Adapting Early Childhood Curricula for Children with Special Needs: Pearson New International Edition (8th edition)
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 FirstInclusion of Young Children with Special Needs in Community-Based SettingsPhilosophy of This TextEarly 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 InterventionChanging 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 1990Public Law 102-119: The Individuals with Disabilities Education Act Amendments of 1991Public Law 105-17: The Individuals with Disabilities Education Act Amendments of 1997Public Law 108-446: The Individuals with Disabilities Education Improvement Act of 2004Public Law 101-336: The Americans with Disabilities Act of 1990Evolving 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 ResponseBuilding on Recommended PracticesCollaboration Between Early Childhood Education and Early Childhood Special Education Professionals A Cautionary NoteService Delivery Child-Focused Approaches Caregiver-Focused Approaches Services for Infants and Toddlers Services for PreschoolersMeeting 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 SupportSummaryDiscussion Topics and Activities Chapter2: In Partnership with Families A Personal Perspective on Raising a Child with Developmental ChallengesEmotional Supports for Families with Children Who Have Special Needs Basic Needs Failure to Consider Basic Needs The Need for Emotional SupportParental 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 TransitionsThe Family as a SystemExtended Family and Sibling Needs and Reactions SiblingsParents as Team Members Family OutcomesOptions 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 MeetingsWorking with Culturally Diverse Families Cultural Models and Child-Rearing Practices Language Differences Parents' Expectations of the Preschool CurriculaWorking with Special Family Populations Parents with Developmental Disabilities Teen Parents Foster CaregiversUnderstanding the Impact of Poverty HomelessnessSummary 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 StatementsService Coordination Who Can Become Service Coordinators? Models of Service CoordinationPromoting Essential Interagency CollaborationDeveloping Individualized Education Programs for Preschoolers The Interdisciplinary IEP Team Meeting ProcessConsidering Darren Background InformationRequired Contents of the IEP Purposes and Limitations of the IEP Considerations Beyond the IEPWriting Program Objectives (Benchmarks) Basics of Writing Behavioral Objectives Guidelines for Choosing and Writing Behavioral ObjectivesBecoming 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 SamplesRecording Children's ProgressLinking Assessment to CurriculumFacilitating Transitions Steps in Transition to Center-Based or Public School Services The Role of the Early Childhood Special Educator in Facilitating TransitionsSummary Chapter4: Designing Instructional Programs Curriculum Definition Choosing a Curriculum Considering Children with Special Needs Philosophy of This TextGeneral Instructional Strategies Motivation Applied Behavior Analysis Social Mediation of Experience Adult-Child Communication Strategies RoutinesPlay as an Important Teaching ContextArranging the Physical Environment to Maximize Learning The Physical Environment Grouping Children Sound and Lighting Visual Materials Special Considerations for Infants and ToddlersCreating a Positive Social-Emotional Environment Anticipate Children's Questions Encourage Children with Specific Positive Feedback Provide Opportunities for Self-Efficacy and Decision MakingDesigning the Teaching-Learning Environment: Universal Design for LearningEmbedding Teaching and Learning Opportunities Scheduled Plans Promote Desired Consistency in RoutinesProviding 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 ObjectiveSummary 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 ObservationsSuggestions for Teaching Children with Specific Disabilities Health Impairments Hearing Loss Difficulties in Learning Physical Disabilities Visual Impairments Autism Spectrum Disorders Fetal Alcohol Spectrum DisordersTeaching 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 StrategiesTips for Promoting Children's Participation in the ClassroomSummary Chapter6: Promoting Emotional and Social Development Becoming Emotionally Secure Attachment Erikson's Stages of Psychosocial Development Greenspan's Model of Affective DevelopmentBuilding a Healthy Environment Structure and Consistency Routines Limits Constructive Consequences Logical ConnectionsVarietyAvoiding FrustrationBuilding Emotional LiteracyPromoting Appropriate Behavior ModelingFacilitating Social Skills Use of Environmental Structuring Use of Typical Peers as Medicators of Social SkillsEncouraging Developmental Play Behavior The Importance of Play Development of Social Interaction Skills Through Play The Nature of PlayHelping Children with Emotional and Behavioral Challenges Individual Temperament Children Who Lack Self-Control A Word About Medication: Caution Children Who Are Reluctant to ParticipateUse of Reinforcement Give Credit Where Credit Is Due Ignore Minor Disruptive Behaviors Minimize the Use of Negative ConsequencesPositive Behavior Support Using Behavioral Analysis to Understand Disruptive Behavior Designing Positive Behavior Support PlansUse of Social StoriesSpecial Considerations for Working with Children Who Have Been Abused and NeglectedSummary 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 SkillsAtypical Motor Development Problems in Muscle DevelopmentAssessment of Motor Abilities Infants and Toddlers Severe Motor Impairments General Considerations for Assessment of All Young Children Play-Based AssessmentPhysical Therapy Intervention Role of Therapists Approaches to Therapy Sensory Integration Positioning and Handling Proper Lifting Adaptive Equipment and Assistive Technology DevicesDevelopment of Adaptive Behavior Skills Use of Task Analysis Dressing Toileting FeedingAdapting the Environment The Classroom or Center The Home Movement Skills and Music Movement Skills and Imagination Adaptations in Movement EducationSummary Chapter8: Nurturing Communication SkillsThe Subskills of Language Content, Use, and Form Semantics Syntax Morphology Phonology PragmaticsContribution of Social Interaction Theory to Understanding Early Communication DevelopmentStages of Development of Communication Skills in Young Children Prelinguistic Communication The Onset of Language Combining WordsNecessary Conditions for the Development of Communication Skills Characteristics That Can Interfere with Language DevelopmentCharacteristics That Can Interfere with the Production of SpeechNurturing Speech, Language, and Conceptual SkillsThe Important Role of Caregiver-Child InteractionGeneral 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 SkillsCommunication 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 CommunicationAugmentative and Alternative Communication Systems Steps in Developing an AAC System Classroom Strategies That Facilitate Augmentative Communication Skills Using the Picture Exchange Communication SystemWorking 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 LossesWorking with Children with Visual ImpairmentsWorking with Children with Autism Use of Behavior Analysis Approaches with ASDWorking with Children with Severe Motor DisabilitiesWorking 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 SpecialistsSummary Chapter9: Encouraging the Development of Cognitive Skills and Literacy What Is Cognition?Basic Cognitive Processes Attention PerceptionDevelopment of Cognitive Skills The Developmental Theory of PiagetDemonstration of Cognitive Skills Through the Developmental Stage of Children's Play Simple Manipulation Exploratory Play Functional Play Symbolic PlayFacilitating the Development of Cognitive Skills in Infants and Toddlers Intentionality Means-End Behavior Trial-and Error Exploration Object Permanence Deferred ImitationFacilitating the Development of Cognitive Skills in Preschoolers Symbolic Representation Problem SolvingWorking with Children Who Have Cognitive Disabilities Characteristics of Children with Significant Cognitive Disabilities Adapting InstructionFacilitating Cognitive and Information-Processing Subskills Related to Academic Achievement Facilitating Children's Engagement Structuring Learning ExperiencesEmergent Math and Science Classification, Seriation, and Concept Development Facilitating Classification Problem Solving in a Montessori Classroom Facilitating Seriation Facilitating Concept DevelopmentDevelopment of Literacy The Precursors of Reading and Writing Relationship Between Oral Language and Literacy The Nature of School LanguageCultural 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 PrintTeaching Strategies That Facilitate Emergent Literacy Skills Whole-Language Versus Phonological Approaches to the Development of Literacy Teaching Phonological and Phonemic Awareness Developing Sight Word VocabularySummary Chapter10: Teaming: Collaboration, Problem Solving, and ConsultationCollaboration, 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: PauloModels 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 ItinerantsCoteaching 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 RelationshipEffective Teaming with Interdisciplinary SpecialistsWorking 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 ParaprofessionalParaprofessionals as One-to-One Assistants Supervision of One-to-One Assistant in Inclusive Settings Guidelines for Use of One-to-One AssistantsEvaluating Paraprofessional Services Using Self-Evaluations Teacher-Initiated Evaluations of the Paraprofessional Paraprofessional's Evaluation of the Teacher Preventing Paraprofessional BurnoutSummary Appendix A: Chart of Typical DevelopmentAppendix B: Find Your Child's Speech and Hearing AgeAppendix C: Reflexes, Reactions, and ImplicationsAppendix D: Referral Signals ChecklistAppendix E: Competencies for Trainees in Early Childhood Special EducationAppendix F: Building Collaborative Relationships and Conflict Resolution: Effective Communication StrategiesAppendix G: Strategies for Helping Children with Specific Disabilities Participate in Inclusive SettingsAppendix H: Common Sequence of Training Steps Used in Milieu ApproachesAppendix I: Inclusion Support Itinerant ProceduresAppendix J: Web Sites Related to Young Children with Special Needs and Their FamiliesAppendix K: Periodicals Relevant to Early Childhood Special Education ReferencesGlossaryName IndexSubject Index
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