A practical guide to early childhood inclusion: effective reflection
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| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Boston ; Munich [u.a.]
Pearson
2011
|
| Edition: | 1. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XVIII, 270 S. Ill. |
| ISBN: | 9780132402798 |
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MARC
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| 100 | 1 | |a Gruenberg, Ann M. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a A practical guide to early childhood inclusion |b effective reflection |c Ann M. Gruenberg, Regina Miller |
| 250 | |a 1. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2011 | |
| 300 | |a XVIII, 270 S. |b Ill. | ||
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| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Inclusive education |z United States | |
| 650 | 4 | |a Early childhood education |z United States | |
| 650 | 4 | |a Children with disabilities |x Education (Early childhood) |z United States | |
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| 700 | 1 | |a Miller, Regina |e Verfasser |4 aut | |
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Record in the Search Index
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|---|---|
| adam_text | VI CHAPTER 1 CONTENTS INTRODUCTION: EFFECTIVENESS IN ACHANGING WORLD 1
OVERVIEW 2 GOALS OFTHE BOOK 2 AGE LEVELS ADDRESSED IN THIS TEXT 3
DISTINCTIVENESS: HOW THIS BOOK IS DIFFERENT FROM OTHERS 3 THE IMPORTANCE
OF REFLECTION 3 STRUCTURE OF THE BOOK 4 CHAPTER TOPICS 5 DEVELOPMENTALLY
AND INDIVIDUALLY APPROPRIATE PRACTICES 5 FAMILIES AND TEAMS: SHARED
RESPONSIBILITY 5 ASSESSMENT: USE OF INFORMATION ABOUT CHILDREN S
DEVELOPMENT FOR PLANNING 6 CURRICULAR ADAPTATIONS: STRATEGIES FOR
SUCCESS 7 PROFESSIONALISM 7 REFLECTION IN ACTION 8 MS. LIGHTBORNE 8
FOCUS ON POSITIVE OUTCOMES 8 INDUSION 9 INDUSION: HERE TO STAY OR JUST A
TREND? 9 IMPORTANCE OF SHARED COMMITMENT AND RESPONSIBILITY 10
KNOWLEDGE, SKILLS, AND DISPOSITIONS 13 EVIDENCE-BASED PRACTICES: WH AT
WORKS? 13 NATIONAL INITIATIVES: COORDINATED STANDARDS 13 TRANSFORMATION
OF SERVICES 14 BLENDED, OR UNIFIED, CERTIFICATION 15 RANGE OF OPTIONS 15
HISTORICAL PERSPECTIVES ON SPECIAL EDUCATION 15 MR. FRESHETTE 15
RESEARCH: IDENTIFICATION AND INTEGRATION OF EVIDENCE-BASED PRACTICES 16
THE CHANGING NATURE OF THE GENERAL C1ASSROOM 16 SOURCES OF CHANGE:
FAMILIES 16 SOURCES OF CHANGE: THEORETICAL PERSPECTIVES 17 CHAPTER 2
SOURCES OF CHANGE: CHANGING LAWS 17 OTHER SOURCES OF CHANGE: THE PROCESS
OF SYSTEMS CHANGE 19 SOURCES OF CHANGE: EDUCATIONAL REFORM MOVEMENTS 21
EFFECTIVENESS IN ACHANGING WORLD 22 METHODS USED TO DETERMINE DIRECTIONS
22 OUR ROLES IN CONTRIBUTING TO FUTURE DIRECTIONS 22 BRIDGE BETWEEN
THEORY AND PRACTICE 22 CONTINUUM OF PROGRAM OPTIONS 23 CURRENT
PERSPECTIVES: MAINTAINING PROFESSIONALISM DURING CHANGING TIMES 23
IMPLICATIONS FOR EARLY CHILDHOOD EDUCATORS 24 ALIGNMENT OF SYSTEMS
DURING CHANGE 24 OVERCOMING A HISTORY OF DISCRIMINATION 25 ADVOCACY 26
REFLECTION 26 REFRAMING BELIEFS 27 REFLECTIVE SUPERVISION 28 QUESTIONS
FOR REFLECTION 29 * SUMMARY 29 * KEY TERMS 29 * WEBSITES 29 * REFERENCES
30 DEVELOPMENTALLY AND INDIVIDUALLY APPROPRIATE PRACTICES 33
INTRODUCTION 34 OVERVIEW OF SIGNIFICANT CHANGES IN SERVICES, WITH
IMPLICATIONS FOR PRACTICE 34 LEGAL CHANGES IN PERSPECTIVE 35
TECHNOLOGICAL TRANSFORMATIONS 35 PRESUMPTION OF INCLUSION 35 BLENDED
PROGRAMS 36 EVIDENCE-BASED PRACTICES 36 DYNAMIC PERSPECTIVES ON
DEVELOPMENT 36 DEFINITIONS OF DEVELOPMENTALLY APPROPRIATE PRACTICES 38
THEORETICAL PERSPECTIVES 38 PRACTICALLMPLICATIONS 39 INCLUSIVE MANDATES
AND IMPERATIVES 39 ORGANIZATIONS WORKING TOGETHER 40 RESEARCH AND
PRACTICE 41 BLENDING OF EARLY CHILDHOOD AND SPECIAL EDUCATION 41
CONTENTS VII VIII CONTENTS BRIDGING THEORY AND PRACTICE: EVIDENCE-BASED
PRACTICES AND GROUNDING IN RESEARCH 42 EARLY CHILDHOOD EDUCATION 42
SPECIAL EDUCATION 43 RESPONSE TO INTERVENTION 43 EARLY CHILDHOOD SPECIAL
EDUCATION 44 IMPLEMENTATION OF EVIDENCE-BASED PRACTICES: UNCONDITIONAL
ACCEPTANCE AND CONDITIONAL LEARNING 45 THE DEVELOPMENTAL MATCH 45
REFLECTIVE PRACTICE 46 DISPOSITIONS 47 POSITIVE CHILD OUTCOMES 47 NEW
STANDARDS REFLECTING BLENDING OF TWO FIELDS/PROFESSIONS 48 WORKING
THROUGH THE SYSTEMS 48 UNDERSTANDING SYSTEMS 49 IDENTIFYING ROLES AND
RESPONSIBILITIES 49 DISCUSSION OF IMPLICATIONS FOR INTERVENTION 50 USING
PROBLEM SOLVING TO ENHANCE POSITIVE OUTCOMES 50 GETTING STARTED WITH
REFELECTION 50 RANGE OF MODIFICATIONS 50 GETTING TO KNOW THE CHILDREN
WITH WHOM YOU WILL WORK 51 QUESTIONS FOR REFLECTION 52 * SUMMARY 52 *
KEY TERMS 52 * WEBSITES 52 * REFERENCES 53 CHAPTER 3 FAMILIES, TEAMS,
AND COMMUNICATION S6 INTRODUCTION 57 THE IMPORTANCE OF WORKING TOGETHER
57 ROLES AND RESPONSIBILITIES 58 THE REFLECTIVE PROCESS WITH TEAMS:
CREATING COMMON GROUND 58 FAMILIES 58 IMPACT OF SODAL INDUSION MOVEMENT
ON FAMILIES 58 CHILDREN AND FAMILIES: A PACKAGE 59 CONFIDENTIALITY 60
CAPACITY BUILDING 61 RANGE OF CHALLENGES 61 CULTURAL DIFFERENCES IN
PERCEPTION OF SODAL SERVICES AND DISABILITY 61 COMMUNICATION 62 THE
INTERPERSONAL ASPECT OF INTERVENTION 62 DISPOSITIONS 62 BOUNDARIES AND
INTERACTIVE STYLE 62 THE IMPORTANCE OF COMMUNICATION 63 BUILDING TRUST
63 CLARIFICATION OF MISUNDERSTANDINGS 63 CONFLICT RESOLUTION 64 HUMOR 64
USE OF ACTIVE LISTENING AND READING CUES 64 MUTUAL RESPECT 65
PERSPECTIVE TAKING AND THE NEED FOR SHARED GOALS 65 COMMUNICATION
BETWEEN HORNE AND SCHOOL 65 TEAMS 66 ROLES AND RESPONSIBILITIES:
FUNCTIONS 66 COLLABORATIVE DECISION MAKING 66 MODELS OF TEAMS 67
IMPORTANCE OF AVOIDING STEREOTYPING 67 OVERCOMING MISCONCEPTIONS ABOUT
PROFESSIONALISM 67 REFLECTION IN ACTION 69 MS. LIGHTBORNE 69 CHOICE OR
NO CHOICE? 69 SITUATIONS WITH MULTIPLE SERVICE PROVIDERS 69 MR.
FRESHETTE 70 NEED FOR RECORDKEEPING AND ACCOUNTABILITY 71 TRANSITION
PLANNING 71 EMOTIONS 71 SELF-CONFIDENCE 72 PERSONAL SCAN 72 OVERCOMING
OBSTACLES 73 PROCESSING A RANGE OF EMOTIONS 73 EMPATHY 74 EMPATHY
WITHOUT PROJECTION 74 NONJUDGMENTAL ACCEPTANCE 74 RESPECT FOR BOUNDARIES
75 DYNAMICS AND CULTURAL PERSPECTIVES 75 IMPLICATIONS FOR INTERVENTIONS
75 RESOURCES 77 QUESTIONS FOR REFLECTION 77 * SUMMARY 77 * KEY TERMS 78
* WEBSITES 78 * REFERENCES 78 CONTENTS IX X CONTENTS CHAPTER 4
ASSESSMENT 80 INTRODUCTION 81 RESULTS-BASED ACCOUNTABILITY 83 DIVISION
FOR EARLY CHILDHOOD, COUNCIL FOR EXCEPTIONAL CHILDREN 84 HISTORICAL
PERSPECTIVES ON ASSESSMENT 84 REFLECTION 84 TYPES OF ASSESSMENT 85
MULTIPLE MEASURES 86 FORMATIVE ASSESSMENT 86 OBSERVATION 86 ANECDOTAL
RECORDS 87 WORK SAMPIES 87 EVENT SAMPIES 87 PORTFOLIOS 87 SCREENING
INSTRUMENTS 88 ECOLOGICAL ASSESSMENT AND NATURAL ENVIRONMENTS 89
PLAY-BASED ASSESSMENT 89 REFLECTION DURING FORMATIVE ASSESSMENT 89
SUMMATIVE ASSESSMENTS 90 STANDARDIZED INSTRUMENTS 90 SELECTION OF
INSTRUMENTS 90 EDUCATIONAL REPORTS 90 REFLECTION AND SUMMATIVE
ASSESSMENT 91 PRESENTING INFORMATION 91 THE CHANGING ROLES OF FAMILIES
AND TEAMS IN ASSESSMENT 91 IMPORTANCE OF TEAMWORK 92 DOCUMENTING
MULTIPLE PERSPECTIVES 92 REFLECTION IN TEAMS: MULTIPLE PERSPECTIVES 92
SEEKING HELP FROM SPECIALISTS 93 INTER-RATER RELIABILITY 93
COMMUNICATING WITH FAMILIES DURING ASSESSMENT 93 THE IMPORTANCE OF
RAPPORT 93 USE OF ACTIVE LISTENING DURING ASSESSMENT 94 READING CUES 94
COMMUNICATION, CONFIDENTIALITY, AND COORDINATION 94 CULTURAL
PERSPECTIVES ON ASSESSMENT 95 INTERPRETATION OF DYNAMICS RELATED TO
CULTURAL FACTORS 95 CONTENTS XI OVERREPRESENTATION OF CHILDREN FROM
CULTURALLY DIVERSE GROUPS IN SPECIAL EDUCATION 95 CONFRONTING
STEREOTYPES 96 ENGLISH LANGUAGE LEARNERS 96 DETERMINING CURRENT LEVEL OF
PERFORMANCE 97 ASSESSMENT ACROSS DOMAINS 98 BENCHMARKS AND MILESTONES:
INDICATORS 98 FOCUS ON CHARACTERISTICS 99 DOCUMENTING AREAS OF NEED 100
QUALITATIVE INDICATORS 100 INTERPRETING CHILDREN S LACK OF PROGRESS 100
DOCUMENTING CHILDREN S COMPETENCE 101 CHILDREN ACTUALIZING POTENTIAL 101
FORMING HYPOTHESES 101 LEGAL FACTORS IN ASSESSMENT 102 REFERRAL PROCESS
AND ESTABLISHING ELIGIBILITY 102 * SUMMARY 103 * KEY TERMS 103 *
WEBSITES 103 * REFERENCES 103 CHAPTER 5 INTRODUCTION TO CURRICULAR
ADAPTATIONS 107 ADAPTING CURRICULUM TO MEET INDIVIDUAL CHILDREN S NEEDS
108 EVIDENCE-BASED PRACTICES: CURRICULAR ADAPTATIONS 108 IDENTIFICATION
OF EXPLICIT ELEMENTS OF INTERACTION 109 READING INTERACTIVE CUES 109
VARIETY OF CURRICULAR MODELS 110 RESPONSIVENESS AND INTENTIONALITY 110
ADJUSTING AS NEEDED 110 REFLECTION IN ACTION 111 MS. LIGHTBORNE 111
CHARACTERISTICS 112 STARTING WITH DEVELOPMENTALLY APPROPRIATE CURRICULUM
112 CONSTRUCTIVISM 112 CHARACTERISTICS OF CHILDREN: IDENTIFICATION OF
STRENGTHS AND NEEDS 113 NON-CATEGORICAL ELIGIBILITY DETERMINATION BASED
ON DELAYS 113 IDENTIFICATION OF OUTCOMES BASED ON CHILDREN S NEEDS 113
MATCHING STRATEGIES AND ADAPTATIONS TO CHILDREN S CHARACTERISTICS 114
EMBEDDING OR INTEGRATING OBJECTIVES INTO ACTIVITIES: THEORY 114 LEVELS
AND TYPES OF SUPPORT 115 XII CONTENTS CHAPTER 6 IDENTIFICATION OF
EFFECTIVE PRACTICES 116 INTEGRATED SUPPORTS 117 CONTINUUM OF PROGRAM
OPTIONS 117 IMPORTANCE OF ADMINISTRATIVE SUPPORT AND PROFESSIONAL
DEVELOPMENT 117 CLASSROOM ATMOSPHERE AND ENVIRONMENT 117 EMBEDDING OR
INTEGRATING STRATEGIES AND OUTCOMES: APPLICATIONS 118 STRUCTURING
ADAPTED ACTIVITY PLANS 118 INTEGRATION OF INDIVIDUALIZED STRATEGIES 119
PLANNING DIFFERENTIATED INSTRUCTION BASED ON UNIQUE CHARACTERISTICS 120
USE OF SPECIFIC STRATEGIES 120 STRATEGIES TO EXPAND CHILDREN S
REPERTOIRE 120 INTENTIONAL SELECTION OF STRATEGIES 121 REFLECTION:
ADJUSTING APPROACHES TO INTERVENTION 122 MULTIPLE PERSPECTIVES FROM TEAM
MEMBERS 122 ADJUSTING ALONG THE WAY 123 INTEGRATING GOALS AND OBJECTIVES
WITH CHILDREN S CHARACTERISTICS AND CURRICULAR ADAPTATIONS 123
EXERCISING PROFESSIONAL JUDGMENT 124 INFORMING PRACTICE WITH FORMATIVE
ASSESSMENT 124 DATA COLLECTION OVER TIME 124 CHILD OUTCOMES 124
QUESTIONS FOR REFLECTION 125 * SUMMARY 125 * KEY TERMS 125 * WEBSITES
125 * REFERENCES 125 PLAY AND SODAL DEVELOPMENT 128 DEVELOPMENTALLY
APPROPRIATE CURRICULUM THAT SUPPORTS SOCIAL-EMOTIONAL DEVELOPMENT 129
LAYING THE GROUNDWORK 129 RISK AND PROTECTIVE FACTORS: RESILIENCE 130
SETTING THE STAGE FOR HEALTHY SOCIAL AND EMOTIONAL DEVELOPMENT 130 PLAY,
CURRICULUM, AND SOCIAL-EMOTIONALLSSUES 131 THE IMPORTANCE OF PLAY 131
PLAY STAGES 131 BENEFITS OF PLAY 132 THE ROLE OF PLAY 132 DIFFERENT
TYPES OF PLAY AND ACTIVITIES 132 RESEARCH ON PLAY 133 PRETEND PLAY 133
COMMUNICATION AND COGNITION IN THE CONTEXT OF PLAY 133 NONSOCIAL PLAY
BEHAVIORS 134 SOCIOECONOMIC FACTORS 134 CHILDREN WITH DISABILITIES 134
COMPLEXITY OF DIAGNOSIS 135 CURRICULUM IMPLEMENTATION AND SOCIAL
DEVELOPMENT 135 ADAPTATIONS IN DRAMATIC PLAY 135 VISUALLMPAIRMENTS 136
SOCIAL-EMOTIONAL OR BEHAVIOR DISORDERS 137 LEARNING CHALLENGES AND
INTELLECTUAL DISABILITIES 137 CHARACTERISTICS OF CHILDREN WITH
SOCIAL-EMOTIONAL CHALLENGES 138 AUTISM 138 TYPES OF AUTISM 139
C1ARIFYING TERMINOLOGY 140 WHAT CAUSES AUTISM? 140 REFLECTION IN ACTION
140 MS. LIGHTBORNE 140 CURRENT ISSUES IN AUTISM 142 SERIOUS EMOTIONAL
DISTURBANCE 142 WHAT ARE THE INDICATORS OF EMOTIONAL DISTURBANCE? 143
CHARACTERISTICS 144 SECONDARY PSYCHOSOCIAL CONDITIONS 144 OTHER FACTORS
THAT MAY IMPACT SOCIAL-EMOTIONAL DEVELOPMENT 144 MATCHING
CHARACTERISTICS WITH INTERVENTION: THE IMPORTANCE OF REFLECTION 145
OUTCOMES AND INTERVENTION 145 REFLECTION DURING
SOCIAL-EMOTIONALLNTERVENTION 146 REFLECTION SCENARIO 146 POSITIVE
OUTCOMES: FRIENDSHIP 146 CO-OCCURRENCE OF SOCIAL COMPETENCE AND ACADEMIC
SUCCESS 146 TREATMENT OF AUTISM 147 EDUCATIONALLMPLICATIONS 147
SIGNIFICANT ENVIRONMENTAL FACTORS 147 POSITIVE BEHAVIORAL SUPPORTS 147
IMPORTANCE OF FAMILY INVOLVEMENT 148 CURRICULUM PACKAGES 148 CONTENTS
XIII XIV CONTENTS ADAPTING CURRICULUM: PLAY AND SOCIAL DEVELOPMENT 149
EXAMPLES OF DEVELOPMENTALLY APPROPRIATE CURRICULUM 149 ACTIVITIES AND
EMBEDDING EFFECTIVE STRATEGIES 149 ENGAGEMENT 149 MODELING 150
ENCOURAGEMENT OF SOCIAL LANGUAGE 150 SELECTION OF MATERIALS 150 GROUPING
CHILDREN TOGETHER 150 C1EAR LIMITS 150 IMPORTANCE OF SCAFFOLDING SOCIAL
DEVELOPMENT 151 THE IMPORTANCE OF THE MATCH BETWEEN CHARACTERISTICS AND
INTERVENTION 152 TEAMS 152 REFLECTION IN ACTION 153 REFLECTION SCENARIOS
153 STRUCTURED ENVIRONMENTS 154 DEVON 154 POSITIVE OUTCOMES FOR DEVON
154 QUESTIONS FOR REFLECTION 155 * SUMMARY 155 * KEY TERMS 155 *
CHILDREN S BOOKS ADDRESSING SOCIAL AND EMOTIONAL ASPECTS OF DEVELOPMENT
156 * WEBSITES 160 * REFERENCES 160 CHAPTER 7 CURRICULAR ADAPTATIONS:
LANGUAGE AND LITERACY 163 LAYING THE GROUNDWORK 164 OVERLAPPING FACTORS
AFFECTING COMMUNICATION 164 PATTERNS 165 ASSESSMENT OF DIFFICULTIES IN
LANGUAGE 165 CHARACTERISTICS OF CHALLENGES IN LANGUAGE AND COMMUNICATION
165 ASSESSMENT OF LANGUAGE AND/OR COMMUNICATION DELAYS 165
IDENTIFICATION OF PATTERNS 166 REFLECTION AND INTERPRETATION OF DATA 168
OUTCOMES AND OBJECTIVES 169 IDENTIFICATION OF AREAS OF CONCERN 169
INTERVENTION 169 SETTING A TONE FOR QUALITY COMMUNICATION 170 THE
CONTINUUM OF INTERVENTION 172 CHILD FOCUSED TEACHER-DIRECTED
INSTRUCTIONAL STRATEGIES 172 PLANNING FOR LANGUAGE EXPERIENCES 173
FACILITATION OF INFORMALINTERACTION IN NATURAL CONTEXTS 174 IMPORTANCE
OF TEAMWORK 175 TEACHERS, PARENTS, PARAPROFESSIONALS, AND SPEECH AND
LANGUAGE THERAPISTS 175 CULTURALLY AND LINGUISTICALLY DIVERSE
EXCEPTIONAL LEARNERS 175 AUGMENTATIVE AND ALTERNATIVE COMMUNICATION 175
LINKING LANGUAGE AND LITERACY 177 EXTENSION OF SYMBOL SYSTEM 177 SHARED
MEANING: BUILDING ON CHILDREN S INTERESTS 178 ASSOCIATION BETWEEN SOUNDS
AND WRITTEN SYMBOLS 178 USING REFLECTION WHILE FACILITATING
COMMUNICATION DEVELOPMENT 178 PERSONAL INVENTORY 178 ACTIVITIES THAT
SUPPORT LANGUAGE AND LITERACY 180 OVERVIEW OF ACTIVITIES WITH EMBEDDED
STRATEGIES 180 TEAM REFLECTION 180 DISCUSSION 184 * SUMMARY 184 * KEY
TERMS 184 * CHILDREN S BOOKS RELATED TO DISABILITIES 185 * WEBSITES 185
* REFERENCES 185 CHAPTER 8 THE ARTS, MUSIC, AND MOVEMENT 187
INTRODUCTION TO THE ARTS: SCOPE AND CONTENT 188 THEORETICA I
PERSPECTIVES 188 BENCHMARKS 189 THE IMPORTANCE OF THE ARTS TO LIFE AND
LEARNING 190 DEVELOPMENTAL ASPECTS IN ALL ARTS AREAS 191 UNDERSTANDING
EACH INDIVIDUAL AREA OF THE ARTS 191 NATIONAL STANDARDS FOR ARTS
EDUCATION, 1994 192 THE BENEFITS OF ARTS EDUCATION 193 THE ARTS AND
OTHER CORE SUBJECTS 193 EMBEDDING COMPETENCIES WITHIN ACTIVITIES 193
CHARACTERISTICS OF CHALLENGES WITHIN THE ARTS 193 ADAPTATIONS 194
ADAPTATIONS IN VISUAL ARTS 194 SIZE OF CHILD 194 VISUALLMPAIRMENTS 195
SOCIAL-EMOTIONAL OR BEHAVIOR DISORDERS 196 LEARNING CHALLENGES AND
INTELLECTUAL DISABILITIES 196 ,LANGUAGE AND COMMUNICATION DEFICITS 196
CONTENTS XV XVI CONTENTS ADAPTATIONS IN MUSIC AND MOVEMENT 197 SIZE OF
CHILD AND PHYSICAL DISABILITY OF CHILD 197 VISUAL IMPAIRMENTS 198
SOCIAL-EMOTIONAL OR BEHAVIOR DISORDERS 199 LEARNING CHALLENGES AND
INTELLECTUAL DISABILITIES 200 INNOVATIVE PRACTICES FOR YOUNG CHILDREN
WITH AND WITHOUT DISABILITIES 201 THE ARTEXPRESS MODEL 201 THE EARLY
CHILDHOOD-HEALTHY FOUNDATIONS INITIATIVE 202 EVIDENCE-BASED PRACTICES
203 CREATIVITY-WHAT IS IT AND HOW DOES IT RELATE TO THE YOUNG CHILD WITH
AND WITHOUT SPECIAL NEEDS? 203 APPROACHING THE TEACHING OF THE ARTS: THE
ROLE OF THE TEACHER 204 CHILD-CENTERED ARTS AND TEACHER-DIRECTED
ACTIVITIES 204 OBJECTIVES OF ARTS ACTIVITIES FOR CHILDREN WITH AND
WITHOUT DISABILITIES 206 REFLECTION AND THE ARTS 206 REFLECTION IN
ACTION 207 MS. LIGHTBORNE 207 USE OF THE REFLECTIVE PROCESSTO ENHANCE
THE EFFECTIVENESS OF INDUSION DURING ARTS ACTIVITIES 207 QUESTIONS FOR
REFLECTION 210 * SUMMARY 210 * KEY TERMS 210 * WEBSITES 210 * REFERENCES
212 CHAPTER 9 SOLVING PROBLEMS IN EVERYDAY LIFE: MATH, SCIENCE, AND
BEYOND 214 OVERVIEW OF THEORETICA I PERSPECTIVES 215 THE ENVIRONMENT 216
ACTIVITIES OF DAILY LIVING AND ADAPTIVE SKILLS 217 FUNCTIONAL EXPERIENCE
217 GENERALIZATION OF SKILLS 217 MEANINGFUL ACTIVITIES 218 MALLEABILITY
OF INTELLIGENCE 218 EFFECTS OF ENVIRONMENT AND EXPERIENCE 218 POSITIVE
AND NEGATIVE CHANGE 218 ACHIEVEMENT GAP 218 REFLECTING ON CONTEXTS IN
WHICH CHILDREN LIVE 219 ECONOMIC FACTORS AND DISTRIBUTION OF POVERTY 220
CONDITIONS AFFECTING COGNITIVE PERFORMANCE 220 CHILDREN WITH
INTELLECTUAL DISABILITIESLMENTAL RETARDATION 220 AVOIDANCE OF
STEREOTYPES 220 CHILDREN WITH LEARNING DISABILITIES 221 CHILDREN WITH
GIFTS AND TALENTS 221 FORMATIVE ASSESSMENT OF COGNITION 223 BEYOND
INTELLIGENCE QUOTIENT 223 DATA-DRIVEN DECISION MAKING,: RECOGNITION AND
RESPONSE 224 REFLECTION IN ACTION 224 MS. LIGHTBORNE 224 LEARNING ABOUT
AND REFLECTING ON INFORMATION CHILDREN PROVIDE 225 THREE SNAPSHOTS 227
PLANNING LEARNING EXPERIENCES 228 SUPPORT FOR POSITIVE OUTCOMES 232
RELATED ACTIVITIES 232 REFLECTION 234 QUESTIONS FOR REFLECTION 238 *
SUMMARY 238 * KEY TERMS 238 * CHILDREN S BOOKS 239 * WEBSITES 239 *
REFERENCES 239 CHAPTER 10 PROFESSIONALISM: BECOMING A LIFELONG LEARNER
AND ORGANIZING COMMUNITY RESOURCES 242 LIFELONG LEARNING 243 WHY IS
COMMITMENT TO LIFELONG LEARNING IMPORTANT IN THE FIELD OF EDUCATION? 243
DECISION TO CHANGE 243 WHY IS COMMITMENT TO LIFELONG LEARNING ESPECIALLY
IMPORTANT IN THE FIELD OF INCLUSIVE EARLY CHILDHOOD SPECIAL EDUCATION?
243 STRUCTURE FOR CHANGE 244 PROFESSIONALISM 244 KNOWLEDGE AND SKILLS
244 PROFESSIONAL JUDGMENT AND PROBLEM SOLVING 245 CONTINUING CHANGE 245
PROFESSIONAL DISPOSITIONS 245 GENERALIZATION AND INDIVIDUALIZATION 245
INDICATORS AND MARKING PROGRESS 246 DISPOSITIONS AND READING CUES 246
ACKNOWLEDGMENT OF ISSUES 246 COMMITMENT TO PROBLEM SOLVING FOR
DIFFERENTIATED INSTRUCTION 246 CONTENTS XVII XVIII CONTENTS ACTIVE
ENGAGEMENT IN ONGOING PROFESSIONAL DEVELOPMENT 247
PERSONAL/PROFESSIONALLNVENTORY REVISITED 247 COMMITMENT TO INDUSION 247
ADVOEACY 248 WORKING WITH SYSTEMS 248 CREATING SUPPORT NETWORKS 248
REDUEING ISOLATION 249 WORKING WITH AMENTOR 249 BUILDING CONFIDENEE
THROUGH CONSTRUCTIVE REFLECTION 250 REASONABLE EXPECTATIONS FOR YOURSELF
250 REALISTIE GOALS AND OBJECTIVES FOR OURSELVES 250 RESOUREEFULNESS 251
RESOUREEFULNESS: THE IMPORTANEE OF ORGANIZING AND USING COMMUNITY
RESOUREES 251 DIFFERENT TYPES OF AGENCIES 251 WEB-BASED RESOUREES 251
CAUTIONS REGARDING USE OF INTERNET IN EARLY CHILDHOOD SPECIAL EDUEATION
252 QUALITY OF RESOUREES 252 OPPORTUNITIES FOR INFORMAL NETWORKING
THROUGH THE INTERNET 252 ORGANIZING RESOUREES: SHARING WITH FAMILIES 253
SUGGESTED ACTIVITIES 253 PROFESSIONALORGANIZATIONS 253 LEADERSHIP
OPPORTUNITIES 254 THE IMPORTANEE OF AUTHENTIE MOTIVATION 254 REFLECTION
AND EXPERIENTIAL LEARNING 254 REFLECTION ON YOUR OWN EXPERIENTIAL
LEARNING 255 INVENTORY OF YOUR OWN PROGRESS 255 MEANINGFULLNTEGRATION
255 ONGOING CHANGES IN THE FIELD OF EARLY CHILDHOOD SPECIAL EDUEATION
256 HOW YOU CAN BE INVOLVED TO MAKE A DIFFERENEE 256 QUESTIONS FOR
REFLECTION 257 * SUMMARY 257 * WEBSITES 257 * REFERENCES 258 NAME INDEX
260 SUBJECT INDEX 263
|
| any_adam_object | 1 |
| author | Gruenberg, Ann M. Miller, Regina |
| author_facet | Gruenberg, Ann M. Miller, Regina |
| author_role | aut aut |
| author_sort | Gruenberg, Ann M. |
| author_variant | a m g am amg r m rm |
| building | Verbundindex |
| bvnumber | BV036433163 |
| callnumber-first | L - Education |
| callnumber-label | LC1201 |
| callnumber-raw | LC1201 |
| callnumber-search | LC1201 |
| callnumber-sort | LC 41201 |
| callnumber-subject | LC - Social Aspects of Education |
| classification_rvk | DT 1412 |
| ctrlnum | (OCoLC)705470154 (DE-599)BVBBV036433163 |
| dewey-full | 371.9/046 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.9/046 |
| dewey-search | 371.9/046 |
| dewey-sort | 3371.9 246 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 1. ed. |
| format | Book |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV036433163 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:39:18Z |
| institution | BVB |
| isbn | 9780132402798 |
| language | English |
| lccn | 2009053889 |
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| owner_facet | DE-29 |
| physical | XVIII, 270 S. Ill. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Pearson |
| record_format | marc |
| spelling | Gruenberg, Ann M. Verfasser aut A practical guide to early childhood inclusion effective reflection Ann M. Gruenberg, Regina Miller 1. ed. Boston ; Munich [u.a.] Pearson 2011 XVIII, 270 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Inclusive education United States Early childhood education United States Children with disabilities Education (Early childhood) United States Integrativer Unterricht (DE-588)4138728-4 gnd rswk-swf Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Vorschulerziehung (DE-588)4064016-4 s Integrativer Unterricht (DE-588)4138728-4 s DE-604 Miller, Regina Verfasser aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020305687&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Gruenberg, Ann M. Miller, Regina A practical guide to early childhood inclusion effective reflection Inclusive education United States Early childhood education United States Children with disabilities Education (Early childhood) United States Integrativer Unterricht (DE-588)4138728-4 gnd Vorschulerziehung (DE-588)4064016-4 gnd |
| subject_GND | (DE-588)4138728-4 (DE-588)4064016-4 (DE-588)4078704-7 |
| title | A practical guide to early childhood inclusion effective reflection |
| title_auth | A practical guide to early childhood inclusion effective reflection |
| title_exact_search | A practical guide to early childhood inclusion effective reflection |
| title_full | A practical guide to early childhood inclusion effective reflection Ann M. Gruenberg, Regina Miller |
| title_fullStr | A practical guide to early childhood inclusion effective reflection Ann M. Gruenberg, Regina Miller |
| title_full_unstemmed | A practical guide to early childhood inclusion effective reflection Ann M. Gruenberg, Regina Miller |
| title_short | A practical guide to early childhood inclusion |
| title_sort | a practical guide to early childhood inclusion effective reflection |
| title_sub | effective reflection |
| topic | Inclusive education United States Early childhood education United States Children with disabilities Education (Early childhood) United States Integrativer Unterricht (DE-588)4138728-4 gnd Vorschulerziehung (DE-588)4064016-4 gnd |
| topic_facet | Inclusive education United States Early childhood education United States Children with disabilities Education (Early childhood) United States Integrativer Unterricht Vorschulerziehung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020305687&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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