with Children with Language Differences Learning a New Language Stages of Second Language Learning Dual Language Learning and Home Language Maintenance Collaborative Consultation with Speech-Language Specialists Summary Chapter9: Encouraging the Development of Cognitive Skills and Literacy What Is Cognition? Basic Cognitive Processes Attention Perception Development of Cognitive Skills The Developmental Theory of Piaget Demonstration of Cognitive Skills Through the Developmental Stage of Children's Play Simple Manipulation Exploratory Play Functional Play Symbolic Play Facilitating the Development of Cognitive Skills in Infants and Toddlers Intentionality Means-End Behavior Trial-and Error Exploration Object Permanence Deferred Imitation Facilitating the Development of Cognitive Skills in Preschoolers Symbolic Representation Problem Solving Working with Children Who Have Cognitive Disabilities Characteristics of Children with Significant Cognitive Disabilities Adapting Instruction Facilitating Cognitive and Information-Processing Subskills Related to Academic Achievement Facilitating Children's Engagement Structuring Learning Experiences Emergent Math and Science Classification, Seriation, and Concept Development Facilitating Classification Problem Solving in a Montessori Classroom Facilitating Seriation Facilitating Concept Development Development of Literacy The Precursors of Reading and Writing Relationship Between Oral Language and Literacy The Nature of School Language Cultural Differences in Early Language and Literacy Experiences Differences in Children's Early Use of Narratives Cultural Difference in Early Caregiver-Infant Interaction Cultural Differences in Uses of Print Teaching Strategies That Facilitate Emergent Literacy Skills Whole-Language Versus Phonological Approaches to the Development of Literacy Teaching Phonological and Phonemic Awareness Developing Sight Word Vocabulary Summary Chapter10: Teaming: Collaboration, Problem Solving, and Consultation Collaboration, Problem Solving, and Shared Decision Making Communication Strategies: The Key to Successful Teaming Problem Solving and Conflict Resolution Dealing with Conflict: Perspective Taking and the Process of Conflict Resolution Problem-Solving Case Study: Paulo Models for Supporting Children with Special Needs in Inclusive Settings No Support Use of One-to-One Assistant Staff Inservice Models Itinerant Consultation Model of Inclusion Support Responsibilities of the Inclusion Support Specialist in an Itinerant Consultant Role Unique Collaborative Challenges for Inclusion Specialists A Note on Disability Specialists and Therapists in Itinerant Service Delivery Roles Specific Support Strategies Provided by Itinerants Coteaching Approaches to Inclusion Support Coteaching Defined Challenge of Coteaching Components of Effective Coteaching The IEP: The Key to Successful Inclusion Communication and Collaboration in Coteaching Models Problem Solving and Conflict Resolution in Coteaching Models Administrative Issues Stages of the Coteaching Relationship Effective Teaming with Interdisciplinary Specialists Working with Paraprofessionals Who Are the Paraprofessionals? Designing and Defining Jobs Communicating Expectations Discovering and Using Special Skills and Talents Defining the Teacher's Responsibilities to Paraprofessionals Being an Appropriate Role Model Allowing for Sufficient Planning Time Providing Constructive Feedback: Coaching and Mentoring the Paraprofessional Paraprofessionals as One-to-One Assistants Supervision of One-to-One Assistant in Inclusive Settings Guidelines for Use of One-to-One Assistants Evaluating Paraprofessional Services Using Self-Evaluations Teacher-Initiated Evaluations of the Paraprofessional Paraprofessional's Evaluation of the Teacher Preventing Paraprofessional Burnout Summary Appendix A: Chart of Typical Development Appendix B: Find Your Child's Speech and Hearing Age Appendix C: Reflexes, Reactions, and Implications Appendix D: Referral Signals Checklist Appendix E: Competencies for Trainees in Early Childhood Special Education Appendix F: Building Collaborative Relationships and Conflict Resolution: Effective Communication Strategies Appendix G: Strategies for Helping Children with Specific Disabilities Participate in Inclusive Settings Appendix H: Common Sequence of Training Steps Used in Milieu Approaches Appendix I: Inclusion Support Itinerant Procedures Appendix J: Web Sites Related to Young Children with Special Needs and Their Families Appendix K: Periodicals Relevant to Early Childhood Special Education References Glossary Name Index Subject Index
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- ID: 9781292041131
Pearson New International Edition of 8th Revised ed
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