The Exceptional Child Inclusion in Early Childhood Education,9781401835965

The Exceptional Child Inclusion in Early Childhood Education

by ;
Edition: 5th
ISBN13: 9781401835965
ISBN10: 1401835961
Format: Paperback
Pub. Date: 2004-07-07
Publisher(s): Wadsworth Publishing
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List Price: $140.00

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Summary

This text is an authoritative guide for teachers, parents, and all related early childhood personnel who strive to design and implement quality programs for children who are developing normally and for those with developmental or behavioral challenges. The master teachers who have authorized this well-respected publication emphasize offering each child individualized learning opportunities that are developmentally appropriate and workable within a classroom that accommodates both normally developing and exceptional children. Particular attention is paid to including parents in the design of their children's learning programs and to the inclusion of exceptional children in the classroom setting. A current, extensive list of Web sites complements the book's content.

Table of Contents

Foreword vii
Preface viii
Acknowledgments xii
SECTION I Early Intervention and Public Policy 1(60)
Chapter 1 An Inclusive Approach to Early Education
2(23)
Inclusion Defined
4(1)
Inclusion in Perspective
5(2)
Rationale for Inclusive Early Education
7(6)
Supporting Inclusion: Implications for Teachers
13(1)
Benefits of Inclusion
14(2)
Concerns and Challenges of Inclusion
16(2)
Summary
18(5)
SPECIAL FOCUS: Coming Home to Regular Life-Vickie Louden
23(2)
Chapter 2 Federal Legislation: Early Intervention and Prevention
25(19)
The Early Intervention Movement
26(1)
Public Policy and the Gifted
27(2)
Landmark Legislation and People with Disabilities
29(6)
Inclusion and Case Law
35(1)
Prevention and Related Legislation
36(4)
Summary
40(4)
Chapter 3 Inclusive Programs for Young Children
44(17)
Types of Inclusive Early Childhood Programs
45(2)
Recommended Practices for Programs
47(2)
Inclusive Programs for Children Birth to 2
49(3)
Inclusive Programs for Children 3-5
52(2)
Inclusive Programs for Children 6-8
54(3)
Summary
57(4)
SECTION II Likenesses and Differences Among Children 61(100)
Chapter 4 Normal and Exceptional Development
62(15)
What Is Normal Typical Development?
64(4)
What Is Atypical or Exceptional Development?
68(2)
Children at Developmental Risk
70(3)
Summary
73(4)
Chapter 5 Developmental Disabilities: Causes and Classifications
77(20)
Causes of Developmental Differences
78(7)
Poverty
85(2)
Classification of Developmental Disabilities
87(5)
Summary
92(5)
Chapter 6 Sensory Impairments: Hearing and Vision
97(20)
Deafness and Hearing Loss
99(6)
Blindness and Vision Impairments
105(7)
Summary
112(5)
Chapter 7 Physical Disabilities and Health Problems
117(23)
Physical Disabilities
118(7)
Health Problems
125(8)
Health Problems and Classroom Practices
133(1)
Summary
134(4)
SPECIAL FOCUS: Inclusion: A Grandparent's Perspective-Tom and Polly Lovett
138(2)
Chapter 8 Learning and Behavior Disorders
140(21)
Attention Deficit Hyperactivity Disorder (ADHD)
141(1)
History of ADHD
141(3)
Learning Disabilities
144(7)
Behavior Disorders
151(1)
Pervasive Developmental Disorders
152(3)
Eating and Elimination Disorders
155(1)
Summary
156(5)
SECTION III Planning for Inclusion 161(74)
Chapter 9 Partnership with Families
162(21)
Family Patterns and Expectations
164(5)
The Parent-Teacher Partnership
169(9)
Summary
178(5)
Chapter 10 Assessment and the IFSP/IEP Process
183(33)
Assessment of Young Children
184(2)
The Process of Early Identification
186(3)
Teachers' Role in Early Identification
189(10)
Individualized Family Services Plan
199(3)
Individualized Education Plans (IEP)
202(7)
Summary
209(5)
SPECIAL FOCUS: Inclusion: A Preschool Teacher's Perspective-Giovana Merritt
214(2)
Chapter 11 Characteristics of Effective Teachers in Inclusive Programs
216(19)
Teacher Training and Retraining
217(4)
The Applied Developmental Approach
221(9)
Summary
230(5)
SECTION IV Implementing Inclusive Early Childhood Programs 235(168)
Chapter 12 The Developmental-Behavioral Approach
236(20)
Developmental and Behavioral Principles: A Blend
237(2)
Behavior Principles and Practices
239(8)
Step-by-Step Learning
247(4)
Learning by Imitation
251(1)
Summary
252(4)
Chapter 13 Arranging the Learning Environment
256(22)
The Inclusive Environment
257(1)
Preventive Discipline
258(1)
Arrangements for Learning
258(5)
Planning Early Learning Environments
263(4)
Scheduling
267(5)
Transitions
272(1)
Summary
273(5)
Chapter 14 Facilitating Self-Care, Adaptive, and Independence Skills
278(17)
Self-Care Skills and the Curriculum
280(3)
Self-Care Skills and the Teacher
283(8)
Summary
291(4)
Chapter 15 Facilitating Social Development
295(24)
Social Skills and Overall Development
296(1)
Defining Appropriate Social Skills
297(2)
Acquiring Social Skills
299(13)
Teacher-Structured Peer Interactions
312(1)
Summary
313(4)
SPECIAL FOCUS: What My Children and I Learned from Inclusion-Kathy Bylenok
317(2)
Chapter 16 Facilitating Speech, Language, and Communication Skills
319(19)
Defining Speech, Language, and Communication Skills
320(1)
Language Acquisition
320(2)
Sequences in Language Acquisition
322(3)
Alternative Language Systems
325(1)
The Naturalistic Language-Learning Environment
326(3)
Speech Irregularities
329(3)
Bilingualism and English as a Second Language
332(2)
Summary
334(4)
Chapter 17 Facilitating Preacademic and Cognitive Learning
338(24)
Cognitive Development and Emerging Literacy
339(1)
What Brain Research
Tells Us
340(1)
Banning Academics: Ill-Advised?
341(1)
Developmentally Appropriate Preacademic Experiences
342(12)
Planning and Presenting Preacademics
354(3)
Summary
357(5)
Chapter 18 Managing Challenging Behaviors
362(24)
Developmentally Normal Deviations
363(5)
Data Collection and Monitoring Progress
368(13)
Summary
381(5)
Chapter 19 Planning Transitions to Support Inclusion
386(17)
Transitions During Early Childhood Services
387(1)
Transition from Early Intervention Services to Preschool Services
387(6)
Transition to Kindergarten
393(6)
Summary
399
CONTRIBUTED ESSAY: Inclusion in Early Childhood Education: What We Have Learned and Where Are We Going?
Susan R. Sandall
403(15)
Appendix A Selected List of Screening Tools and Assessment Instruments for Use with Infants and Young Children 418(4)
Appendix B Preschool Profile 422(3)
Appendix C Sources of Information, Support, and Training Material for Teachers and Parents of Children with Developmental Disabilities 425(3)
Appendix D Mental Retardation as Defined by the American Association on Mental Retardation 428(2)
Appendix E Early Learning and Developmental Diversity 430(4)
Appendix F The Gifted Child 434(3)
Glossary 437(14)
Index 451

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