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Young Children with Special Needs : An Introduction to Early Childhood Special Education,9780534541446
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Young Children with Special Needs : An Introduction to Early Childhood Special Education

by
Edition:
1st
ISBN13:

9780534541446

ISBN10:
0534541445
Format:
Paperback
Pub. Date:
12/23/1999
Publisher(s):
Wadsworth Publishing
List Price: $134.66
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Summary

This book is dedicated to addressing the educational needs of young children with delays and disabilities, as well as those with anticipated learning difficulties. The authors take a practical approach to sharing a wealth of knowledge in this introduction to the educational policies, programs, practices, and services appropriate to infants, toddlers, and preschoolers who exhibit such characteristics. They employ educational vignettes, an Online Resource Web site with a host of supporting materials, photographs, tables and figures to make research-based theories and philosophical foundations take on practical meaning for the reader. New to this edition is an emphasis on instructional strategies and pedagogical recommendations necessary for creating inclusive learning environments, as well as suggestions for incorporating technology into the learning environment, especially adaptive/assistive technology.

Table of Contents

Preface xi
Part I Perspectives, Policies, and Practices of Early Childhood Special Education 1(84)
Foundations of Early Childhood Special Education
2(23)
The Origins of Early Childhood Special Education
3(1)
The Development of Early Childhood Education
3(10)
Early Contributors
3(1)
Pioneers in Early Childhood Education
4(2)
Leaders of the Twentieth Century
6(7)
Historical Perspectives on Children with Disabilities
13(5)
People and Ideas
15(1)
The Establishment of Institutions
16(1)
Special Education in Public Schools
16(2)
Compensatory Education Programs
18(7)
Representative Compensatory Programs
19(1)
Research Activities
20(2)
Summary
22(1)
Test Your Understanding
22(1)
References
22(3)
The Context of Early Childhood Special Education
25(35)
Definitions and Terminology
26(4)
Exceptional Children
26(1)
Disability and Handicap
26(1)
Federal Definition of Disability
27(1)
Developmental Delay and At-Risk
27(3)
Early Intervention and Early Childhood Special Education
30(1)
Litigation and Legislation Affecting Children with Special Needs
30(14)
Key Judicial Decisions
30(1)
Key Federal Legislation
30(14)
Prevalence of Young Children with Special Needs
44(2)
The Importance of Early Intervention
46(14)
Representative Research Evidence on the Effectiveness of Intervention
47(4)
An Ecological Perspective on Young Children with Special Needs and Their Families
51(3)
Summary
54(1)
Test Your Understanding
55(1)
References
55(5)
Family-Centered Early Childhood Services
60(25)
Historical and Legal Perspectives
61(3)
General Early Childhood Education Influences
62(1)
Compensatory Education Influences
62(1)
Early Childhood Special Education Influences
63(1)
Influences from Professional Organizations
64(1)
The Changing American Family
64(1)
Family Reactions to a Child with a Disability
65(2)
Family Systems Theory
67(4)
Family Characteristics
67(1)
Family Interactions
68(1)
Family Functions
69(1)
Family Life Cycle
69(2)
How to Apply Family Systems Theory
71(1)
A Family-Centered Philosophy
72(3)
Parent-Professional Partnerships
75(2)
The IEP and the IFSP
77(3)
Parent-Professional Communication
80(5)
Summary
81(1)
Test Your Understanding
82(1)
References
82(3)
Part II Identifying and Assessing Young Children with Special Needs 85(48)
Initial Assessment of Young Children with Known or Suspected Disabilities
86(26)
Overview of Assessment Purposes, Procedures, and Types
87(4)
Assessment Purposes
88(1)
General Assessment Considerations
88(2)
Types of Assessment in Early Childhood
90(1)
Assessing Interrelated Developmental Domains
91(4)
Cognitive Skills
93(1)
Motor Skills
93(1)
Communication and Language Skills
93(1)
Social and Emotional Skills
94(1)
Self-Care and Adaptive Skills
94(1)
Problems Associated with the Assessment of Young Children
95(3)
Over-Reliance on Intelligence Testing
95(1)
Limited Number of Assessment Instruments Appropriate for Young Children
96(1)
The Nature and Characteristics of Young Children
96(1)
Culturally Biased Assessments
97(1)
Early Labeling of Young Children
97(1)
Appropriate Assessment Practices for Young Children
98(4)
Assessment Guidelines for Professionals
98(3)
Cultural Considerations
101(1)
Screening Young Children
102(3)
Screening Procedures and Instruments
102(3)
Diagnosis of Young Children with Known or Suspected Disabilities
105(1)
Determining Eligibility for Services
105(7)
Eligibility Criteria
105(1)
Eligibility Procedures and Instruments
106(2)
Summary
108(1)
Test Your Understanding
109(1)
References
109(3)
Assessment for Program Planning, Progress Monitoring, and Evaluation
112(21)
Assessment of Program Planning
113(11)
Family Involvement in the Assessment Process
114(1)
Purpose of Assessment for Program Planning
114(1)
Ecological Assessment
115(3)
Methods and Procedures for Collecting Information
118(6)
Progress Monitoring and Program Evaluation
124(9)
Monitoring Child Progress and Outcomes
124(3)
Family Input
127(1)
Overall Program Effectiveness
128(1)
Summary
129(1)
Test Your Understanding
130(1)
References
130(3)
Part III Planning and Organizing Educational Programs 133(140)
Delivering Services to Young Children with Special Needs
134(50)
Service Delivery Models
135(4)
Home-Based Programs
136(1)
Center-Based Programs
137(2)
Combination Programs
139(1)
Inclusive Settings
139(9)
Mainstreaming
141(2)
Least Restrictive Environment
143(1)
Regular Education Initiative
144(1)
Full Inclusion
145(3)
Transition
148(6)
Child Involvement
150(1)
Family Involvement
150(2)
Professional Involvement
152(1)
Steps for Planning Effective Transitions
152(2)
Professional Teaming and Collaboration
154(4)
Multidisciplinary
155(1)
Interdisciplinary
156(1)
Transdisciplinary
157(1)
Delivering Individualized Services
158(26)
Individualized Family Service Plan
158(6)
Individualized Education Program
164(15)
Summary
179(1)
Test Your Understanding
180(1)
References
180(4)
Curriculum for Young Children with Special Needs
184(25)
Definition of Curriculum
185(1)
Theoretical Approaches to Curriculum Development
185(3)
Developmental Curriculum Model
185(1)
The Developmental-Cognitive Curriculum Model
186(1)
Academic (or Preacademic) Skills Curriculum Model
187(1)
Behavioral Curriculum Model
187(1)
Functional Curriculum Model
187(1)
Curriculum Development
188(6)
Curriculum Content
188(1)
Curriculum Packages
189(3)
Curriculum Planning and Implementation
192(1)
Curriculum Evaluation
193(1)
Current Influences on Curriculum Development
194(15)
Recommended Practices in General Early Childhood Education (ECE)
194(2)
Recommended Practices in Early Childhood Special Education (ECSE)
196(4)
The Utility of the DAP Guidelines for Children with Disabilities
200(2)
Blending ECE and ECSE Recommended Practices
202(4)
Summary
206(1)
Test Your Understanding
206(1)
References
207(2)
Designing Learning Environments for Young Children with Special Needs
209(21)
Considerations in Designing the Learning Environment
210(10)
Classroom Dimensions
210(1)
Providing Spaces
211(5)
Promoting Engagement
216(1)
The Learning Environment and Stimulus-Control
216(1)
The Learning Environment and Reinforcement
217(1)
Responsivity
218(2)
Methods Based Primarily on Environmental Arrangement
220(1)
Selecting Materials
221(1)
General Considerations
222(1)
Instructional Considerations
222(1)
The Nurturing Preschool
222(4)
The Accessible Environment
222(2)
The Safe Environment
224(1)
A Healthy Environment
225(1)
Evaluating Learning Environments
226(4)
Summary
227(1)
Test Your Understanding
227(1)
References
228(2)
Strategies for Teaching Young Children with Special Needs
230(43)
Adapting the Home and School Setting, Materials, and Instruction
231(19)
Young Children with Sensory Impairments: Vision
231(4)
Young Children with Sensory Impairments: Hearing
235(1)
Young Children with Delays in Motor Development and Health Impairments
236(5)
Young Children with Delays in Cognitive Development
241(3)
Young Children with Delays in Social and Emotional Development
244(2)
Young Children with Delays in Communication and Language Development
246(4)
Strategies for Creating Less Restrictive Environments
250(23)
Teacher-Mediated Strategies
251(7)
Peer-Mediated Strategies
258(2)
Routine-Based Strategies
260(4)
Specific Naturalistic (Milieu) Strategies
264(3)
Summary
267(1)
Test Your Understanding
267(1)
References
268(5)
Part IV A Look to the Future 273(26)
Contemporary Issues and Challenges in Early Childhood Special Education
274(25)
Celebrating Cultural Diversity
275(5)
Culture
276(1)
Early Childhood Special Education and Cultural Diversity
276(4)
Emerging Populations of Young Children with Special Needs
280(10)
Homelessness
281(1)
Child Abuse and Neglect
282(3)
Young Children with Special Health Needs
285(5)
Preparation of Early Childhood Special Educators
290(9)
Summary
293(1)
Test Your Understanding
294(1)
References
294(5)
APPENDIXES 299(32)
A Federal Definitions of Disabilities
300(2)
B Chart of Typical Developmental Milestones
302(10)
C Preschool Environmental Rating Scale
312(15)
D Personnel Standards for Early Education and Early Intervention
327(2)
E Resource Organizations for Young Children with Special Needs and Their Families
329(2)
Glossary 331(8)
Index 339


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