Rent 9780675213561 | ADAPTING EARLY CHILDHOOD CURRICULUM (P)

Table of Contents

Introduction	p. 1
Philosophy of this Text	p. 3
Why Include Children with Special Needs in Regular Early Education Programs?	p. 3
Early Intervention Specialists: Their Role in the Integration of Children with Special Needs	p. 6
Co-Located Programs: A Programmatic Arrangement That Facilitates Integration	p. 7
Special Concerns of Parents	p. 10
Suggestions for Successful Integration of ... MOREChildren with Special Needs	p. 10
Providing for Special Needs in Early Education: The Challenge	p. 15
Historical Perspectives on Early Childhood Special Education	p. 17
Intervention Programs for Children with Special Needs	p. 24
Societal Pressures: The Impact of Litigation and Legislation	p. 28
Historical Approaches to Early Education Programming	p. 33
Current Trends in Early Childhood Special Education	p. 41
Best Practices in Early Childhood Education	p. 42
Additional Best Practices for Children with Special Needs	p. 44
Viewing the Child with Special Needs as a Child First	p. 45
Service Delivery Systems	p. 45
In Partnership with Families	p. 57
Emotional Needs of Families with Children Who Have Special Needs	p. 63
Parental Reactions	p. 65
The Family as a System	p. 69
Sibling and Extended Family Needs and Reactions	p. 71
Caregivers as Team Members	p. 74
Options for Family Involvement	p. 75
Working with Culturally Diverse Families	p. 95
Working with Parents Who Abuse or Neglect Children	p. 99
Working with Parent Populations with Special Needs	p. 101
Recognizing Special Needs: Identification and Assessment	p. 109
Changing Philosophies and Practices	p. 112
What Is the Process of Identification?	p. 113
The Early Intervention Team	p. 122
The Early Educator's Responsibility as a Primary Observer of Children	p. 124
Types of Observation Techniques	p. 127
Determining the Focus of an Observation	p. 129
Use of Standardized Tests with Young Children	p. 131
Assessment within the Classroom	p. 134
Situational Factors to Consider During Assessment	p. 135
Problems Associated with Early Identification, Assessment, and Evaluation	p. 138
Future Trends in Assessment of Young Children	p. 140
Developing Individualized Intervention Programs and Plans	p. 147
Before Activity Planning Can Begin: The IEP	p. 148
The Case of Danny	p. 151
The Individualized Family Service Plan (IFSP)	p. 160
Transition Practices	p. 167
Implementing Intervention and Instructional Strategies	p. 171
Curriculum	p. 173
From Annual Goals to Daily Activities	p. 174
Writing Goals and Objectives	p. 180
Providing a Wide Range and Variety of Activities and Experiences for Each En-Route Behavior	p. 184
Keeping Records	p. 186
Generic Instructional Strategies	p. 192
Play as an Important Teaching Context	p. 200
Arranging the Physical Environment to Maximize Learning	p. 203
Considerations for Adapting Curricula for Children with Specific Special Needs	p. 205
Promoting Social and Emotional Development	p. 215
Developing a Healthy Personality	p. 217
Building a Healthy Environment	p. 224
Facilitating Social Skills	p. 232
Encouraging Developmental Play Behavior	p. 234
Helping Children with Emotional and Behavioral Problems	p. 241
Use of Reinforcement	p. 254
Special Needs of Children Who Are Maltreated	p. 256
Special Needs of Children Influenced by Prenatal Substance Abuse	p. 259
Helping Young Children Develop Motor Skills	p. 273
The Development of Motor Skills	p. 275
Atypical Motor Development	p. 287
Assessment of Motor Abilities	p. 289
Therapeutic Intervention	p. 293
Movement Education	p. 300
Nurturing Communication Skills	p. 313
The Subskills of Language	p. 315
Contribution of Social Interaction Theory to Understanding Early Communication Development	p. 318
Stages of Development of Communication Skills in Young Children	p. 318
Necessary Conditions for the Development of Communication Skills	p. 324
Nurturing Speech, Language, and Conceptual Skills	p. 330
Classroom Strategies That Facilitate Communication	p. 334
Facilitating Communication in Children with Severe and Multiple Disabilities	p. 336
Working with Children with Hearing Impairments	p. 345
Working with Children with Visual Disabilities	p. 346
Working with the Child Who Has Autism	p. 347
Working with the Child Who Has Language Differences	p. 347
Collaborative Consultation with Speech and Language Specialists	p. 349
Encouraging the Development of Cognitive Skills and Literacy	p. 359
What Is Cognition?	p. 361
Basic Cognitive Processes	p. 361
Development of Cognitive Skills	p. 363
Demonstration of Cognitive Skills Through the Developmental Stages of Children's Play	p. 367
Causes of Cognitive Impairment	p. 369
Facilitating the Development of Cognitive Skills in Infants and Toddlers	p. 369
Facilitating the Development of Cognitive Skills in Preschoolers	p. 373
Working with Children Who Are Cognitively Different	p. 379
Academic Readiness	p. 382
Facilitating Cognitive and Information-Processing Subskills Related to Academic Achievement	p. 383
Development of Literary	p. 394
Cultural Differences in Early Language and Literary Experiences	p. 397
Strategies for Facilitating Emergent Literary	p. 400
Transition to Kindergarten	p. 402
Effective Use of Paraprofessionals and Volunteers In Early Intervention Programs	p. 411
Who Are the Paraprofessionals?	p. 413
Preparing to Work with Paraprofessionals	p. 414
Recruiting Paraprofessional Services	p. 419
Mutual Learning Through Orientation	p. 423
Defining the Teacher's Responsibilities to Teacher Aides or Volunteers	p. 427
Evaluating Paraprofessional Services	p. 431
Recognizing and Rewarding Time and Service	p. 435
Preventing Burnout Among Paraprofessionals	p. 437
Appendix A: Chart of Typical Development	p. 442
Appendix B: Find Your Child's Speech and Hearing Age	p. 452
Appendix C: Reflexes, Reactions, and Implications	p. 454
Appendix D: Competencies for Trainees in Early Childhood Special Education	p. 456
Appendix E: Assessment Techniques for Use with Young Children: A Sampling	p. 461
Appendix F: Individual Materials for Use with Young Children: A Sampling	p. 468
Appendix G: Periodicals Relevant to Early Intervention	p. 472
Glossary	p. 474
Author Index	p. 481
Subject Index	p. 487
About the Authors	p. 493
Table of Contents provided by Blackwell. All Rights Reserved.

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