Very Young Children with Special Needs: A Foundation for Educators, Families, and Service Providers

by Howard, Vikki F.; Williams, Betty; Lepper, Cheryl E.

• ISBN13: 9780131127951
• ISBN10: 0131127950
• Edition: 3rd
• Format: Paperback
• Copyright: 2010-01-01
• Publisher: Prentice Hall

Summary

For courses in Early Childhood Special Education and Early Intervention. Through narrative, case studies, and unique "close ups," this introductory, inclusive text provides a foundation in working with very young children with exceptional needs. Written for professionals in education, social work, health care, and physical therapy, this interdisciplinary book offers a review of the history of early childhood special education, followed by detailed coverage of typical child development, the domains of early childhood education, and the causes of disabling conditions. In conclusion, the authors address how educators and others can best provide intervention and support to young children and their families.

Table of Contents

Philosophy of Early Education	1	(50)
The Importance of an Attitude of Science	3	(4)
What Is an Attitude of Science?	4	(3)
Personalization	7	(1)
The History of Disability Rights	8	(8)
Individualization	10	(2)
Inclusion	12	(4)
Personalization, a Way to Move into the Next Century	16	(3)
What Is Meant by Personalization in Early Education and Intervention?	17	(1)
The Implications of Personalization	18	(1)
The Importance of Being Culturally Sensitive	19	(8)
Population Trends	21	(1)
Economics	22	(1)
Family Composition	23	(3)
Summary on Diversity	26	(1)
The Importance of Serving Children in the Context of a Family	27	(8)
What Is a Family?	30	(2)
Empowerment	32	(3)
The Importance of Working Collaboratively	35	(6)
Teaming Models	37	(1)
Collaboration in Early Intervention	38	(3)
The Importance of Ethical Conduct and Advocacy	41	(4)
Advocacy Issues	42	(1)
How to Get Involved in Advocacy	43	(2)
In Conclusion	45	(1)
Study Guide Questions	45	(1)
References	46	(5)
Early Childhood Services---Yesterday, Today, and Around the World	51	(52)
A Historical Perspective	52	(1)
The History of Childhood in Western Civilization	52	(24)
Stage 1: From Bad to Worse	54	(1)
Stage 2: Children Will Be Children	55	(1)
Stage 3: Church and State Mix	56	(4)
Stage 4: Parents Know Best	60	(9)
Stage 5: Children Know Best	69	(3)
The ``Trilemma'' of Child Care	72	(1)
The Future of Child Care	73	(3)
The History of Special Education	76	(8)
Families Bear All	76	(1)
The Asylum Movement	77	(1)
Social Darwinism	77	(1)
First Generation Modern Era	78	(1)
Second Generation of the Modern Era	79	(1)
Communal Perspective	79	(1)
Early Education for Children with Disabilities	80	(2)
IDEA of 1975 and Implications for Early Childhood	82	(2)
Current Philosophy of Early Intervention	84	(2)
Cross-Cultural History of Childhood Education	86	(8)
International Research on Early Childhood Programs	89	(1)
North America	89	(1)
Western Europe	89	(1)
The Pacific Rim	90	(1)
Developing Nations	90	(2)
Summary of World Cultures	92	(2)
Issues and Challenges in Early Intervention	94	(3)
In Conclusion	97	(1)
Study Guide Questions	98	(1)
References	98	(5)
Relationship-Based Teaming with Families	103	(52)
Relationship-Based Services to Families	106	(13)
Understanding Families	109	(3)
Parental Responses to the Diagnosis of a Disability	112	(4)
Family Hardiness	116	(1)
Barriers to Relationships	117	(2)
Communication Between Parents and Professionals	119	(7)
Active Listening	120	(3)
Communicating Well	123	(3)
Special Skills for Communicating with Parents at the Time of Diagnosis	126	(5)
Conferencing with Parents	130	(1)
Responding to Family Priorities	131	(8)
Constraints and Conflicts	131	(2)
Cultural Constraints	133	(6)
Forming Collaborative Teams	139	(9)
Teaming and IDEA	143	(1)
Responsibilities of Collaborative Teams	144	(4)
Summary of Building Collaborative Teams	148	(1)
Study Guide Questions	149	(1)
References	150	(5)
Human Development	155	(76)
Importance and Use of Knowledge of Human Development	156	(1)
Prenatal Growth and Development	156	(4)
Child Growth and Development	160	(13)
Patterns of Growth	162	(1)
Size	163	(1)
Developmental Patterns	163	(1)
Physical Growth	163	(6)
Theories of Development	169	(4)
Principles and Patterns of Development	173	(5)
Infants Are Highly Competent Organisms	174	(1)
Infants Are Socially Interactive	175	(1)
Infants Are Active Learners	175	(1)
Infant Development Is Multidimensional	175	(1)
Developmental Sequencing Is Universal	176	(1)
Skills Become More Specialized	176	(1)
Plasticity	177	(1)
Critical Learning Periods	177	(1)
Infant Relationships Are the Key to Cognitive Development	177	(1)
Children Undergo Several Transitions	177	(1)
Individual Differences Among Children	178	(1)
Factors Influencing Development	178	(7)
Family Structure	179	(1)
Child Care	180	(1)
Psychological Factors	180	(4)
Education	184	(1)
Culture	184	(1)
Technology	185	(1)
Milestones of Development	185	(1)
Motor Development	186	(6)
Gross Motor Development	186	(2)
Fine Motor Skills	188	(4)
Language Development	192	(14)
Language Form	194	(4)
Morphological Development	198	(1)
Language Content	199	(3)
Language Use	202	(1)
Factors Affecting Language Development	203	(3)
Cognition	206	(7)
Theories of Cognition	208	(5)
Social Development	213	(7)
Social Play	215	(5)
Self-Help Skills	220	(4)
Independent Eating and Drinking Skills	222	(1)
Dressing Skills	223	(1)
Toileting Skills	223	(1)
Personal Responsibility	223	(1)
The Future of Human Development	224	(1)
Study Guide Questions	225	(2)
References	227	(4)
Development and Risk During Prenatal, Natal, and Postnatal Stages	231	(44)
Prenatal Growth and Development	232	(3)
Effects of Prematurity on Body Systems	232	(3)
Maternal Conditions Affecting Pregnancy Outcomes	235	(7)
Preconceptual Maternal Conditions	235	(1)
Prenatal Maternal Conditions	235	(2)
Common Conditions of Gestation	237	(5)
Maternal/Infant Natal Complications	242	(2)
Prolapsed Cord/Entangled Cord	243	(1)
Neonatal Conditions	244	(3)
Hypoxic--Ischemic Perinatal Brain Injury	244	(1)
Meconium Aspiration Syndrome	245	(2)
Postnatal Conditions	247	(12)
Prematurity	247	(3)
Respiratory Distress Syndrome (RDS)	250	(1)
Bronchopulmonary Dysplasia (BPD)	251	(1)
Patent Ductus Arteriosus (PDA)	252	(1)
Hyperbilirubinemia	252	(1)
Neutral Thermoregulation	253	(1)
Intraventricular Hemmorhage (IVH)	253	(1)
Apnea of Prematurity	254	(1)
Infections	255	(1)
Retinopathy of Prematurity (ROP)	255	(1)
Anemia	256	(1)
Nutrition	257	(1)
Failure to Thrive	258	(1)
Intervention for Infants and Children Born Prematurely	259	(1)
Substance Abuse and Pregnancy Outcomes	260	(9)
Fetal Alcohol Syndrome	260	(2)
Prenatal Exposure to Drugs	262	(5)
Implications for Infants and Children Prenatally Exposed to Drugs	267	(2)
In Conclusion	269	(1)
Study Guide Questions	270	(1)
References	270	(5)
Conditions Affecting the Neurological Function	275	(54)
Diagnostic Tools	276	(4)
X rays	276	(1)
Computerized Axial Tomography	277	(1)
Magnetic Resonance Imaging	277	(1)
Functional Imaging	278	(1)
Ultrasonography	279	(1)
Electroencephalography	279	(1)
Neurological Disabilities	280	(30)
Cerebral Palsy	280	(16)
Seizures	296	(7)
Attention Deficit Hyperactivity Disorder (ADHD)	303	(4)
Traumatic Brain Injury	307	(3)
Congenital Physical Malformations	310	(12)
Neural Tube Defects	310	(6)
Microcephaly	316	(1)
Hydrocephalus	317	(5)
In Conclusion	322	(1)
Study Guide Questions	322	(1)
References	323	(6)
Inborn Variations of Development	329	(60)
Genetics	330	(11)
Cellular Activity of Genetics	332	(1)
Single Gene Disorders	333	(5)
Chromosome Disorders	338	(1)
Multifactorial Disorders	338	(2)
Genetic Testing	340	(1)
Gene Therapy	341	(1)
Genetic Variations in Development	341	(23)
Cystic Fibrosis	341	(4)
Down Syndrome	345	(4)
Other Trisomy Disorders	349	(1)
Fragile X Syndrome	350	(3)
Muscular Dystrophy	353	(4)
Phenylketonuria	357	(2)
Sickle Cell Disease	359	(3)
Turner Syndrome	362	(2)
Syndromes with Unknown Causes	364	(11)
Autism	364	(7)
Tourette Syndrome	371	(4)
Physical Anomalies	375	(6)
Congenital Heart Defects	375	(3)
Cleft Lip and Cleft Palate	378	(3)
In Conclusion	381	(1)
Study Guide Questions	382	(1)
References	383	(6)
Sensory Impairments and Infections	389	(52)
Hearing Impairments	390	(9)
Hearing Process	390	(1)
Hearing Loss	391	(2)
Identification of Hearing Loss	393	(2)
Developmental Implications and Resolutions	395	(3)
Informing and Working with Parents	398	(1)
Visual Impairments	399	(13)
Visual Process	400	(2)
Causes of Visual Impairment	402	(3)
Developmental Implications and Resolutions	405	(1)
Informing and Working with Parents	405	(7)
Infections in Early Childhood	412	(23)
Bacterial Infections	413	(2)
Viral Infections	415	(14)
Meningitis/Encephalitis	429	(6)
In Conclusion	435	(1)
Study Guide Questions	436	(2)
References	438	(3)
Discretionary Programs for Infants and Toddlers with Special Needs	441	(42)
IDEA, Part C Regulations	445	(3)
Family-Centered Early Intervention	448	(8)
Service Coordination	449	(2)
Interagency Services	451	(1)
Eligible Children	452	(1)
Procedural Safeguards	453	(3)
Assessment	456	(20)
IDEA Guidelines for Assessment	456	(2)
Eligibility Determination	458	(2)
Program Planning	460	(1)
Family Assessment	461	(3)
IFSP Development	464	(3)
Services Delivered	467	(3)
A Sample IFSP	470	(6)
Effective Family-Centered Early Intervention	476	(1)
Evidence-Based Practice	477	(1)
In Conclusion	478	(1)
Study Guide Questions	479	(1)
References	479	(4)
Mandated Services for Young Children	483	(39)
A Change of Perspective	486	(1)
Parent Rights and Responsibilities	487	(2)
The Individualized Education Program	489	(21)
Present Levels of Performance	490	(4)
Instructional Objectives	494	(2)
Guidelines for Developing Good Objectives	496	(1)
Special Education and Related Services	497	(1)
Least Restrictive Environment	498	(5)
Instructional Methods	503	(3)
Experiences and Activities	506	(1)
Generalization	506	(1)
The Physical Environment	506	(1)
Material Adaptations	507	(1)
Data Collection and Evaluation	507	(1)
Assistive Technology	508	(1)
Supplementary Aids and Services	508	(1)
Challenging Behavior	509	(1)
Creating Quality IEPs	510	(1)
Best Practices in Preschool Intervention	511	(4)
Successful Inclusion	514	(1)
In Conclusion	515	(1)
Reauthorization of IDEA	516	(3)
The President's Commission on Excellence in Special Education	516	(2)
Other Input	518	(1)
Public Debate	518	(1)
Summary	519	(1)
Study Guide Questions	519	(1)
References	520	(2)
Glossary	522	(12)
Author Index	534	(10)
Subject Index	544

Excerpts

This text is a collaborative effort, not only on the part of the authors, but also because of the contributions of the many parents, professionals, researchers, and students who have added to the growing body of knowledge about how to best serve Ay young children with disabilities and their families. It was our intention to synthesize perspectives and information from the fields of medicine, education, intervention, psychology, law, sociology, and family life for use by those who will work with infants, toddlers, and preschoolers with special needs. It was also our goal to challenge our readers to consider the future of early intervention and their role in shaping the field of early childhood special education. We hope this -text is a relevant and long-lasting resource.The purpose of this text is to provide an introduction to early childhood professionals who plan to engage in providing services and intervention to very young children with disabilities. It is not intended as a methods text, but rather as a foundation regarding the philosophy, history, family impact, legal issues, and medical concerns that are most relevant to early services to children with exceptional needs. Though early childhood special education teachers may make up the majority of readers who use this text, the termearly childhood professionalis also used to address individuals in many disciplines, including health care, social work, physical and occupational therapy, child care, and those who are involved in interagency services to young children and their families.Chapter 1 presents an overview of the guiding philosophies of the text, which will be applied and reiterated throughout the chapters. Chapter 2 reviews the history of the care of young children, and Chapter 3 focuses on the growth of special services for those with disabilities and their families. Chapters 4 to 8 provide detail on typical child development and the etiology of disabling conditions that affect the very young child with exceptional needs. Chapters 9 and 10 address how intervention and support are provided to young children and their families.Very young children with special needs are the focus of this text, but to thoroughly understand and serve a child with disabilities, one must be knowledgeable about typical development, understand how health and genetics affect potential, and recognize the influence of the child's family and environment on realizing that potential. Throughout the book, the stories of families will be provided through case studies, and special issues will be identified through close-ups, in order to provide real-life examples. The text is interdisciplinary, inclusive, and family-focused.