| Description |
xv, 222 pages : illustrations ; 27 cm |
| Bibliography |
Includes bibliographical references (pages 205-216) and index. |
| Contents |
Acknowledgments -- About the author -- Introduction -- Part 1: Children With Special Needs In The Inclusive Classroom -- 1: Working with children with special needs -- What do I need to know to work with children with special needs? -- Setting the stage for inclusion -- Inclusion, blending, and reverse mainstreaming -- Why is inclusion important? -- What is "meaningful" inclusion? -- How do I develop a philosophy of meaningful inclusion? -- General strategies for working with children with special needs -- How do I get the child's family involved? -- Resources for families -- Working to "enable" and "empower" families -- Terms used in this chapter -- Resources used in this chapter -- Suggested reading -- Research Says: Developmentally appropriate practices must apply to everyone -- 2: Blending the world of special education with general education services -- Best practices according to NAEYC and DEC -- Constructivism versus behaviorism: blending without ignoring best practice -- Using observation skills to guide instruction -- Planning for an IEP meeting -- Teacher's rules of the road -- Related services -- Role of the special education teacher -- Working with paraprofessionals and instructional assistants -- Terms used in this chapter -- Resources used in this chapter -- Suggested reading -- Research Says: What early childhood practitioners think about inclusion. |
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Part 2: Who Are The Children With Special Needs? -- 3: Children with vision impairments -- How do young children develop vision? -- What causes visual impairments in young children? -- How are vision impairments classified? -- What resources are available to help the child function in my classroom? -- How do children with vision impairments learn? -- Preparing the early childhood environment -- Suggestions for children with low vision -- Suggestions for children who are blind or severely vision impaired -- Summary -- Terms used in this chapter -- Resources used in this chapter -- Suggested reading -- Research Says: Play behaviors in young children who are blind -- 4: Children with hearing loss -- Defining hearing loss -- What determines the degree of hearing loss? -- So, what about hearing aids? -- Cochlear implant -- How will hearing loss affect children in my classroom? -- Social isolation -- Communicating in the classroom -- Effects of hearing loss on speech (oral language) -- Reduced academic achievement -- Suggestions for the classroom -- Terms used in this chapter -- Resources used in this chapter -- Suggested reading -- Research Says: Cochlear implants can result in better prosody -- 5: Children with cognitive challenges -- Understanding the challenges for children with cognitive delays -- Characteristics of children with cognitive challenges -- Educational implications -- What are functional skills and why are they important? -- How do I teach everyday tasks (functional skills)? -- What do I do first, before teaching a new skill? -- How exactly does this all fit together? -- Classroom suggestions for children with cognitive challenges -- Summary -- Terms used in this chapter -- Resources used in this chapter -- Suggested reading -- Research Says: Social development across time -- 6: Children with atypical motor development -- Causes of atypical motor development -- Muscle tone -- Cerebral palsy -- Fine and gross motor skills -- Positioning and handling -- Adaptive equipment -- Summary -- Terms used in this chapter -- Resources used in this chapter -- Suggested reading -- Research Says: Children with motor delays are at risk for social isolation -- 7: Children with communication delays -- What is communication? -- Understanding the child's "form" of communication -- Function and content of communication -- Nonverbal child -- Cleft lip and palate -- Childhood Apraxia of Speech (CAS) -- Terms used in this chapter -- Resources used in this chapter -- Suggested reading -- Research Says: Communication is more than just imitation -- 8: Children with emotional/behavior disorders -- What are challenging behaviors? -- Young children and mental health -- Anxiety disorders -- Classroom suggestions for children with anxiety disorders -- Separation anxiety -- Classroom suggestions for children with separation anxiety -- Post-Traumatic Stress Disorder (PTSD) -- Classroom suggestions for children with PTSD -- Oppositional Defiant Disorder (ODD) -- Classroom suggestions for children with ODD -- Attention Deficit/Hyperactivity Disorder (ADHD) -- Medication issues -- Classroom suggestions for children with ADHD -- Summary -- Terms used in this chapter -- Resources used in this chapter -- Suggested reading -- Research Says: Risk factors for future challenging behaviors. |
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9: Children with Autism Spectrum Disorder (ASD) -- What is a spectrum disorder? -- What is autism? -- What are the five types of autism? -- Begin by looking at the child's behavior -- Communication issues -- Developing social skills -- Summary -- Terms used in this chapter -- Resources used in this chapter -- Suggested reading -- Research Says: Role of attention and intention in learning new words -- 10: Children with sensory processing disorder -- What exactly is sensory integration? -- Sensory Integration Disorder -- What can I do to make my classroom sensory "friendly?" -- Materials for the "sensory friendly" classroom -- Terms used in this chapter -- Resources used in this chapter -- Suggested reading -- Research Says: Trauma and Sensory Modulation Disorder -- 11: Children at risk for school failure -- Who are children at risk? -- Children living in extreme poverty -- Homelessness -- Family factors -- Chronic illness -- Future learning disability -- Classroom suggestions for children at risk -- Terms used in this chapter -- Resources used in this chapter -- Suggested reading -- Research Says: Teen mothers living in transitional shelters need support -- Part 3: Strategies For The Inclusive Classroom -- 12: Preparing the children -- Before the first day of school -- How do I prepare children in a general education setting for a child with special needs? -- What kinds of activities teach tolerance and acceptance of others? -- Socially competent child -- Terms used in this chapter -- Suggested reading -- 13: Preparing the environment -- Important role of the environment -- Maintaining a balance between activities -- Daily schedule -- Large group time -- Small group time -- Individualized instruction -- Free choice time -- Transitions -- Assistive technology-adapting materials -- Summary -- Terms used in this chapter -- Resources used in this chapter -- Suggested reading -- 14: Curriculum -- What role does the curriculum play in teaching children with special needs? -- Is there a special "curriculum" for a child with special needs? -- Curriculum models -- Differentiated Instruction (DI) -- Response to Intervention (RTI) -- Recognition and response -- Curriculum modifications for children with special needs -- Content area instruction -- Terms used in this chapter -- Resources used in this chapter -- Suggested reading. |
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15: Handling challenging behaviors -- What is challenging behavior? -- What kinds of behaviors can I tolerate? -- What is a functional assessment? -- Identification of positive behaviors -- Terms used in this chapter -- Resources used in this chapter -- Suggested reading -- 16: Building communication -- Understanding communication -- Levels of communication development -- How do you set appropriate goals for communication? -- What about children who are nonverbal? -- Low-tech methods of communication -- How do I start helping a child with special needs use pictures to communicate? -- What about electronic communication devices? -- Picture schedules -- Terms used in this chapter -- Resources used in this chapter -- Suggested reading -- Appendix: Children's books that feature dynamic characters with special needs -- Resources for special needs products -- Index. |
| Summary |
From the Back Cover: More and more frequently, early childhood educators teach children with special needs, yet few have the necessary background knowledge and experiences to meet the challenge of teaching in an inclusive classroom. Creating Inclusive Learning Environments for Young Children gives teachers targeted information, strategies, and activities to address the learning needs of all children, including those at risk. The author provides in-depth information on a variety of disabilities, including autism, vision and hearing loss, communication delays, and sensory integration disorders. Each chapter offers a glossary of terms, a list of suggested resources, and a brief summary of relevant research. Aligned with NAEYC and DEC standards, this engaging and comprehensive resource helps readers create appropriate inclusive environments and establish daily schedules; build relationships among peers with and without disabilities; work productively with families, special education teachers, and paraprofessionals; understand individualized education programs and response to intervention. This handbook gives preschool and kindergarten teachers the tools to support all young learners by building relationships and providing positive classroom experiences. |
| Subject |
Children with disabilities -- Education.
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Early childhood special education.
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Inclusive education.
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Children with disabilities -- Education.
(OCoLC)fst00855556
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Early childhood special education. (OCoLC)fst01200779
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Inclusive education. (OCoLC)fst00968624
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Behinderung.
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Integrativer Unterricht.
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Schulkind.
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Barn med funktionsnedsättning -- utbildning och undervisning.
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| ISBN |
9781412957182 (cloth ; acid-free paper) |
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1412957184 (cloth ; acid-free paper) |
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9781412957199 (pbk. ; acid-free paper) |
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1412957192 (pbk. ; acid-free paper) |
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