This book blends the best of early childhood and early childhood special education practices and helps the practitioner understand how to modify the classroom and the curriculum to make them accessible to all children7 The focus is on developmentally appropriate practice as the basis for designing programs that enable children to become active participants in the learning process. Chapter One presents three case studies of real children with disabilities. Readers continually re-visit the children as they explore IEP's, IFSP's, formative and summative assessment, room arrangement, curriculum development, and behavior management.

List of Figures

ix

(2)

List of Tables

xi

(4)

Preface

xv

(2)

Acknowledgments

xvii

1 EARLY CHILDHOOD EDUCATION AND EARLY CHILDHOOD SPECIAL EDUCATION: THE BEST OF BOTH WORLDS

1

(18)

Objectives

2

(1)

Integrating Early Childhood Education and Early Childhood Special Education

2

(2)

Case Studies

4

(14)

Activities and Resources

18

(1)

References

18

(1)

2 DEVELOPMENTALLY APPROPRIATE PRACTICE: WHAT IT IS AND HOW IT WORKS

19

(18)

Objectives

20

(1)

Historical Background

20

(3)

Developmentally Appropriate Practice

23

(2)

Teaching the Whole Child

25

(5)

Understanding Developmentally Appropriate Practice

30

(1)

Implementing Developmentally Appropriate Practice

31

(3)

Summary

34

(1)

Activities and Resources

34

(1)

References

35

(2)

3 PRINCIPLES OF DEVELOPMENTALLY APPROPRIATE PRACTICE APPLIED TO YOUNG CHILDREN WITH SPECIAL NEEDS

37

(34)

Objectives

38

(1)

The Evolution of ECSE as a Dynamic Field

38

(2)

Legislative Influences

40

(5)

Major Premises of Early Childhood Special Education

45

(4)

Trends and Issues in Early Childhood Special Education

49

(4)

The Movement to Blend Recommended ECE and ECSE Practices

53

(4)

Rationale for Applying the DAP Guidelines to Young Children with Disabilities

57

(1)

DAP as the Foundation in Programs for Young Children with Disabilities

58

(4)

Issues and Concerns Regarding the Applicability of DAP Guidelines to Young Children with Disabilities

62

(5)

Summary

67

(1)

Activities and Resources

67

(1)

References

68

(3)

4 ASSESSMENT OF DEVELOPMENTALLY APPROPRIATE CURRICULUM PROGRAMS FOR YOUNG CHILDREN WITH DISABILITIES

71

(34)

Objectives

72

(1)

Diagnostic and Programming Assessment Procedures

72

(2)

Assessment for Diagnostic and Eligibility Purposes

74

(4)

Formative Assessment for Program and Curriculum Development

78

(2)

The Difficulty of Making Eligibility and Programming Decisions from the Same Set of Assessment Information

80

(2)

Programming Assessment Procedures: Assessment for Establishing Programming Goals and Objectives

82

(1)

Early Childhood Programs: Working with Children with Disabilities

83

(1)

Establishing Goals and Objectives for Young Children with Disabilities

84

(5)

Procedures for Collecting Child Skills and Behavior Information

89

(6)

Procedures for Collecting Family Priorities, Concerns, and Preferences Information

95

(2)

Procedures for Collecting Information about the Child's Environmental Setting and Demands

97

(1)

Using the Three Types of Information to Develop Children's Goals and Objectives

98

(2)

Summary

100

(1)

Activities and Resources

101

(1)

References

102

(3)

5 USING INDIVIDUALIZED PLANS AS A BASIS FOR DESIGNING DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES FOR YOUNG CHILDREN WITH SPECIAL NEEDS

105

(38)

Objectives

106

(1)

Individualized Plans

106

(4)

Developing IEP/IFSP Goals/Outcomes and Objectives

110

(6)

Developmentally Appropriate Practice Principles as the Foundation in Programs that Address Individualized Goals and Objectives

116

(2)

Embedding Skills into a Typical Early Childhood Routine and Curriculum

118

(3)

Monitoring Progress

121

(3)

Addressing Individual Needs: Brad's Goals and Objectives

124

(16)

Summary

140

(1)

Activities and Resources

140

(1)

References

141

(2)

6 USING PRINCIPLES OF DEVELOPMENTALLY APPROPRIATE PRACTICE TO MAKE DECISIONS ABOUT THE LEARNING ENVIRONMENT

143

(27)

Objectives

144

(1)

The Teacher's Roles and Responsibilities in Making Decisions about the Learning Environment

144

(3)

Instructional Strategies and Modifications

147

(1)

Physical Environment Considerations

148

(6)

Indirect Guidance within the Environment

154

(2)

Troubleshooting

156

(1)

The Social and Programmatic Environment in Early Childhood Programs

157

(1)

Considerations in the Scheduling of Time and Resources

157

(8)

Troubleshooting Scheduling Problems

165

(1)

Group Size

165

(1)

Summary

166

(1)

Activities and Resources

166

(2)

References

168

(2)

7 USING PRINCIPLES OF DEVELOPMENTALLY APPROPRIATE PRACTICE TO MAKE DECISIONS ABOUT MATERIALS, LEARNING CENTERS, AND INTEGRATED THEMATIC UNITS

170

(32)

Objectives

171

(1)

How Children Learn and How to Create Curricula that Help Them Learn

171

(4)

Choosing Materials and Equipment to Structure Children's Environments

175

(1)

Materials and Equipment for Children with Disabilities

176

(3)

Learning Centers

179

(7)

Integrated Thematic Units

186

(13)

Summary

199

(1)

Activities and Resources

199

(1)

References

200

(2)

8 USING DEVELOPMENTALLY APPROPRIATE PRACTICES TO MAKE DECISIONS ABOUT GUIDING THE BEHAVIOR OF YOUNG CHILDREN

202

(35)

Debbie C. Woodward

Objectives

203

(1)

Focusing on Behavior

203

(1)

Developmentally Appropriate Behavior Guidance

204

(3)

What is Challenging Behavior?

207

(4)

Guiding Behavior

211

(7)

Preventive Strategies

218

(4)

Responding to Challenging Behaviors

222

(6)

A Decision-Making Model for Determining an Appropriate Behavior Change Plan

228

(5)

Summary

233

(1)

Activities and Resources

234

(1)

References

235

(2)

9 SUMMATIVE ASSESSMENT: EVALUATING THE PROGRESS OF CHILDREN

237

(24)

Objectives

238

(1)

Summative Assessment for Children

238

(1)

Process for Determining Children's Progress

239

(9)

Methods of Collecting and Recording Information

248

(6)

Choosing a Sampling Strategy

254

(1)

Additional Suggestions for Collecting Summative Assessment Information

255

(3)

Summary

258

(1)

Activities and Resources

258

(1)

References

259

(2)

Index

261

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Young Children With Special Needs: A Developmentally Appropriate Approach

9780205188949

020518894X

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