Early Childhood Special Education (0 to 8 Years): Strategies for Positive Outcomes, 1st edition
Title overview
- Prepares students with ALL the professional knowledge and skill competencies necessary to promote optimal development in children with special needs from birth through 8 years old.
- Shows students exactly how to teach developmental skills as well as how to teach reading, mathematics and written expression to kindergarteners through third graders with special needs.
- Highlights intervention techniques from special education, speech-language pathology, occupational/physical therapy, and the fields of vision and hearing impairments.
- Allows students to develop a sound team approach by learning cross-discipline vocabulary and practices so they can develop and implement integrated and comprehensive services for children and families (specific chapters are written by specialists from these related fields.
- Uses a real-life case study in each chapter to illustrate recommended practices and strategies.
- Gives students a personal connection to one child and family so they directly experience individualization, responsive collaboration and practical procedures that positively impact children and families.
- Examines the legal, philosophical, and instructional tenets of the field of Early Childhood Special Education in detail, including IDEA 2004.
- Gives students a clear historical perspective so they can effectively work in teams, support children and families, appropriately assess children and develop individualized educational plans.
- Features how to use evidence-based practices and strategies that maximize communicative, cognitive/literacy, fine and gross motor, adaptive, and social-emotional development in infants and toddlers, preschoolers, and primary-aged children.
- Provides students with specific methods for addressing the learning needs of children with mild learning and behavior problems, children with moderate, severe and multiple disabilities, children with hearing loss, and children with visual impairment in special education and inclusive settings.
Table of contents
PART I FOUNDATIONS OF EARLY CHILDHOOD SPECIAL EDUCATION
1. Introduction to Working with Infants, Toddlers, Preschoolers, and Primary-Aged Students with Special Needs
Landmark Federal LegislationCharacteristics of Early Childhood Special Education (ECSE) and General Early Childhood Education (ECE)
Characteristics of Children Receiving ECSE Services
Objectives for Intervention with Infants, Toddlers, Preschoolers and Primary-Aged Students
Service Delivery Models
An Ecological Approach
Professional Standards
2. Buidling Partnerships in Culturally/Linguistically Diverse Settings
The Impact of Special Needs on FamiliesThe Family-Based Approach
Communication Strategies for Working with Parents and Other Professionals
Strategies for Building Effective Teams
3. Assessment and Individualized Interventions
Types and Functions of AssessmentDeveloping Individualized Family Service Plans
Developing Individualized Educational Programs
Monitoring Learners' Progress
4. Effective Instructional and Accommodative Practices
Designing the Physical Space
Planning Instruction to Maximize Learning
Instructional Strategies That Support Learning and Engagement
Modifications and accommodations for Inclusive Settings
PART II TECHNIQUES FOR PROMOTING DEVELOPMENT AND LEARNING
5. Promoting Communication Development
Definitions, Characteristics, and Assessment of Children with Communication Delays and ImpairmentsGeneral Strategies for Fostering Communication and Language
Using Augmentative-Alternative Communication Systems
6. Promoting Cognitive and Literacy Development
Theories of Cognitive DevelopmentEffects of Early Experience
Cognitive Milestones and Implications
Strategies for Promoting Cognitive Development
Strategies for Promoting Literacy Development
7. Promoting Fine and Gross Motor and Adaptive Skills Development
General Theories of Fine and Gross Motor DevelopmentService Delivery Models
Assessment Practices
Characteristics of Children with Physical Disabilities
Therapeutic Intervention Strategies
Adaptive Skills Strategies
Assistive Technology
8. Promoting Social and Emotional Development
Typical Social and Emotional DevelopmentManaging Challenging Behavior
General Approaches to Improving Social-Emotional Skills
PART III INTERVENTION WITH SPECIFIC POPULATIONS
9. Techniques for Teaching Young Children with Mild Learning and Behavior Problems
The Identification ProcessCharacteristics of Young Children with Mild Learning/Behavior Problems
Individualizing and Monitoring Instruction
Strategies for Promoting Skill Development
10. Techniques for Teaching Young Children with Moderate/Severe or Multiple Disabilities
Definition of Children with Severe or Multiple DisabilitiesCharacteristics of Children with Severe or Multiple Disabilities
Using a Needs-Based Approach to Intervention
Forming Educational Teams for Children with Severe and Multiple Disabilities
Assessment Considerations
Curriculum Development for Children with Severe and Multiple Disabilities
11. Techniques for Teaching Young Children with Hearing Loss
DefinitionsCauses and Types of Hearing Loss
Taking a Visual Perspective
Communication Approaches
Involving Families in Intervention
Strategies for Promoting Auditory Development
Strategies for Promoting Visual Communication
Promoting Preliteracy and Literacy Development
12. Techniques for Teaching Young Children with Low Vision and Blindness
Definitions of Visual Problems and Visual ImpairmentPrevalence of Visual Impairment
Specialized Related Services Personnel
Types and Causes of Visual Impairment
Impact of Vision Impairment on Development
Assessment and Specialized Areas of Instruction
Appendix A DEC (2005) Recommended Practices: Child-Focused Practice Competencies
Appendix B DEC (2005) Recommended Practices: Inclusion Strand
Appendix C Websites for Families and Professionals