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• Title:Adapting early childhood curricula for children with disabilities and special needs / Ruth E. Cook, M. Diane Klein, Deborah Chen.
  
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• Author/Creator:Cook, Ruth E., author.
  
• Other Contributors/Collections:Klein, M. Diane, author.
  Chen, Deborah, author.
  
• Published/Created:Hoboken, NJ : Pearson, [2020]
  ©2020
  

• Holdings

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  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: LC4019.2 .C66 2020
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Children with disabilities--Education (Preschool)
  Children with disabilities--Education (Preschool)--Curricula.
  Mainstreaming in education.
  
• Edition:Tenth edition.
  
• Description:xiv, 496 pages : color illustrations ; 24 cm
  
• Summary:Practical understanding and realistic curricular adaptations for ensuring the successful inclusion of students with special needs, ages three to eight. Adapting Early Childhood Curricula for Children with Disabilities and Special Needs uses a developmental focus, rather than a disability orientation, to discuss typical and atypical child development and curricular adaptations. The integrated, non-categorical approach assumes that children are more alike than different in their development. The inclusive focus assumes that attitudes, environments, and intervention strategies can be adapted so that all young children with disabilities or other special needs can be included. An essential text for today, and a valuable resource to take into the classroom tomorrow, this practical guide provides daily activities, evidence-based how-to strategies, and realistic lesson modifications that help facilitate truly inclusive classrooms. Aspiring educators will also learn to develop their collaboration and problem-solving skills to effectively work with families, colleagues, and paraprofessionals in supporting every child's positive development. The 10th Edition is updated to include enhanced discussions on working with families, children, and professionals of diverse cultural and linguistic backgrounds and lifestyles; new tips for integrating Division for Early Childhood Recommended Practices; updated requirements for writing IEP goals and recommendations; and more. -- Provided by publisher
  
• Additional formats:Also available in electronic format.
  
• Notes:Includes bibliographical references (pages 467-483) and indexes.
  
• ISBN:9780135204450 paperback
  0135204453 paperback
  
• Contents:Machine generated contents note: Viewing the Child with Disabilities as a Child First
  Person-First Language
  Inclusion of Young Children with Disabilities in Community-Based Settings
  Philosophy of This Text
  Early Childhood Special Education: An Evolving Field
  Pioneering Influences and History of Early Childhood Special Education
  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 Education
  Early Education for Children with Disabilities
  Changing Policies: The Impact of Public Pressure and Legislation
  Development of Professional Groups
  Power of Private Citizens
  First Chance Program
  Civil Rights Legislation
  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 101-336: The Americans with Disabilities Act of 1990
  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
  Foundational Principles of Early Childhood Special Education
  Relationship-Focused Models of Early Intervention
  Family-Centered Services
  Community-Based Inclusive Settings
  Interdisciplinary Collaboration
  Culturally Responsive Practices
  Coordinated Comprehensive Services
  Evidence-Based Practices
  Routines-Based and Embedded Interventions
  Standards-Based Curriculum
  Child Outcomes
  Response to Intervention (RTI) or Tiered Instruction
  Pre-K Response to Intervention
  Universal Design for Learning (UDL)
  Building on Recommended Practices
  Collaboration Between Early Childhood Education and Early Childhood Special Education Professionals
  Importance of Ongoing Pursuit of Evidence-Based Practices
  Service Delivery
  Services for Infants and Toddlers
  Services for Preschoolers
  Educating Young Children with Disabilities in Inclusive Settings
  Unique Challenges Involved in Supporting Early Childhood Inclusion
  Key Findings from Research on Preschool Inclusion
  Role of the Early Childhood Special Educator
  Case for Specific Training Related to Inclusion Support
  Summary
  Emotional Supports for Families with Children Who Have Disabilities
  Need for Professionals to Respect Families
  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
  Father's Perspective
  Transitions
  Family as a System
  Extended Family and Sibling Needs and Reactions
  Siblings
  Parents as Team Members
  Options for Family Engagement
  Continuum
  What Fathers Say About Their Involvement
  Supporting and Partnering with Parents
  Conferences with Parents
  Parent Support Through Family Resource Centers
  Engaging Families Through Internet-Based Communication
  Partnering with Culturally Diverse Families
  Cultural Models and Child-Rearing Practices
  Language Differences
  Parents' Expectations of the Preschool Curricula
  Working with Special Family Populations
  Immigrant Families
  Parents with Developmental Disabilities
  Teen Parents
  Foster Caregivers
  Families That Have Experienced Divorce
  Understanding the Impact of Poverty
  Homelessness
  Summary
  Individualized Family Service Plan (IFSP) Process for Infants, Toddlers, and Their Families
  IFSP Process
  Participants in Initial and Annual IFSP Meetings
  Identifying Family Concerns, Priorities, and Resources
  IFSP Document
  Developing Outcome Statements
  Service Coordination
  Who Can Become Service Coordinators?
  Models of Service Coordination
  Promoting Essential Interagency Collaboration
  Developing Individualized Education Programs (IEPs) for Preschoolers
  IEP Team Meeting Process and. Required Contents of the IEP
  Considering Darren
  Background Information
  Present Levels of Performance and Identified Strengths and Needs
  Supports Darren Will Need to Be Successful in His Present Preschool Setting
  Placement Decision: Inclusive Preschool Setting, with Supplementary Supports and Services
  Purposes and Limitations of the IEP
  Accommodations and/or Modifications
  IEP Document
  Considerations Beyond the IEP
  Writing Program Objectives
  Basics of Writing Behavioral Objectives
  Becoming a Skilled Observer
  Observing How Children Perform a Task
  When English Is the Child's Second Language
  Realizing Environmental Influences on Child Performance
  Recognizing the Interrelationship of Skills
  Guidelines for Successful Observation
  Portfolio and Its Use with Young Children
  Types of Observation Samples
  Recording Children's Progress
  Linking Assessment to Curriculum
  Facilitating Program Transitions
  Steps in Transition to Center-Based or Public School Services
  Role of the Early Childhood Special Educator in Facilitating Transitions
  Summary
  Curriculum
  Definition
  Choosing a Curriculum
  Considering Children with Disabilities
  Philosophy of This Text
  General Instructional Strategies
  Motivation
  Applied Behavior Analysis
  Positive Behavior Support (PBS)
  Social Mediation of Experience
  Responsive Adult-Child Communication Strategies
  Routines
  Play as an Important Teaching Context
  Music and Young Children
  Arranging the Physical Environment to Maximize Learning
  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
  Multiple Means of Engagement
  Multiple Means of Representation
  Multiple Means of Action and Expression
  Embedding Teaching and Learning Opportunities
  Carefully Planned Schedules Promote Consistent Daily Routines
  Equivalent Practice
  Providing a Variety of Activities to Accomplish Any One Outcome or Objective
  Using an Activity to Achieve More Than One Objective
  Summary
  Getting Started: Gathering Information about the Child
  Learn from the Family
  Collaborate with Team Members
  Identify Required Assistive Technology Devices
  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 (FASD)
  Teaching Children with Severe and Multiple Disabilities
  Provide Opportunities for Children to Make Choices
  Ecological. Inventory and Discrepancy Analysis
  Interdisciplinary Support Participation Plan
  Objectives Within Routine Matrix
  Analyze a Child's Lack of Response
  Principle of Flexible Participation
  Prompting and Fading Procedures
  Errorless Learning
  Communication Strategies
  Tips for Promoting all Children's Participation
  Summary
  Becoming Emotionally Secure
  Attachment
  Erikson's Stages of Psychosocial Development
  Greenspan's Model of Affective Development
  Building a Responsive Environment
  Structure and Consistency
  Routines
  Limits
  Constructive Consequences
  Logical Connections
  Variety
  Avoiding Frustration
  Promoting Tolerance
  Teaching Emotional Literacy
  Promoting Appropriate Behavior Modeling
  Facilitating Social Skills
  Use Environmental Structuring
  Use Peers Without Disabilities as Mediators of Social Skills
  Encouraging Developmental Play Behavior
  Importance of Play in Supporting Healthy Social and Emotional Development
  Nature of Play
  Development of Social Interaction Skills Through Play
  Helping Children with Emotional and Behavioral Challenges
  Individual Temperament
  Helping Children Develop Executive Function Skills
  Encouraging Children Who Are Reluctant to Participate
  Effective Use of Reinforcement
  Give Credit Where Credit Is Due
  Ignore Minor Disruptive Behaviors
  Minimize the Use of Negative Consequences
  Positive Behavior Support (PBS)
  Using Behavioral Analysis to Understand Disruptive Behavior
  Designing Positive Behavior Support Plans for Young Children with Disabilities
  Pyramid Model
  Use of Social Stories
  Special Considerations for Working with Children with Adverse Childhood Experiences
  Helping Children in Poverty
  Summary
  Nikki
  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
  Contents note continued: Sensory Integration
  Positioning and Handling
  Proper Lifting
  Adaptive Equipment and Assistive Technology Devices
  Development of Self-Care Skills
  Use of Task Analysis
  Dressing
  Toileting
  Feeding
  Healthy Diets
  Adapting the Environment
  Classroom or Center
  Home
  Movement Education
  Movement Skills and Music
  Movement Skills and Imagination
  Adaptations in Movement Education
  Summary
  Subskills of Language
  Content, Use, and Form
  Semantics
  Syntax
  Morphology
  Phonology
  Pragmatics
  Contribution of Social Interaction Theories to Understanding Early Communication Development
  Stages of Development of Communication Skills in Young Children
  Prelinguistic Communication
  Onset of Language
  Combining Words
  Necessary Conditions for the Development of Communication kills
  Characteristics That Can Interfere with Language Development
  Characteristics That Can Interfere with the Production of Speech
  Nurturing Speech, Language, and Conceptual Skills
  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 Complex or Multiple Disabilities
  Techniques for Teaching Expressive Communicative Behaviors: Output Strategies
  Identifying Behaviors That Can Be Used Communicatively
  Teaching Communicative Behaviors by Creating Opportunity and Need for Communication
  Teaching Communication Behaviors Through Applied Behavior Analysis
  Augmentative and Alternative Communication Systems
  Developing a Low-Tech AAC System
  Classroom Strategies That Facilitate Augmentative Communication Skills
  Using the Picture Exchange Communication System
  Supporting Communication in Children with Hearing Loss
  Increasing Use of Cochlear Implants
  Specific Strategies for Working with Children with Hearing Loss
  Facilitating Comprehension of Speech
  Cochlear Implants: Amazing Advances in Technology
  Supporting Spoken English
  Children with Intermittent Hearing Losses
  Supporting Communication in Children with Visual Impairments
  Supporting Communication in Children with Autism Spectrum Disorder
  Use of Applied Behavior Analysis Approaches with ASD
  Supporting Communication in Children with Severe Motor Disabilities
  Supporting Communication in Children with Language Differences
  Learning a New Language
  Stages of Second-Language Learning
  Dual-Language Learning and Home-Language Maintenance
  Note on Cultural Dialects
  Planning Communication Intervention: Collaborative Consultation with Speech-Language Specialists
  Summary
  What Is Cognition?
  Basic Cognitive Processes
  Attention
  Perception
  Discrimination
  Memory
  Development of Cognitive Skills
  Developmental Theory of Piaget
  Demonstration of Cognitive Skills Through the Developmental Stages of Children's Play
  Simple Object Manipulation
  Exploratory Play
  Functional Play
  Symbolic Play
  Supporting the Development of Cognitive Skills in Young Children
  Intentionality
  Means-End Behavior
  Trial-and-Error Exploration
  Object Permanence
  Deferred Imitation
  Supporting the Development of Cognitive Skills in Preschoolers
  Developing Symbolic Representation Through Play
  Cognitive Developmental Stages of Play
  Problem Solving
  Teaching Children Who Have Intellectual Disabilities
  Characteristics of Children with Significant Intellectual 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
  Teaching Number Concepts
  Avoiding Stereotyped, Labored Teaching of Concepts
  Development of Literacy
  Precursors of Reading and Writing
  Emergent Literacy Goal Areas
  Developing Literacy in Daily Classroom Activities and Routines
  Oral Language and Literacy for School Readiness
  Nature of School. Language
  Cultural Differences in Early Language and Literacy Experiences
  Differences in Children's Early Use of Narrative
  Cultural Differences in Early Caregiver-Infant Interaction
  Cultural Differences in Uses of Print
  Specific Strategies That Support Emergent Literacy Skills
  Whole-Language Versus Phonological Approaches to the Development of Literacy
  Enhancing the Value of Storybook Reading
  Developing Print Awareness and Sight-Word Vocabulary
  Brief Note on Early Writing
  Summary
  In Support of Inclusion of Preschoolers with Disabilities
  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 Disabilities in Inclusive Settings
  No Support
  Use of One-to-One Assistant
  Staff In-Service Models
  Itinerant Consultation Model of Inclusion Support
  Note on Disability Specialists and Therapists in Itinerant Service-Delivery Roles
  Specific Support Strategies Provided by Itinerants
  Co-Teaching Approaches to Inclusion Support
  Co-Teaching Defined
  Challenges of Co-Teaching
  Components of Effective Co-Teaching
  IEP: The Key to Successful Inclusion
  Communication and Collaboration in Co-Teaching Models
  Problem Solving and Conflict Resolution in Co-Teaching Models
  Administrative Issues
  Stages of the Co-Teaching Relationship
  Effective Teaming with Interdisciplinary Specialists
  Teaming 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
  Challenging Situations with Paraprofessionals
  Paraprofessionals as One-to-One Assistants
  Supervision of One-to-One Assistants 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
  Career Ladders for Paraprofessionals
  Summary.