Very Young Children with Special Needs: A Foundation for Educators, Families, and Service Providers, 5th edition
- Vikki F. Howard |
- Betty Fry Williams |
- Denielle Miller |
- Estee Aiken |
Title overview
- Throughout the text there is emphasis on five core philosophical themes: 1) cultural sensitivity, 2) family context, 3) collaboration, 4) advocacy, and 5) personalization of services. Themes enable readers to see the role of their services in the larger context of a child’s life.
- Deeper understanding of children with exceptional needs with the coverage of typical child development unique to this text. Readers will become adept at comparing children with exceptional needs against normal developmental milestones.
- Provides a greater understanding of the medical, genetic, and environmental factors that contribute to particular disabling conditions and the impact of disabilities on development. Inclusion of medical information regarding the etiologies of various disabilities clearly explain assessment procedures, treatment options, and challenges.
- Readers develop knowledge of how to work with exceptional students by studying the latest research, the most advanced perspectives, and the most recent theories and philosophies that are included throughout the text.
- A thorough introduction to emerging trends in the areas of personalization, relationship-based service, and evidence-based practice.
- Case studies of very young children and their families, as well as real parent interviews are utilized as authentic examples throughout the text.
- Updated demographics reflecting 2010 Census.
- Updated information on autism.
- New content on neuroscience-based learning.
- Improvements in viability of low birth weight infants.
- Advances in research and treatment for children with genetic disorders.
- Results of CDC’s Early Hearing Detection and Intervention.
- New evidence of the impact of the Great Recession and poverty on early childhood.
- Updates on IDEIA Part C Regulations.
- New information on working with children with challenging behaviors.
- Updated guidelines for writing IEPs.
Table of contents
Preface
Chapter 1 Philosophy of Early Education
Close Up: The 2011 Annual Report of the Children’s Defense Fund
Infants and Toddlers with Disabilities: Relationship-Based Approaches
Study Guide Questions
Close Up: Paraeducators in Special Education Programs
Close Up: The Journey to Accepting Support
Study Guide Questions
CHAPTER 3 Principles of Human Development
Prenatal Growth and Development
Child Growth and Development
Close Up: The Effect of War on Children in Iraq
Study Guide Questions
Motor Development
Study Guide Questions
Close Up: Why Does the United States Have Such a High Infant Mortality Rate?
In Conclusion
Study Guide Questions
Close Up: The Promise of Stem Cell Research
Study Guide Questions
Close Up: Designer Babies
Study Guide Questions
Close Up: Childhood Epidemics of the 21st Century
Study Guide Questions
CHAPTER 9 Discretionary Programs for Infants and Toddlers with Special Needs
IDEIA, Part C Regulations
Family-Centered Early Intervention
Developmental Delay
Close Up: Randomized Trial of Intensive Early Intervention for Children with Pervasive Developmental Disorder
Individualized Family Service Plan (
Selecting IFSP Family-Centered Outcomes
Evidence-Based Practice
In Conclusion
Study Guide Questions
Parent Rights and Responsibilities
The Individualized Education Program
Close Up: The Changing Culture of Childhood: A Perfect Storm
Best Practices in Preschool Intervention
Study Guide Questions
References
Author bios
Vikki F. Howard began her career working with families with infants and toddlers in Eastern Ohio. Later she served as a Peace Corps volunteer in Jamaica, serving families with very young children and school aged children with disabilities. As a professor at Gonzaga University, Dr. Howard collaborated with Dr. Williams to develop an ECSE program. She is author of many articles, chapters and funded grants associated with infants, toddlers and preschoolers with disabilities and their families. Currently, she teaches at the University of Montana Western where she directs the special education program and collaborates with tribal colleges in Montana to deliver special education pre-service education.
Betty Fry Williams has over 30 years teaching in schools with very young children with disabilities and in higher education. She is professor of education at Whitworth University in Spokane Washington, where she chairs the Special Education program and teaches courses in early childhood special education. Her body of professional work reflect her interests in behavior analysis, methods of teaching infants, toddlers and preschoolers with disabilities and autism.
Denielle Miller retired from public school teaching after 25 years of serving children with special needs. She taught students ages 3-21. Denielle received her BS and MA from Montana State University-Billings. She is currently working for Side-by-Side K-12 Consulting and for the Office of Public Instruction as a consultant for the Montana Behavior Initiative (MBI) and Response to Intervention (RTI). In addition, she provides professional development to Headstart teachers on several of Montana's Native American reservations. Denielle trains and assists schools in setting up school-wide positive behavior interventions and supports and creating literacy rich environments. She is an adjunct professor in the special education department at the U of M Western.
Estee Aiken has worked in early childhood education for more than a decade across numerous states. She has spent the last five years educating pre-service teachers, predominantly in preparation for careers in the field of early childhood. In addition to her interest in the education of very young children, she also works with and conducts research with gifted children. Estee currently teaches in the Education Department at the University of Montana Western.