The Exceptional Child Inclusion in Early Childhood Education

by Allen, K. Eileen; Cowdery, Glynnis Edwards

• ISBN13: 9781401835965
• ISBN10: 1401835961
• Additional ISBN(s): 9780766802490, 9781418074012
• Edition: 5th
• Format: Paperback
• Copyright: 2004-07-07
• Publisher: Wadsworth Publishing
• More Book Details
• Purchase Benefits

Summary

This text is an authoritative guide for teachers, parents, and all related early childhood personnel who strive to design and implement quality programs for children who are developing normally and for those with developmental or behavioral challenges. The master teachers who have authorized this well-respected publication emphasize offering each child individualized learning opportunities that are developmentally appropriate and workable within a classroom that accommodates both normally developing and exceptional children. Particular attention is paid to including parents in the design of their children's learning programs and to the inclusion of exceptional children in the classroom setting. A current, extensive list of Web sites complements the book's content.

Table of Contents

Foreword	vii
Preface	viii
Acknowledgments	xii
SECTION I Early Intervention and Public Policy	1	(60)
Chapter 1 An Inclusive Approach to Early Education	2	(23)
Inclusion Defined	4	(1)
Inclusion in Perspective	5	(2)
Rationale for Inclusive Early Education	7	(6)
Supporting Inclusion: Implications for Teachers	13	(1)
Benefits of Inclusion	14	(2)
Concerns and Challenges of Inclusion	16	(2)
Summary	18	(5)
SPECIAL FOCUS: Coming Home to Regular Life-Vickie Louden	23	(2)
Chapter 2 Federal Legislation: Early Intervention and Prevention	25	(19)
The Early Intervention Movement	26	(1)
Public Policy and the Gifted	27	(2)
Landmark Legislation and People with Disabilities	29	(6)
Inclusion and Case Law	35	(1)
Prevention and Related Legislation	36	(4)
Summary	40	(4)
Chapter 3 Inclusive Programs for Young Children	44	(17)
Types of Inclusive Early Childhood Programs	45	(2)
Recommended Practices for Programs	47	(2)
Inclusive Programs for Children Birth to 2	49	(3)
Inclusive Programs for Children 3-5	52	(2)
Inclusive Programs for Children 6-8	54	(3)
Summary	57	(4)
SECTION II Likenesses and Differences Among Children	61	(100)
Chapter 4 Normal and Exceptional Development	62	(15)
What Is Normal Typical Development?	64	(4)
What Is Atypical or Exceptional Development?	68	(2)
Children at Developmental Risk	70	(3)
Summary	73	(4)
Chapter 5 Developmental Disabilities: Causes and Classifications	77	(20)
Causes of Developmental Differences	78	(7)
Poverty	85	(2)
Classification of Developmental Disabilities	87	(5)
Summary	92	(5)
Chapter 6 Sensory Impairments: Hearing and Vision	97	(20)
Deafness and Hearing Loss	99	(6)
Blindness and Vision Impairments	105	(7)
Summary	112	(5)
Chapter 7 Physical Disabilities and Health Problems	117	(23)
Physical Disabilities	118	(7)
Health Problems	125	(8)
Health Problems and Classroom Practices	133	(1)
Summary	134	(4)
SPECIAL FOCUS: Inclusion: A Grandparent's Perspective-Tom and Polly Lovett	138	(2)
Chapter 8 Learning and Behavior Disorders	140	(21)
Attention Deficit Hyperactivity Disorder (ADHD)	141	(1)
History of ADHD	141	(3)
Learning Disabilities	144	(7)
Behavior Disorders	151	(1)
Pervasive Developmental Disorders	152	(3)
Eating and Elimination Disorders	155	(1)
Summary	156	(5)
SECTION III Planning for Inclusion	161	(74)
Chapter 9 Partnership with Families	162	(21)
Family Patterns and Expectations	164	(5)
The Parent-Teacher Partnership	169	(9)
Summary	178	(5)
Chapter 10 Assessment and the IFSP/IEP Process	183	(33)
Assessment of Young Children	184	(2)
The Process of Early Identification	186	(3)
Teachers' Role in Early Identification	189	(10)
Individualized Family Services Plan	199	(3)
Individualized Education Plans (IEP)	202	(7)
Summary	209	(5)
SPECIAL FOCUS: Inclusion: A Preschool Teacher's Perspective-Giovana Merritt	214	(2)
Chapter 11 Characteristics of Effective Teachers in Inclusive Programs	216	(19)
Teacher Training and Retraining	217	(4)
The Applied Developmental Approach	221	(9)
Summary	230	(5)
SECTION IV Implementing Inclusive Early Childhood Programs	235	(168)
Chapter 12 The Developmental-Behavioral Approach	236	(20)
Developmental and Behavioral Principles: A Blend	237	(2)
Behavior Principles and Practices	239	(8)
Step-by-Step Learning	247	(4)
Learning by Imitation	251	(1)
Summary	252	(4)
Chapter 13 Arranging the Learning Environment	256	(22)
The Inclusive Environment	257	(1)
Preventive Discipline	258	(1)
Arrangements for Learning	258	(5)
Planning Early Learning Environments	263	(4)
Scheduling	267	(5)
Transitions	272	(1)
Summary	273	(5)
Chapter 14 Facilitating Self-Care, Adaptive, and Independence Skills	278	(17)
Self-Care Skills and the Curriculum	280	(3)
Self-Care Skills and the Teacher	283	(8)
Summary	291	(4)
Chapter 15 Facilitating Social Development	295	(24)
Social Skills and Overall Development	296	(1)
Defining Appropriate Social Skills	297	(2)
Acquiring Social Skills	299	(13)
Teacher-Structured Peer Interactions	312	(1)
Summary	313	(4)
SPECIAL FOCUS: What My Children and I Learned from Inclusion-Kathy Bylenok	317	(2)
Chapter 16 Facilitating Speech, Language, and Communication Skills	319	(19)
Defining Speech, Language, and Communication Skills	320	(1)
Language Acquisition	320	(2)
Sequences in Language Acquisition	322	(3)
Alternative Language Systems	325	(1)
The Naturalistic Language-Learning Environment	326	(3)
Speech Irregularities	329	(3)
Bilingualism and English as a Second Language	332	(2)
Summary	334	(4)
Chapter 17 Facilitating Preacademic and Cognitive Learning	338	(24)
Cognitive Development and Emerging Literacy	339	(1)
What Brain Research
Tells Us	340	(1)
Banning Academics: Ill-Advised?	341	(1)
Developmentally Appropriate Preacademic Experiences	342	(12)
Planning and Presenting Preacademics	354	(3)
Summary	357	(5)
Chapter 18 Managing Challenging Behaviors	362	(24)
Developmentally Normal Deviations	363	(5)
Data Collection and Monitoring Progress	368	(13)
Summary	381	(5)
Chapter 19 Planning Transitions to Support Inclusion	386	(17)
Transitions During Early Childhood Services	387	(1)
Transition from Early Intervention Services to Preschool Services	387	(6)
Transition to Kindergarten	393	(6)
Summary	399
CONTRIBUTED ESSAY: Inclusion in Early Childhood Education: What We Have Learned and Where Are We Going?
Susan R. Sandall	403	(15)
Appendix A Selected List of Screening Tools and Assessment Instruments for Use with Infants and Young Children	418	(4)
Appendix B Preschool Profile	422	(3)
Appendix C Sources of Information, Support, and Training Material for Teachers and Parents of Children with Developmental Disabilities	425	(3)
Appendix D Mental Retardation as Defined by the American Association on Mental Retardation	428	(2)
Appendix E Early Learning and Developmental Diversity	430	(4)
Appendix F The Gifted Child	434	(3)
Glossary	437	(14)
Index	451