Young Children With Special Needs: A Developmentally Appropriate Approach,9780205188949

Young Children With Special Needs: A Developmentally Appropriate Approach

by ; ;
Edition: 1st
ISBN13: 9780205188949
ISBN10: 020518894X
Format: Paperback
Pub. Date: 1998-01-01
Publisher(s): PRO ED
List Price: $55.20

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Summary

This book blends the best of early childhood and early childhood special education practices and helps the practitioner understand how to modify the classroom and the curriculum to make them accessible to all children7 The focus is on developmentally appropriate practice as the basis for designing programs that enable children to become active participants in the learning process. Chapter One presents three case studies of real children with disabilities. Readers continually re-visit the children as they explore IEP's, IFSP's, formative and summative assessment, room arrangement, curriculum development, and behavior management.

Table of Contents

List of Figures
ix(2)
List of Tables
xi(4)
Preface xv(2)
Acknowledgments xvii
1 EARLY CHILDHOOD EDUCATION AND EARLY CHILDHOOD SPECIAL EDUCATION: THE BEST OF BOTH WORLDS
1(18)
Objectives
2(1)
Integrating Early Childhood Education and Early Childhood Special Education
2(2)
Case Studies
4(14)
Activities and Resources
18(1)
References
18(1)
2 DEVELOPMENTALLY APPROPRIATE PRACTICE: WHAT IT IS AND HOW IT WORKS
19(18)
Objectives
20(1)
Historical Background
20(3)
Developmentally Appropriate Practice
23(2)
Teaching the Whole Child
25(5)
Understanding Developmentally Appropriate Practice
30(1)
Implementing Developmentally Appropriate Practice
31(3)
Summary
34(1)
Activities and Resources
34(1)
References
35(2)
3 PRINCIPLES OF DEVELOPMENTALLY APPROPRIATE PRACTICE APPLIED TO YOUNG CHILDREN WITH SPECIAL NEEDS
37(34)
Objectives
38(1)
The Evolution of ECSE as a Dynamic Field
38(2)
Legislative Influences
40(5)
Major Premises of Early Childhood Special Education
45(4)
Trends and Issues in Early Childhood Special Education
49(4)
The Movement to Blend Recommended ECE and ECSE Practices
53(4)
Rationale for Applying the DAP Guidelines to Young Children with Disabilities
57(1)
DAP as the Foundation in Programs for Young Children with Disabilities
58(4)
Issues and Concerns Regarding the Applicability of DAP Guidelines to Young Children with Disabilities
62(5)
Summary
67(1)
Activities and Resources
67(1)
References
68(3)
4 ASSESSMENT OF DEVELOPMENTALLY APPROPRIATE CURRICULUM PROGRAMS FOR YOUNG CHILDREN WITH DISABILITIES
71(34)
Objectives
72(1)
Diagnostic and Programming Assessment Procedures
72(2)
Assessment for Diagnostic and Eligibility Purposes
74(4)
Formative Assessment for Program and Curriculum Development
78(2)
The Difficulty of Making Eligibility and Programming Decisions from the Same Set of Assessment Information
80(2)
Programming Assessment Procedures: Assessment for Establishing Programming Goals and Objectives
82(1)
Early Childhood Programs: Working with Children with Disabilities
83(1)
Establishing Goals and Objectives for Young Children with Disabilities
84(5)
Procedures for Collecting Child Skills and Behavior Information
89(6)
Procedures for Collecting Family Priorities, Concerns, and Preferences Information
95(2)
Procedures for Collecting Information about the Child's Environmental Setting and Demands
97(1)
Using the Three Types of Information to Develop Children's Goals and Objectives
98(2)
Summary
100(1)
Activities and Resources
101(1)
References
102(3)
5 USING INDIVIDUALIZED PLANS AS A BASIS FOR DESIGNING DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES FOR YOUNG CHILDREN WITH SPECIAL NEEDS
105(38)
Objectives
106(1)
Individualized Plans
106(4)
Developing IEP/IFSP Goals/Outcomes and Objectives
110(6)
Developmentally Appropriate Practice Principles as the Foundation in Programs that Address Individualized Goals and Objectives
116(2)
Embedding Skills into a Typical Early Childhood Routine and Curriculum
118(3)
Monitoring Progress
121(3)
Addressing Individual Needs: Brad's Goals and Objectives
124(16)
Summary
140(1)
Activities and Resources
140(1)
References
141(2)
6 USING PRINCIPLES OF DEVELOPMENTALLY APPROPRIATE PRACTICE TO MAKE DECISIONS ABOUT THE LEARNING ENVIRONMENT
143(27)
Objectives
144(1)
The Teacher's Roles and Responsibilities in Making Decisions about the Learning Environment
144(3)
Instructional Strategies and Modifications
147(1)
Physical Environment Considerations
148(6)
Indirect Guidance within the Environment
154(2)
Troubleshooting
156(1)
The Social and Programmatic Environment in Early Childhood Programs
157(1)
Considerations in the Scheduling of Time and Resources
157(8)
Troubleshooting Scheduling Problems
165(1)
Group Size
165(1)
Summary
166(1)
Activities and Resources
166(2)
References
168(2)
7 USING PRINCIPLES OF DEVELOPMENTALLY APPROPRIATE PRACTICE TO MAKE DECISIONS ABOUT MATERIALS, LEARNING CENTERS, AND INTEGRATED THEMATIC UNITS
170(32)
Objectives
171(1)
How Children Learn and How to Create Curricula that Help Them Learn
171(4)
Choosing Materials and Equipment to Structure Children's Environments
175(1)
Materials and Equipment for Children with Disabilities
176(3)
Learning Centers
179(7)
Integrated Thematic Units
186(13)
Summary
199(1)
Activities and Resources
199(1)
References
200(2)
8 USING DEVELOPMENTALLY APPROPRIATE PRACTICES TO MAKE DECISIONS ABOUT GUIDING THE BEHAVIOR OF YOUNG CHILDREN
202(35)
Debbie C. Woodward
Objectives
203(1)
Focusing on Behavior
203(1)
Developmentally Appropriate Behavior Guidance
204(3)
What is Challenging Behavior?
207(4)
Guiding Behavior
211(7)
Preventive Strategies
218(4)
Responding to Challenging Behaviors
222(6)
A Decision-Making Model for Determining an Appropriate Behavior Change Plan
228(5)
Summary
233(1)
Activities and Resources
234(1)
References
235(2)
9 SUMMATIVE ASSESSMENT: EVALUATING THE PROGRESS OF CHILDREN
237(24)
Objectives
238(1)
Summative Assessment for Children
238(1)
Process for Determining Children's Progress
239(9)
Methods of Collecting and Recording Information
248(6)
Choosing a Sampling Strategy
254(1)
Additional Suggestions for Collecting Summative Assessment Information
255(3)
Summary
258(1)
Activities and Resources
258(1)
References
259(2)
Index 261

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