| Preface |
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xv | |
| Acknowledgments |
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xxi | |
| About the Authors |
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xxiii | |
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SECTION 1 Early Intervention and Public Policy |
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Chapter 1 An Inclusive Approach to Early Education |
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3 | (26) |
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5 | (3) |
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TeachSource Digital Download The Division for Early Childhood and the National Association for the Education of Young Children Joint Position Statement on Early Childhood Inclusion |
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7 | (1) |
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1-2 Historical Perspective of Inclusion |
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8 | (1) |
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8 | (1) |
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1-3 Rationale for Inclusive Early Education |
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9 | (7) |
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9 | (1) |
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1-3b The Socialization Issue |
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9 | (1) |
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1-3c Developmental Issues |
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10 | (1) |
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TeachSource Digital Download Basic Developmental Skills |
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11 | (2) |
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Connecting Developmentally Appropriate Practice to Brain Research The Importance of Relationships |
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13 | (2) |
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15 | (1) |
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1-4 Supporting Inclusion: Implications for Teachers |
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16 | (3) |
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TeachSource Digital Download Teachers' Responsibilities for Effective Inclusion |
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16 | (1) |
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TeachSource Video Connections Bobby: Serving a Student with Special Needs in an Inclusive Elementary Classroom |
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17 | (1) |
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1-4a Structuring Child-to-Child Interactions |
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17 | (1) |
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18 | (1) |
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1-4c Professional Collaboration |
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18 | (1) |
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1-5 Benefits of Inclusion |
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19 | (2) |
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1-5a Benefits for Children with Disabilities |
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19 | (1) |
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1-5b Benefits for Typically Developing Children |
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19 | (2) |
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1-5c Benefits for Families |
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21 | (1) |
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1-5d Benefits for Society |
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21 | (1) |
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1-6 Concerns and Challenges of Inclusion |
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21 | (8) |
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1-6a Will Special Needs Be Served? |
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22 | (1) |
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Case Study How Much to Share? |
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22 | (1) |
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1-6b Concerns about Inappropriate Behaviors |
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23 | (1) |
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1-6c Will Children with Special Needs Be Teased? |
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23 | (1) |
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1-6d A Final Word about Inclusion |
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24 | (1) |
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25 | (1) |
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25 | (1) |
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26 | (1) |
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26 | (1) |
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27 | (2) |
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Chapter 2 Federal Legislation: Early Intervention and Prevention |
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29 | (26) |
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2-1 The Early Intervention Movement |
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30 | (2) |
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2-1a Environment and Experience |
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30 | (1) |
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31 | (1) |
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2-2 Landmark Legislation and People with Disabilities |
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32 | (9) |
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2-2a University Affiliated Facilities (PL 88-164) |
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33 | (1) |
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2-2b Handicapped Children's Early Education Assistance Act (PL 90-538) |
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34 | (1) |
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34 | (1) |
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2-2d Developmental Disabilities Act (DDA) (PL 106-402) |
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35 | (1) |
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2-2e Education for All Handicapped Children Act (PL 94-142) |
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35 | (2) |
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2-2f Education of the Handicapped Amendments (PL 99-457) |
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37 | (2) |
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2-2g Latest Updates on IDEIA |
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39 | (1) |
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Case Study Helping an At-Risk Child |
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40 | (1) |
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2-2h Americans with Disabilities Act (PL 101-336) |
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40 | (1) |
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2-2i Section 504 of the Rehabilitation Act |
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41 | (1) |
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41 | (3) |
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2-3a Assessment of Children with Disabilities |
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43 | (1) |
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2-3b Concerns about NCLB Lead to Changes |
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43 | (1) |
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TeachSource Video Connections No Child Left Behind |
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43 | (1) |
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2-4 Inclusion and Case Law |
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44 | (1) |
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2-4a Sacramento Unified School District v. Holland (1992) |
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44 | (1) |
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2-4b Oberti v. Board of Education of Clementon School District (1993) |
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45 | (1) |
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2-5 Public Policy and the Gifted |
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45 | (2) |
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47 | (8) |
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2-6a The Timing of Prevention |
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47 | (1) |
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2-6b Prevention of Secondary Disabilities |
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48 | (1) |
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2-6c Prevention and Federal Legislation |
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49 | (2) |
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51 | (1) |
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52 | (1) |
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52 | (1) |
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52 | (1) |
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53 | (2) |
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Chapter 3 Inclusive Programs for Young Children |
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55 | (24) |
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3-1 Types of Inclusive Early Childhood Programs |
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56 | (4) |
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TeachSource Video Connections Quality of Childcare |
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57 | (1) |
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57 | (1) |
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58 | (1) |
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59 | (1) |
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59 | (1) |
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59 | (1) |
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3-2 System of Supports and Services |
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60 | (1) |
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3-3 Recommended Practices for Programs |
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60 | (3) |
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3-3a Research-Based or Value-Based Practices |
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60 | (1) |
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3-3b Family-Centered Practices |
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61 | (1) |
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3-3c Multicultural Practices |
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61 | (1) |
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3-3d Cross-Disciplinary Practices |
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61 | (1) |
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Linguistic and Cultural Diversity Connections Aspects of Culturally Competent Early Childhood Programs |
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61 | (1) |
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3-3e Developmentally/Chronologically Age-Appropriate Practices |
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62 | (1) |
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3-3f Normalized Practices |
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62 | (1) |
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3-4 Inclusive Programs for Children from Birth to Age Two |
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63 | (4) |
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3-4a Relationships among Caregivers and Children |
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63 | (1) |
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3-4b Environment and Experiences |
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63 | (1) |
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64 | (1) |
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TeachSource Digital Download Appropriate Toys for Very Young Children |
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65 | (1) |
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3-4d Health, Safety, and Nutrition |
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65 | (1) |
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3-4e Reciprocal Relationships with Families |
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66 | (1) |
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3-5 Inclusive Programs for Children Ages Three to Five |
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67 | (3) |
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3-5a Creating a Caring Community of Learners |
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67 | (1) |
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3-5b Teaching to Enhance Development and Learning |
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67 | (1) |
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Case Study A caring community of learners |
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67 | (1) |
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3-5c Constructing an Appropriate Curriculum |
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68 | (1) |
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3-5d Assessing Children's Learning and Development |
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69 | (1) |
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3-5e Reciprocal Relationships with Parents |
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70 | (1) |
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3-6 Inclusive Programs for Children Ages Six to Eight |
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70 | (9) |
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3-6a Creating a Caring Community of Learners |
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70 | (1) |
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3-6b Teaching to Enhance Development and Learning |
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71 | (1) |
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3-6c Constructing an Appropriate Curriculum |
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71 | (1) |
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3-6d Integrated Curriculum |
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71 | (1) |
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3-6e Guidance of Social-Emotional Development |
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71 | (1) |
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3-6f Assessing Learning and Development |
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72 | (1) |
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3-6g Reciprocal Relationships with Parents |
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72 | (1) |
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73 | (1) |
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73 | (1) |
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73 | (1) |
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74 | (1) |
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74 | (1) |
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Section 1 WRAP UP Early Intervention & Public Policy |
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75 | (1) |
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75 | (1) |
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Special Focus: A Preschool Teacher's Thoughts |
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76 | (3) |
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SECTION 2 Likenesses and Differences among Children |
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Chapter 4 Normal and Exceptional Development |
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79 | (18) |
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4-1 What Is Normal, or Typical, Development? |
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81 | (5) |
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4-1a Developmental Sequences |
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81 | (1) |
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4-1b Developmental Milestones |
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82 | (1) |
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Connecting Developmentally Appropriate Practice to Brain Research Experiences and Brain Development |
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83 | (1) |
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TeachSource Video Connections Language Development for Early Childhood, from 2--5 |
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84 | (2) |
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Case Study Why are they so restless? |
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86 | (1) |
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4-2 What Is Atypical or Exceptional Development? |
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86 | (2) |
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4-2a Developmental Disabilities and Delays |
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88 | (1) |
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4-3 Children at Developmental Risk |
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88 | (9) |
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4-3a Children with Special Gifts and Talents |
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89 | (2) |
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Linguistic and Cultural Diversity Connections Gifted Minority-Language Children |
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91 | (2) |
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93 | (1) |
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93 | (1) |
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94 | (1) |
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94 | (1) |
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Additional Resources/Readings |
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94 | (1) |
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95 | (2) |
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Chapter 5 Developmental Disabilities: Causes and Classifications |
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97 | (22) |
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5-1 Causes of Developmental Differences |
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99 | (9) |
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99 | (1) |
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TeachSource Digital Download Typical Fetal Development |
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100 | (2) |
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5-1b Abnormal Gene Disorders |
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102 | (1) |
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5-1c Prenatal Infections and Intoxicants |
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103 | (1) |
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104 | (1) |
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5-1e Complications Following Birth |
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105 | (1) |
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106 | (2) |
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5-2 Classifications of Developmental Disabilities |
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108 | (11) |
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Case Study Jodie revisited |
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109 | (1) |
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5-2a Categories of Disability under the IDEIA |
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109 | (1) |
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TeachSource Digital Download Specific Disability Terms from the IDEIA Regulations |
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109 | (2) |
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Linguistic and Cultural Diversity Connections Disproportionality in Special Education |
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111 | (1) |
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TeachSource Video Connections Kristina: Modifications for a Culturally and Linguistically Diverse Student in an Inclusive Elementary Classroom |
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112 | (3) |
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5-2b A Final Thought on Categories |
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115 | (1) |
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116 | (1) |
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116 | (1) |
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116 | (1) |
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117 | (1) |
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117 | (2) |
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Chapter 6 Sensory Impairments: Hearing and Vision |
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119 | (24) |
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6-1 Deafness and Hearing Loss |
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121 | (8) |
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6-1a Types of Hearing Loss |
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121 | (1) |
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6-1b Warning Signs of Hearing Loss |
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122 | (1) |
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TeachSource Digital Download Possible Signs of a Hearing Impairment |
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123 | (1) |
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6-1c The Impact of Hearing Loss on Development |
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123 | (3) |
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Linguistic and Cultural Diversity Connections Bilingual Education |
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126 | (1) |
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126 | (1) |
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6-1e Guidelines for Teachers |
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126 | (2) |
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6-1f Assistive Technology |
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128 | (1) |
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Case Study Helping a new student |
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128 | (1) |
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6-2 Blindness and Vision Impairments |
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129 | (14) |
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6-2a Types of Vision Problems |
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130 | (1) |
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6-2b Identifying Vision Problems |
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131 | (2) |
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6-2c The Impact of Vision Problems on Development |
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133 | (2) |
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6-2d Early Intervention Programs |
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135 | (1) |
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6-2e Teaching Children with Vision Loss |
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136 | (2) |
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138 | (1) |
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138 | (1) |
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139 | (1) |
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139 | (1) |
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Additional Resources/Readings |
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140 | (1) |
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141 | (2) |
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Chapter 7 Physical Disabilities and Health Problems |
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143 | (30) |
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7-1 Physical Disabilities |
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145 | (4) |
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145 | (1) |
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146 | (1) |
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7-1c Spinal Cord Injuries |
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147 | (1) |
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148 | (1) |
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148 | (1) |
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7-1f Juvenile Rheumatoid Arthritis |
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148 | (1) |
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TeachSource Video Connections Including Children with Physical Disabilities: Best Practices |
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148 | (1) |
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149 | (7) |
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149 | (1) |
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150 | (1) |
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151 | (2) |
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TeachSource Digital Download Classroom and Material Adaptation |
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153 | (2) |
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7-2d Adaptations in the Classroom |
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155 | (1) |
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Case Study Helping Clarissa |
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156 | (1) |
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156 | (11) |
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156 | (1) |
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157 | (1) |
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157 | (1) |
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158 | (1) |
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158 | (1) |
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159 | (1) |
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159 | (1) |
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160 | (2) |
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7-3i AIDS (Acquired Immune Deficiency Syndrome) |
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162 | (1) |
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7-3j Obesity (Overweight) 162 Connecting Developmentally Appropriate Practice to Brain Research Recess and Brain Development |
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163 | (2) |
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165 | (1) |
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7-3l Schools Play a Critical Role |
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165 | (1) |
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TeachSource Video Connections Childhood Obesity and School Nutritions |
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165 | (2) |
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7-4 Health Problems and Classroom Practices |
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167 | (6) |
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167 | (1) |
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7-4b Administering Medication |
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167 | (1) |
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7-4c Emergency Considerations |
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168 | (1) |
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168 | (1) |
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169 | (1) |
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169 | (1) |
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169 | (1) |
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170 | (1) |
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Additional Resources/Readings |
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170 | (1) |
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171 | (2) |
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Chapter 8 Learning and Behavior Disorders |
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173 | (42) |
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8-1 Attention Deficit Hyperactivity Disorder (ADHD) |
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174 | (5) |
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175 | (1) |
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8-1b Current Attempts at Defining ADHD |
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175 | (1) |
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8-1c Causes and Prevalence of ADHD |
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176 | (1) |
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8-1d Intervention Strategies |
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176 | (3) |
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8-2 Learning Disabilities |
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179 | (10) |
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8-2a Learning Disabilities Defined |
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180 | (1) |
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TeachSource Digital Download Risk Indicators for Learning Disabilities |
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181 | (1) |
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182 | (4) |
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8-2c Response to Intervention (RTI) |
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186 | (1) |
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TeachSource Video Connections Autism Therapy and Insurance |
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186 | (1) |
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TeachSource Digital Download The Response to Intervention Model |
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187 | (1) |
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8-2d Program Considerations |
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187 | (2) |
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189 | (2) |
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189 | (1) |
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189 | (1) |
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190 | (1) |
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190 | (1) |
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8-4 Autism Spectrum Disorder |
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191 | (9) |
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192 | (1) |
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Linguistic and Cultural Diversity Connections Lower Rates of Autism in Hispanic Children? |
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193 | (1) |
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8-4b Advances in Autism Research |
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194 | (1) |
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8-4c Problems that May Accompany ASD |
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194 | (1) |
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8-4d Other Forms of Autism Spectrum Disorder |
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195 | (1) |
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195 | (1) |
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196 | (2) |
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Connecting Developmentally Appropriate Practice to Brain Research Early Intervention Model Helps Normalize Brain Activity in Children with Autism |
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198 | (2) |
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8-5 Eating and Elimination Disorders |
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200 | (15) |
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200 | (1) |
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201 | (1) |
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A Final But Important Note |
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202 | (1) |
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203 | (1) |
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203 | (1) |
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203 | (1) |
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204 | (1) |
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204 | (2) |
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Section 2 WRAP UP Likenesses and Differences among Children |
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206 | (1) |
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Special Focus: Inclusion Experience At JCC---A Parent's Perspective |
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206 | (2) |
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Inclusion Experience: Updated for Second Grade |
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208 | (1) |
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Inclusion Experience Updated for Fifth Grade |
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209 | (6) |
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SECTION 3 Planning for Inclusion |
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Chapter 9 Partnership with Families |
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215 | (30) |
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9-1 Historical Perspectives on Family Involvement |
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217 | (1) |
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218 | (6) |
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218 | (2) |
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9-2b Families of Children with Disabilities |
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220 | (1) |
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Linguistic and Cultural Diversity Connections Cultural Self-Awareness and Cultural Competence |
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221 | (1) |
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222 | (2) |
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9-3 Family-Centered Practice |
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224 | (3) |
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227 | (5) |
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9-4a Rationale for Parent Participation |
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228 | (1) |
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9-4b Degree of Participation |
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228 | (1) |
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9-4c Types of Parent Participation |
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229 | (1) |
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TeachSource Digital Download Sample Form for Parent Observation |
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230 | (1) |
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231 | (1) |
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9-5 Communicating with Parents |
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232 | (13) |
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232 | (1) |
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233 | (1) |
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233 | (1) |
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9-5c Written Notes, Including E-mails |
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234 | (1) |
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235 | (1) |
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236 | (1) |
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9-5f Class Websites and E-mail Updates |
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236 | (1) |
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236 | (1) |
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9-5h Parent and Teacher Meetings |
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237 | (1) |
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TeachSource Video Connections Communicating with Families: Best Practices in an Early Childhood Setting |
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238 | (1) |
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9-5i Parent Support Groups |
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239 | (1) |
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239 | (1) |
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240 | (1) |
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241 | (1) |
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241 | (1) |
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242 | (1) |
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242 | (1) |
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Additional Resources/Readings |
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242 | (1) |
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243 | (2) |
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Chapter 10 Assessment and the IFSP/IEP Process |
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245 | (36) |
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10-1 Assessment of Young Children |
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246 | (2) |
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10-1a Criterion-Referenced Assessment |
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247 | (1) |
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10-1b Norm-Referenced Assessments |
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247 | (1) |
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248 | (1) |
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10-2 The Process of Early Identification |
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248 | (4) |
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248 | (2) |
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250 | (2) |
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10-3 The Family's Role in Assessment |
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252 | (2) |
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Linguistic and Cultural Diversity Connections Avoiding Cultural Bias during the Assessment Process |
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253 | (1) |
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10-4 Teachers' Role in Early Identification |
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254 | (10) |
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10-4a Teachers' Qualifications |
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254 | (1) |
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10-4b Types of Observations |
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255 | (1) |
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TeachSource Digital Download Teacher Observation Form and Checklist for Children 3--5 Years |
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256 | (3) |
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TeachSource Video Connections Progress Monitoring: Using Transitional Time in an Early Childhood Classroom |
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259 | (1) |
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TeachSource Digital Download Guidelines for Teacher Observations |
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260 | (2) |
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TeachSource Digital Download Time Sampling of Free-Play Activities |
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262 | (2) |
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TeachSource Digital Download Teacher's Dos and Don'ts |
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264 | (1) |
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10-4c Some Cautionary Notes for Teachers |
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264 | (1) |
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10-5 Individualized Family Service Plan |
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264 | (5) |
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265 | (4) |
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10-6 Individualized Education Program (IEP) |
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269 | (6) |
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269 | (1) |
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10-6b Requirements of the IEP |
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270 | (4) |
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Case Study An IEP dilemma |
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274 | (1) |
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275 | (6) |
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10-7a Requirements of the 504 Plan |
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275 | (1) |
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TeachSource Digital Download Comparative Table for IFSP, IEP, and 504 Plans |
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276 | (1) |
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277 | (1) |
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277 | (1) |
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278 | (1) |
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278 | (1) |
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279 | (2) |
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Chapter 11 Characteristics of Effective Teachers in Inclusive Programs |
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281 | (24) |
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11-1 Teachers As Members of a Team |
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282 | (4) |
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Linguistic and Cultural Diversity Connections Preparing Teachers to Work with Culturally and Linguistically Diverse Children |
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283 | (1) |
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284 | (1) |
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11-1b Supplemental Professional Development |
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285 | (1) |
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11-1c Teacher and Program Self-evaluation |
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286 | (1) |
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11-2 The Applied Developmental Approach |
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286 | (5) |
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286 | (1) |
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11-2b Review of Developmental Principles |
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287 | (2) |
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289 | (1) |
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290 | (1) |
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11-3 Characteristics of Effective Teachers |
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291 | (14) |
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TeachSource Digital Download Characteristics of Effective Teachers |
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291 | (1) |
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292 | (1) |
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292 | (1) |
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292 | (1) |
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292 | (1) |
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293 | (1) |
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TeachSource Video Connections Teaching as a Profession: An Early Childhood Teacher's Responsibilities and Development |
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294 | (1) |
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294 | (1) |
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294 | (1) |
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11-3h Facilitates Experiences |
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295 | (1) |
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Case Study One preschool teacher's inclusion experience |
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296 | (1) |
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11-3i The Teacher as Mediator |
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297 | (1) |
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298 | (1) |
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299 | (1) |
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299 | (1) |
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299 | (1) |
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Additional Resources/Readings |
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300 | (1) |
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300 | (1) |
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Section 3 WRAP UP Planning for Inclusion |
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301 | (1) |
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Special Focus: Creating a Community of Caring Learners |
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301 | (4) |
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SECTION 4 Implementing Inclusive Early Childhood Programs |
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Chapter 12 The Developmental-Behavioral Approach |
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305 | (24) |
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12-1 Developmental and Behavioral Principles: A Blend |
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306 | (2) |
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12-1a Historical Influences |
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307 | (1) |
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12-2 Behavior Principles and Practices |
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308 | (8) |
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12-2a Every Child Can Learn |
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309 | (1) |
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12-2b Reinforcement Procedures |
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310 | (2) |
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TeachSource Video Connections Guidance for Young Children: Teacher Techniques for Encouraging Positive Social Behaviors |
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312 | (1) |
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12-2c Withdrawing or Withholding Reinforcers |
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313 | (1) |
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Case Study Marie's behavior |
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314 | (1) |
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TeachSource Digital Download Examples of Incompatible Behaviors |
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315 | (1) |
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316 | (3) |
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12-3a Side Effects of Punishment |
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316 | (1) |
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12-3b Discipline versus Punishment |
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317 | (2) |
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12-4 Step-By-Step Learning |
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319 | (4) |
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12-4a Observation and Task Analysis |
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319 | (1) |
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TeachSource Digital Download Blank Task Analysis Data Sheet |
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320 | (1) |
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12-4b Prompting, Fading, and Cueing |
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321 | (1) |
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12-4c Amount and Timing of Reinforcement |
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322 | (1) |
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322 | (1) |
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323 | (1) |
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12-5 Learning By Imitation |
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323 | (6) |
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Connecting Developmentally Appropriate Practice to Brain Research Imitation and Mirror Neurons |
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324 | (1) |
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12-5a Competition Is Inappropriate |
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324 | (1) |
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325 | (1) |
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326 | (1) |
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326 | (1) |
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326 | (1) |
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Additional Resources/Readings |
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326 | (1) |
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327 | (2) |
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Chapter 13 Arranging the Learning Environment |
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329 | (32) |
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13-1 The Inclusive Classroom Environment |
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330 | (1) |
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13-2 Preventive Discipline |
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331 | (1) |
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13-3 Arrangements for Learning |
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332 | (7) |
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333 | (4) |
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Linguistic and Cultural Diversity Connections Individualism versus Collectivism---What a Teacher Learned |
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337 | (2) |
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13-4 Planning Early Learning Environments |
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339 | (8) |
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339 | (3) |
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342 | (1) |
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13-4c Matching Children and Equipment |
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343 | (1) |
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344 | (1) |
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13-4e Promoting Independence |
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344 | (1) |
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TeachSource Video Connections Preschool: Appropriate Learning Environments and Room Arrangements |
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344 | (1) |
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13-4f Teachers' Availability |
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345 | (1) |
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345 | (1) |
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13-4h Novelty versus Familiarity |
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345 | (1) |
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Case Study Preventive discipline in action |
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346 | (1) |
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13-4i Structured Flexibility |
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346 | (1) |
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347 | (8) |
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13-5a Principles Related to Scheduling |
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347 | (2) |
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13-5b Application of Scheduling Principles |
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349 | (1) |
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13-5c Sample Daily Schedule |
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349 | (1) |
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TeachSource Video Connections Daily Schedules and Program Planning |
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350 | (2) |
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Connecting Developmentally Appropriate Practice to Brain Research Recess and Brain Development |
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352 | (1) |
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13-5d Learning Goals Schedule and Embedded Learning Opportunities |
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353 | (1) |
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354 | (1) |
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355 | (6) |
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355 | (1) |
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13-6b Considerations for Infants and Toddlers |
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356 | (1) |
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13-6c Considerations for Early Elementary Years |
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357 | (1) |
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358 | (1) |
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358 | (1) |
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358 | (1) |
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359 | (1) |
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Additional Resources/Readings |
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359 | (1) |
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359 | (2) |
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Chapter 14 Facilitating Self-Care, Adaptive, and Independence Skills |
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361 | (22) |
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14-1 Self-Care Skills and the Curriculum |
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363 | (4) |
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363 | (1) |
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TeachSource Digital Download Examples of Self-Care Skills for Various Age Groups |
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364 | (1) |
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14-1b Embedding Self-Care Learning |
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365 | (1) |
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14-1c Individualizing Self-Care Programs |
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365 | (2) |
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14-2 When and How to Teach Self-Care Skills |
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367 | (6) |
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14-2a Let the Child Do It |
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367 | (1) |
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14-2b How Much Assistance? |
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368 | (3) |
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14-2c When to Help 369 Case Study Too much help |
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371 | (1) |
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14-2d Game-Like Assistance |
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371 | (2) |
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14-3 A Systematic Approach to Teaching Self-Care |
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373 | (4) |
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14-3a Specifying a Goal for Learning |
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373 | (1) |
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14-3b Breaking the Skill into Small Steps |
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374 | (1) |
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14-3c Using a Systematic Teaching Approach |
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374 | (1) |
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14-3d Using Data to Evaluate Progress |
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375 | (1) |
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14-3e Modifying the Teaching as Needed |
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375 | (1) |
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TeachSource Video Connections Preschool Health and Nutrition |
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375 | (1) |
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TeachSource Digital Download Classroom Toileting Data Sheet |
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376 | (1) |
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14-4 Snack Time: An Opportunity to Teach so Many Skills |
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377 | (1) |
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14-5 Maturation and Learning: Toilet Training as an Example |
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378 | (5) |
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14-5a Toilet-Training Programs |
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378 | (1) |
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14-5b Special Considerations |
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378 | (1) |
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TeachSource Digital Download Toileting Sequence |
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379 | (1) |
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380 | (1) |
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380 | (1) |
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380 | (1) |
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380 | (1) |
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Additional Resources/Readings |
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381 | (1) |
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381 | (2) |
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Chapter 15 Facilitating Social Development |
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383 | (30) |
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15-1 Social Skills and Overall Development |
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385 | (1) |
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15-2 Defining Appropriate Social Skills |
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386 | (1) |
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15-3 Acquiring Social Skills |
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387 | (5) |
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15-3a Temperament and Emotions |
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387 | (1) |
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15-3b Social Reinforcement |
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388 | (1) |
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15-3c Impact of Developmental Problems |
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389 | (2) |
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15-3d Social Skills in Sequence |
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391 | (1) |
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15-4 The Role of Early Learning Programs |
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392 | (10) |
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394 | (1) |
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TeachSource Video Connections Young Children's Stages of Play: An Illustrated Guide |
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395 | (3) |
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15-4b Incidental Social Learning |
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398 | (4) |
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15-4c Imitation and Modeling |
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402 | (1) |
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15-5 Teacher-Structured Peer Interactions |
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402 | (4) |
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15-5a Peer Tutoring and Peer Mediating |
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403 | (1) |
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Case Study Extra practice |
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404 | (1) |
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15-5b Additional Ways Teachers Can Structure and Facilitate Learning |
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404 | (2) |
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Connecting Developmentally Appropriate Practice to Brain Research Cognitive, Emotional, and Social Capacities |
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406 | (1) |
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15-6 When More Intervention Is Needed |
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406 | (7) |
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TeachSource Digital Download A List of Critical Social Skills Required to Succeed in a Classroom Setting |
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407 | (1) |
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15-6a One-to-One Shadowing |
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408 | (1) |
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409 | (1) |
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409 | (1) |
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409 | (1) |
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410 | (1) |
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Additional Resources/Readings |
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410 | (1) |
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411 | (2) |
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Chapter 16 Facilitating Speech, Language, and Communication Skills |
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413 | (28) |
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16-1 Defining Speech, Language, and Communication Skills |
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414 | (1) |
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16-2 Language Acquisition |
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415 | (2) |
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16-2a Environmental Perspective |
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415 | (1) |
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16-2b Innateness Perspective |
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416 | (1) |
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16-3 Sequences in Language Acquisition |
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417 | (5) |
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16-3a Pre-Linguistic Communication |
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417 | (1) |
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16-3b First Words and Sentences |
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418 | (1) |
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TeachSource Digital Download Sequences in Language Acquisition |
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419 | (1) |
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420 | (1) |
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16-3d Language Complexity |
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421 | (1) |
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16-4 Alternative Language Systems |
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422 | (4) |
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16-4a Nonverbal Communication |
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423 | (1) |
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16-4b Augmentative and Alternative Communication Systems |
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423 | (1) |
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Case Study Communicating with Tommy |
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424 | (1) |
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TeachSource Video Connections Assistive Technology in the Inclusive Classroom: Best Practice |
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425 | (1) |
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TeachSource Video Connections Tyler: Augmentative Communication Techniques for a Kindergarten Student with Autism and Language Issues |
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425 | (1) |
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16-5 The Naturalistic Language-Learning Environment |
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426 | (4) |
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16-5a Arranging a Language-Learning Environment |
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426 | (2) |
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428 | (2) |
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Connecting Developmentally Appropriate Practice to Brain Research Parent's Use of Technology and Its Impact on Their Child's Development |
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430 | (1) |
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16-6 Speech Irregularities |
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430 | (4) |
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16-6a Articulation Errors |
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431 | (1) |
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431 | (1) |
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431 | (1) |
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TeachSource Digital Download How to Keep Common Speech Irregularities from Becoming Major Problems |
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432 | (1) |
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433 | (1) |
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433 | (1) |
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16-7 English language learners (ELL) |
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434 | (7) |
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Linguistic and Cultural Diversity Connections What Is the Most Effective Method for Improving ELL Achievement? |
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435 | (2) |
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Linguistic and Cultural Diversity Connections Total Physical Response (TPR) |
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437 | (1) |
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437 | (1) |
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438 | (1) |
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438 | (1) |
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438 | (1) |
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439 | (2) |
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Chapter 17 Facilitating Pre-Academic and Cognitive Learning |
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441 | (32) |
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17-1 Cognitive Development and Emerging Literacy |
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442 | (2) |
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17-1a Defining Pre-Academics |
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442 | (2) |
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17-2 What Brain Research Tells Us |
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444 | (2) |
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Connecting Developmentally Appropriate Practice to Brain Research Learning and the Brain |
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445 | (1) |
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17-3 Banning Academics: ILL-Advised? |
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446 | (1) |
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17-4 Developmentally Appropriate Pre-Academic Experiences |
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447 | (18) |
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447 | (1) |
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448 | (1) |
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17-4c Computers and Assistive Technology |
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449 | (2) |
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17-4d Fostering Eagerness to Learn |
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451 | (1) |
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17-4e Engaging Children's Minds |
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451 | (1) |
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17-4f Valuing Today's Learning |
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452 | (1) |
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452 | (4) |
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456 | (3) |
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459 | (1) |
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17-4j Following Directions |
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460 | (3) |
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17-4k Emerging Literacy 460 TeachSource Video Connections English Language Learners: Partnering with Parents to Promote Oral Language and Early Literacy |
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463 | (1) |
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17-4l Support for Emergent Reading |
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463 | (1) |
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17-4m Support for Emergent Writing |
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463 | (1) |
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17-4n Shared Book Experience |
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464 | (1) |
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17-4o Integrated Content Focused Activities |
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464 | (1) |
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Case Study Supporting emerging literacy |
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465 | (1) |
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17-5 Planning and Presenting Pre-Academics |
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465 | (8) |
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466 | (1) |
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17-5b Arranging Pre-Academic Group Activities |
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466 | (2) |
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17-5c Enjoying Teacher-Directed Activities |
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468 | (1) |
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469 | (1) |
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469 | (1) |
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470 | (1) |
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470 | (1) |
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Additional Resources/Readings |
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470 | (1) |
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471 | (2) |
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Chapter 18 Managing Challenging Behaviors |
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473 | (30) |
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18-1 When Is a Behavior a Problem? |
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474 | (3) |
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475 | (1) |
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18-1b How Much Is Too Much? |
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475 | (2) |
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18-2 A Tiered Framework for Intervention 476 TeachSource Video Connections Emotional Development |
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477 | (1) |
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18-2a Designing Interventions |
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478 | (1) |
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18-3 A Functional Approach to Managing Problem Behaviors |
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478 | (4) |
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TeachSource Digital Download A Functional Approach to Managing Problem Behaviors |
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479 | (1) |
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18-3a
1. Identify the Problem Situation |
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479 | (1) |
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18-3b
2. Assess the Child and the Environment |
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479 | (1) |
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18-3c
3. Specify an Objective for the Intervention |
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480 | (1) |
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18-3d
4. Assess the Function of the Behavior |
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480 | (1) |
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18-3e
5. Identify a Replacement Behavior |
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480 | (1) |
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18-3f
6. Plan the Intervention |
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481 | (1) |
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18-3g
7. Implement the Plan and Ensure that It Is Carried Out as Planned |
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481 | (1) |
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18-3h
8. Monitor the Child's Progress and Continue to Monitor Implementation |
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481 | (1) |
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18-4 Data Collection and Monitoring Progress |
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482 | (3) |
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18-4a Types of Data Collection |
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482 | (1) |
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482 | (3) |
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18-5 Common Behavior Problems and Solutions |
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485 | (18) |
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485 | (2) |
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18-5b Disruptive and Destructive Behaviors |
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487 | (1) |
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Case Study Reading time in Jessica's classroom |
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488 | (1) |
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489 | (3) |
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492 | (1) |
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18-5e Separation Problems |
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493 | (1) |
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494 | (1) |
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495 | (1) |
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496 | (1) |
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18-5i The Family's Involvement |
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497 | (1) |
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Connecting Developmentally Appropriate Practice to Brain Research Executive Function Skills and Social Problem Solving |
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498 | (1) |
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499 | (1) |
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500 | (1) |
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500 | (1) |
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500 | (1) |
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Additional Resources/Readings |
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501 | (1) |
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501 | (2) |
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Chapter 19 Planning Transitions to Support Inclusion |
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503 | (27) |
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19-1 Transitions During Early Childhood Services |
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504 | (1) |
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19-2 Steps in the Transition Process |
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505 | (5) |
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19-2a Developing a Planning Team |
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505 | (1) |
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505 | (1) |
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19-2c Roles of Team Members |
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506 | (2) |
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19-2d Writing the Transition Plan and Procedures |
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508 | (1) |
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TeachSource Digital Download Information That Families May Wish to Share with Providers |
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509 | (1) |
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19-2e Reviewing the Outcome of the Transition and the Child's Adaptation to the New Program |
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509 | (1) |
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TeachSource Video Connections Preschool: IEP and Transition Planning for a Young Child with Special Needs |
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509 | (1) |
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19-3 Transition From Early Intervention Services to Preschool Services |
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510 | (5) |
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19-3a Changes in Service Delivery Models and Plans |
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511 | (1) |
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19-3b Legal Requirements of Transition |
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511 | (3) |
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Case Study Planning for a smooth transition |
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514 | (1) |
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19-3c Specific Considerations for Children Moving to Inclusive Settings |
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514 | (1) |
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19-4 Transition to Kindergarten |
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515 | (15) |
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Connecting Developmentally Appropriate Practice to Brain Research Redshirting and Readiness |
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516 | (1) |
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19-4a Transition Planning |
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516 | (3) |
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TeachSource Digital Download Some Activities That Help Prepare the Child for a Transition from Preschool to Kindergarten |
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|
519 | (2) |
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521 | (1) |
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522 | (1) |
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522 | (1) |
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Additional Resources/Readings |
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522 | (1) |
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523 | (1) |
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Section 4 WRAP UP Implementing Inclusive Early Childhood Programs |
|
|
524 | (1) |
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Special Focus: My Role in Supporting Inclusion |
|
|
524 | (6) |
| Appendix A Culminating Activities |
|
530 | (3) |
| Appendix B Skill Profile (0-72 Months) |
|
533 | (3) |
| Appendix C Resources for Teachers and Parents |
|
536 | (2) |
| Appendix D Early Learning and Developmental Diversity |
|
538 | (5) |
| Appendix E Sample IFSP Form |
|
543 | (4) |
| Glossary |
|
547 | (10) |
| References |
|
557 | (20) |
| Index |
|
577 | |
