Key Benefit: This book is designed to actively engage early childhood practitioners in a participatory process of problem-solving regarding the inclusion of young children with developmental challenges in general early childhood classrooms. Key Topics:Based on a developmental approach highly relevant for the inclusive model, the premise of the text supports that implementing appropriate strategies includes, but is not limited to, the knowledge of children's characteristics and developmental curriculum, and deliberation on a child-by-child basis of those factors which appear to make a difference for each child. The non-categorical approach of the book is based on patterns of development and characteristics that is highly relevant for those working with young children who may be eligible through "developmental delays" rather than categories. Focus on universal design for learning, throughout every chapter, provides a beneficial perspective that will address the needs of all children. The text also features: an ongoing assessment model with consideration of how each child responds to intervention; practical research-based strategies and examples in a range of curricular areas and can be easily applied in the educational setting; a strong focus on application; and comprehensive resources in every chapter for practitioners at all levels of teaching. Market:Written for pre-service professionals and practicing practitioners who work with young children with exceptionalities in general education classrooms.
Ann Gruenberg has been involved with early childhood personnel preparation for over twenty years, guiding prospective teachers to design and implement strategies for appropriate interventions when children have exceptionalities. She has worked with young children in a variety of settings as well as publishing articles and making presentations at national and internal conferences for organizations such as the National Association for the Education of Young Children, the Division for Early Childhood, Council for Exceptional Children, the National Head Start Association, and the National Association for Early Childhood Teacher Educators. Her primary interests in experiential learning and supporting positive outcomes for children with neurological risk are enhanced through extensive community involvement.
Regina Miller has been involved in early childhood teacher preparation for thirty-four years. She has worked with young children, undergraduate and graduate students. She has focused on nurturing pre-service and in-service teachers to develop and implement inclusion classrooms. She has presented papers at local, state, regional, national and international conferences, and has published numerous articles and a book on a variety of areas regarding early childhood and teacher preparation. Her primary interests are in preparing teachers to work with the whole child and family in a variety of settings and preparing these teachers to be resourceful and resilient professionals.
Chapter 1 — Introduction: Effectiveness in a Changing World
Chapter 2 — Developmentally and Individually Appropriate Practices
Chapter 3 — Families, Teams and Communication
Chapter 4 — Assessment
Chapter 5 — Introduction to Curricular Adaptations
Chapter 6 — Play and Social Development
Chapter 7 — Curricular Adaptations: Language and Literacy
Chapter 8 — The Arts, Music, and Movement
Chapter 9 — Problem-Solving in Everyday Life: Math, Science, and Beyond
Chapter 10 — Professionalism: Becoming a Life-Long Learner Organizing Community Resources