Successful Inclusion Strategies for Early Childhood Teachers

by Simpson, Cynthia

• ISBN13: 9781593633837
• ISBN10: 1593633831
• Format: Paperback
• Copyright: 2009-10-01
• Publisher: Prufrock Pr

Summary

With increasing emphasis on inclusive classrooms, primary and elementary school teachers can use the information included in Successful Inclusion Strategies for Early Childhood Teachers to build a supportive, caring, learner-driven environment that takes into account the needs of all students. Covering topics from incorporating the needs of students with a variety of special needs, to working one-on-one with students to modify classroom experiences, this book offers field-tested strategies for teachers in a concise, friendly format. The authors also provide an overview of how special education law affects inclusive classrooms. The book provides multiple vignettes describing special needs most often found in inclusive classrooms, including autism, ADHD, visual and hearing impairments, and developmental delays, as well as suggested tools and strategies for working with these students. A special section on adapting classroom materials provides teachers with guidance for modifying and differentiating their curriculum to encourage learning in children with special needs. This book is a valuable resource for early childhood teachers, administrators, and childcare directors.

Author Biography

Cynthia Simpson, Ph.D., has more than 16 years of experience in the public and private sector as a preschool teacher, special education teacher, elementary teacher, educational diagnostician, and administrator. She currently is associate professor in the College of Education at Sam Houston State University where she teaches courses in early childhood and special education. Laverne Warner, Ph.D., Professor Emerita at Sam Houston State University, is a teacher, author, consultant, and advocate for young children. Her 9 years of public school teaching in Texas, Indiana, and Vermont were with children in third grade and younger. Her doctorate in early childhood education and her 32 years as a teacher educator allowed her to study children's growth and the development of appropriate cognitive, social, emotional, and physical curriculum for all children.

Table of Contents

Acknowledgements	p. ix
Introduction	p. xi
Overview of Disability Laws That Affect Inclusive Classrooms	p. 1
What Is an Inclusive Classroom?	p. 17
Sam: A Child With Autism Spectrum Disorder	p. 35
Robert: A Child With Attention Deficit/Hyperactivity Disorder (ADHD)	p. 61
Andrew: A Child With a Speech or Language Impairment	p. 77
Kiesha: A Child With a Hearing Impairment	p. 97
José: A Child With an Orthopedic Impairment	p. 113
Emily: A Child With a Visual Impairment	p. 129
Megan: A Child With a Developmental Delay	p. 143
Mollie: A Child With Traumatic Brain Injury	p. 161
Adapting Classroom Materials to Meet the Needs of All Learners	p. 173
Collaborating With Families of Children in Inclusive Classrooms	p. 183
Glossary of Terms	p. 199
References	p. 205
DEC Position Statement on Developmental Delay	p. 211
DEC and NAEYC Joint Position Statement on Inclusion	p. 215
Annotated Web Resources	p. 223
About the Authors	p. 229
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