Adapting early childhood curricula for children with special needs:
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston; Munich [u.a.]
Pearson
2012
|
| Ausgabe: | 8. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Rev. ed. of: Adapting early childhood curricula for children with special needs / Ruth E. Cook, M. Diane Klein, Annette Tessier. 7th ed. Includes bibliographical references and index |
| Beschreibung: | XX, 504 S. Ill. |
| ISBN: | 9780132596787 0132596784 |
Internformat
MARC
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| 100 | 1 | |a Cook, Ruth E. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Adapting early childhood curricula for children with special needs |c Ruth E. Cook, M. Diane Klein, Deborah Chen |
| 250 | |a 8. ed. | ||
| 264 | 1 | |a Boston; Munich [u.a.] |b Pearson |c 2012 | |
| 300 | |a XX, 504 S. |b Ill. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Rev. ed. of: Adapting early childhood curricula for children with special needs / Ruth E. Cook, M. Diane Klein, Annette Tessier. 7th ed. | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Children with disabilities |x Education (Preschool) | |
| 650 | 4 | |a Children with disabilities |x Education (Preschool) |x Curricula | |
| 650 | 4 | |a Mainstreaming in education | |
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| 700 | 1 | |a Klein, M. Diane |e Verfasser |4 aut | |
| 700 | 1 | |a Chen, Deborah |e Verfasser |4 aut | |
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Datensatz im Suchindex
| _version_ | 1804148010111729664 |
|---|---|
| adam_text | IMAGE 1
X
CONTENTS
1 EDUCATINGYOUNGCHILDRENWITH SPECIAL NEEDS:THE CHALLENGE 2 VIEWING THE
CHILD WITH SPECIAL NEEDS AS A CHILD FIRST 4 PERSON FIRST LANGUAGE 4
INCLUSION OF YOUNG CHILDREN WITH SPECIAL NEEDS IN COMMUNITY-BASED
SETTINGS 5
PHILOSOPHY OF THIS TEXT 5
EARLY CHILDHOOD SPECIAL EDUCATION: AN EVOLVING FIELD 6 PIONEERING
INFLUENCES 7 CASA DEI BAMBINI 7
PIAGET S THEORY OF COGNITIVE DEVELOPMENT 7
RECOGNITION OF THE ROLE OF EARLY EXPERIENCES 8
PROJECT HEAD START: ABREAKTHROUGH 9
DOUBTS 9
IMPACT OF EARLY INTERVENTION 10
EARLY INTERVENTION FOR CHILDREN WITH DISABILITIES 10
RELATIONSHIP-FOCUSED MODELS OF EARLY INTERVENTION 11
CHANGING POLICIES: THE ENABLING IMPACT OF PUBLIC PRESSURE AND
LEGISLATION 12
DEVELOPMENT OF PROFESSIONAL GROUPS 12
THE POWER OF PRIVATE CITIZENS 12
THE FIRST CHANCE PROGRAM 13
PUBLIC LAW 94-142: THE EDUCATION FOR ALL HANDICAPPED CHILDREN ACT OF
1975 13
PUBLIC LAW 99-457: THE EDUCATION OF THE HANDICAPPED ACT AMENDMENTS OF
1986 14
PUBLIC LAW 101-476: THE EDUCATION OFTHE HANDICAPPED ACT AMENDMENTS OF
1990 14
PUBLIC LAW 102-119: THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT
AMENDMENTS OF 1991 15
PUBLIC LAW 105-17: THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT
AMENDMENTS OF 1997 15
PUBLIC LAW 108-446: THE INDIVIDUALS WITH DISABILITIES EDUCATION
IMPROVEMENT ACT
OF2004 16
PUBLIC LAW 101-336: THE AMERICANS WITH DISABILITIES ACT OF 1990 16
EVOLVING TRENDS IN EARLY CHILDHOOD SPECIAL EDUCATION 16
FAMILY-CENTERED SERVICES 16
COMMUNITY-BASED INCLUSIVE SETTINGS 17
INTERDISCIPLINARY COLLABORATION 18
CULTURALLY RESPONSIVE PRACTICES 18
COORDINATED, COMPREHENSIVE SERVICES 19
EVIDENCE-BASED PRACTICES 19
ROUTINES-BASED OR EMBEDDED INTERVENTIONS 19
STANDARDS-BASED CURRICULUM 19
CHILD OUTCOMES 20
RECOGNITION AND RESPONSE 20
IMAGE 2
CONTENTS XI
BUILDING ON RECOMMENDED PRACTICES 21
COLLABORATION BETWEEN EARLY CHILDHOOD EDUCATION AND EARLY CHILDHOOD
SPECIAL EDUCATION PROFESSIONALS 21
A CAUTIONARY NOTE 23
SERVICE DELIVERY 24
CHILD-FOCUSED APPROACHES 24 CAREGIVER-FOCUSED APPROACHES 25
SERVICES FOR INFANTS AND TODDLERS 25
SERVICES FOR PRESCHOOLERS 27
MEETING YOUNG CHILDREN S NEEDS IN INCLUSIVE SETTINGS 28
UNIQUE CHALLENGES INVOLVED IN SUPPORTING EARLY CHILDHOOD INCJUSION 28
KEY FINDINGS FROM RESEARCH ON PRESCHOOL INCJUSION 29
REDEFINING THE ROLE OF THE EARLY CHILDHOOD SPECIAL EDUCATOR 30
THE CASE FOR SPECIFIC TRAINING RELATED TO INCJUSION SUPPORT 30
SUMMARY 32 * DISCUSSION TOPICS AND ACTIVITIES 33
CHAPTER:2 IN PARTNERSHIPWITH FAMILIES 34
EMOTIONAL SUPPORTS FOR FAMILIES WITH CHILDREN WHO HAVE SPECIAL NEEDS 40
BASIC NEEDS 40
FAILURE TO CONSIDER BASIC NEEDS 40
THE NEED FOR EMOTIONAL SUPPORT 41
PARENTAL REACTIONS: DEALING WITH GRIEF AND OTHER FEELING STATES 41
SHOCK, DISBELIEF, AND DENIAL 43 ANGER AND RESENTMENT 44
BARGAINING 44
DEPRESSION AND DISCOURAGEMENT 44
ADAPTATION AND ADJUSTMENT 45
A FATHER S PERSPECTIVE 45
TRANSITIONS 46
THE FAMILY AS A SYSTEM 46
EXTENDED FAMILY AND SIBLING NEEDS AND REACTIONS 48 SIBLINGS 49
PARENTS AS TEAM MEMBERS 50
FAMILY OUTCOMES 51
OPTIONS FOR FAMILY INVOLVEMENT 51
A CONTINUUM 52
WHAT FATHERS SAY ABOUT THEIR INVOLVEMENT 52
HOME-BASED INTERVENTION PROGRAMS 53
ADDITIONAL IMPORTANT CONSIDERATIONS WHEN MAKING HOME VISITS 55
SUPPORTING AND PARTNERING WITH PARENTS IN EARLY INTERVENTION PROGRAMS 60
IMAGE 3
XII CONTENTS
CONFERENCES WITH PARENTS 65
INVOLVING PARENTS IN GROUP MEETINGS 70
WORKING WITH CULTURALLY DIVERSE FAMILIES 73
CULTURAL MODELS AND CHILDREARING PRACTICES 75
LANGUAGE DIFFERENCES 78
PARENTS EXPECTATIONS OF THE PRESCHOOL CURRICULA 80
WORKING WITH SPECIAL FAMILY POPULATIONS 81
PARENTS WITH DEVELOPMENTAL DISABILITIES 81 TEEN PARENTS 82
FOSTER CAREGIVERS 83
UNDERSTANDING THE IMPACT OF POVERTY 83
HOMELESSNESS 85
SUMMARY 85 * DISCUSSION TOPICS AND ACTIVITIES 86
3 DEVELOPINGINDIVIDUALIZEDINTERVENTIONPLANSAND PROGRAMSAND MONITORING
PROGRESS 88 THE INDIVIDUALIZED FAMILY SERVICE PLAN PROCESS FOR INFANTS,
TODDLERS, AND THEIR FAMILIES 90
THE IFSP PROCESS 90 PARTICIPANTS IN INITIAL AND ANNUAILFSP MEETINGS 91
IDENTIFYING FAMILY CONCERNS, PRIORITIES, AND RESOURCES 91
THE IFSP DOCUMENT 92
DEVELOPING OUTCOME STATEMENTS 93
SERVICE COORDINATION 100
WHO CAN BECOME SERVICE COORDINATORS? 100 MODELS OF SERVICE COORDINATION
100
PROMOTING ESSENTIALLNTERAGENCY COLLABORATION 101
DEVELOPING INDIVIDUALIZED EDUCATION PROGRAMS FOR PRESCHOOLERS 102 THE
INTERDISCIPLINARY IEP TEAM MEETING PROCESS 103
CONSIDERING DARREN 104
BACKGROUND INFORMATION 104
REQUIRED CONTENTS OF THE IEP 108
PURPOSES AND LIMITATIONS OF THE IEP 108 CONSIDERATIONS BEYOND THE IEP
110
WRITING PROGRAM OBJECTIVES (BENCHMARKS) 110
BASICS OF WRITING BEHAVIORAL OBJECTIVES 110 GUIDELINES FOR CHOOSING AND
WRITING BEHAVIORAL OBJECTIVES 112
BECOMING A SKILLED OBSERVER 114
OBSERVING HOW CHILDREN PERFORM A TASK 114
CONSIDERING THE SPECIAL CHALLENGES WHEN ENGLISH IS THE CHILD S SECOND
LANGUAGE 115
REALIZING ENVIRONMENTALLNFLUENCES ON CHILD PERFORMANCE 116
IMAGE 4
RECOGNIZING THE INTERRELATIONSHIP OF SKILLS 116
GUIDELINES FOR SUCCESSFUL OBSERVATION 117
THE PORTFOLIO AND ITS USE WITH YOUNG CHILDREN 118
TYPES OF OBSERVATION SAMPIES 118
RECORDING CHILDREN S PROGRESS 119
LINKING ASSESSMENT TO CURRICULUM 124
FACILITATING TRANSITIONS 124
STEPS IN TRANSITION TO CENTER-BASED OR PUBLIC SCHOOL SERVICES 125
THE ROLE OF THE EARLY CHILDHOOD SPECIAL EDUCATOR IN FACILITATING
TRANSITIONS 125
SUMMARY 126 * DISCUSSION TOPICS AND ACTIVITIES 126
CHAPTER 4 DESIGNINGINSTRUCTIONALPROGRAMS 128
CURRICULUM 130 DEFINITION 130 CHOOSING A CURRICULUM 131
CONSIDERING CHILDREN WITH SPECIAL NEEDS 132
PHILOSOPHY OF THIS TEXT 133
GENERAL INSTRUCTIONAL STRATEGIES 134
MOTIVATION 134 APPLIED BEHAVIOR ANALYSIS 136
SOCIAL MEDIATION OFEXPERIENCE 137
ADULT-CHILD COMMUNICATION STRATEGIES 138
ROUTINES 140
PLAYAS AN IMPORTANT TEACHING CONTEXT 141
A NOTE ON MUSIC THERAPY 144
ARRANGING THE PHYSICAL ENVIRONMENT TO MAXIMIZE LEARNING 144
THE PHYSICAL ENVIRONMENT 144 GROUPING CHILDREN 145
SOUND AND LIGHTING 146
VISUAL MATERIALS 146
SPECIAL CONSIDERATIONS FOR INFANTS AND TODDLERS 146
CREATING A POSITIVE SOCIAL-EMOTIONAL ENVIRONMENT 147
ANTICIPATE CHILDREN S QUESTIONS 148
ENCOURAGE CHILDREN WITH SPECIFIC POSITIVE FEEDBACK 148
PROVIDE OPPORTUNITIES FOR SELF-EFFICACY AND DECISION MAKING 148
DESIGNING THE TEACHING-LEARNING ENVIRONMENT: UNIVERSAL DESIGN FOR
LEARNING 149
MULTIPLE MEANS OF REPRESENTATION 149 MULTIPLE MEANS OF EXPRESSION 149
MULTIPLE MEANS OF ENGAGEMENT 149
CONTENTS XIII
IMAGE 5
XIV CONTENTS
EMBEDDING TEACHING AND LEARNING OPPORTUNITIES 150
SCHEDULED PLANS PROMOTE DESIRED CONSISTENCY IN ROUTINES 150
PROVIDING A VARIETY OF ACTIVITIES TO ACCOMPLISH ANY ONE OUTCOME OR
OBJECTIVE 153
TERMINALOBJECTIVE 153 INDIVIDUAL (EN ROUTE) OBJECTIVES 153
EVALUATING THE EFFECTIVENESS OF EACH ACTIVITY 158
USING AN ACTIVITY TO ACHIEVE MORE THAN ONE OBJECTIVE 158
SUMMARY 159 * DISCUSSION TOPICS AND ACTIVITIES 159
CHC~PTE~R5 CONSIDERATIONS FOR TEACHINGCHILDRENWITH SPECIFIC DISABILITIES
160
GETTING STARTED: GATHERING INFORMATION ABOUT THE CHILD 162 LEARN FROM
THE FAMILY 162
COJLABORATEAMONG TEAM MEMBERS 162
PLAN AND CONDUCT OBSERVATIONS 165
SUGGESTIONS FOR TEACHING CHILDREN WITH SPECIFIC DISABILITIES 166
HEALTH IMPAIRMENTS 166
HEARING LOSS 167
DIFFICULTIES IN LEARNING 169
PHYSICALDISABILITIES 169
VISUALLMPAIRMENTS 170
AUTISM SPECTRUM DISORDERS 172
FETAL ALCOHOL SPECTRUM DISORDERS 175
TEACHING CHILDREN WITH SEVERE AND MULTIPLE DISABILITIES 176
PROVIDE OPPORTUNITIES FOR CHILDREN TO MAKE CHOICES 177 ECOLOGICAL
INVENTORY AND DISCREPANCY ANALYSIS 177
INTERDISCIPLINARY SUPPORT PARTICIPATION PLAN 179
OBJECTIVES WITHIN ROUTINE MATRIX 179
ANALYZE A CHILD S LACKOFRESPONSE 180
PRINCIPLE OF PARTIAL PARTICIPATION 182
PROMPTING AND FADING PROCEDURES 182
ERRORLESS LEARNING 184
COMMUNICATION STRATEGIES 185
TIPS FOR PROMOTING CHILDREN S PARTICIPATION IN THE
CLASSROOM 186
SUMMARY 191 * DISCUSSION TOPICS AND ACTIVITIES 191
CIU!PTEH 6 PROMOTINGEMOTIONALAND SOCIAL DEVELOPMENT 192
BECOMING EMOTIONALLY SECURE 194 ATTACHMENT 194
ERIKSON S STAGES OF PSYCHOSOCIAL DEVELOPMENT 195
GREENSPAN S MODEL OF AFFECTIVE DEVELOPMENT 198
IMAGE 6
CONTENTS XV
BUILDING A HEALTHY ENVIRONMENT 201
STRUCTURE AND CONSISTENCY 201
ROUTINES 201
LIMITS 201
CONSTRUCTIVE CONSEQUENCES 203
LOGICAL CONNECTIONS 204
VARIETY 204
AVOIDING FRUSTRATION 204
BUILDING EMOTIONAL LITERACY 205
PROMOTING APPROPRIATE BEHAVIOR MODEFING 205
FACILITATING SOCIAL SKILLS 207
USE OF ENVIRONMENTAL STRUCTURING 207
USE OF TYPICAL PEERS AS MEDIATORS OF SOCIAL SKILLS 208
ENCOURAGING DEVELOPMENTAL PLAY BEHAVIOR 208
THE IMPORTANCE OF PLAY 208 THE NATURE OF PLAY 209
DEVELOPMENT OF SOCIALLNTERACTION SKILLS THROUGH PLAY 209
HELPING CHILDREN WITH EMOTIONAL AND BEHAVIORAL CHALLENGES 215
INDIVIDUAL TEMPERAMENT 215
CHILDREN WHO LACK SELF-CONTROL 216
A WORD ABOUT MEDICATION: CAUTION 222
CHILDREN WHO ARE RELUCTANT TO PARTICIPATE 222
USE OF REINFORCEMENT 225
GIVE CREDIT WHERE CREDIT IS DUE 225 IGNORE MINOR DISRUPTIVE BEHAVIORS
226
MINIMIZE THE USE OF NEGATIVE CONSEQUENCES 226
POSITIVE BEHAVIOR SUPPORT 227
USING BEHAVIORAL ANALYSIS TO UNDERSTAND DISRUPTIVE BEHAVIOR 228
DESIGNING POSITIVE BEHAVIOR SUPPORT PLANS 229
USE OF SOCIAL STORIES 229
SPECIAL CONSIDERATIONS FOR WORKING WITH CHILDREN WHO HAVE BEEN ABUSED
AND NEGLECTED 231
SUMMARY 234 * DISCUSSION TOPICS AND ACTIVITIES 235
CHAPTER 7 HELPINGYOUNGCHILDRENDEVELOPMOTOR AND SELF-HELP SKILLS 236
THE DEVELOPMENT OF MOTOR SKILLS 238 SEQUENTIAL TRENDS OF MOTOR
DEVELOPMENT 239 HELPING PARENTS UNDERSTAND 240
REFLEXIVE DEVELOPMENT 240
DEVELOPING GROSS MOTOR SKILLS 240
DEVELOPING FINE MOTOR SKILLS 241
IMAGE 7
XVI CONTENTS
ATYPICAL MOTOR DEVELOPMENT 247 PROBLEMS IN MUSCLE DEVELOPMENT 249
ASSESSMENT OF MOTOR ABILITIES 250
INFANTS AND TODDLERS 250
SEVERE MOTOR IMPAIRMENTS 251
GENERAL CONSIDERATIONS FOR ASSESSMENT OF ALL YOUNG CHILDREN 252
PLAY-BASED ASSESSMENT 252
PHYSICAL THERAPY INTERVENTION 253
ROLE OF THERAPISTS 253 APPROACHES TO THERAPY 255
SENSORY INTEGRATION 255
POSITIONING AND HANDLING 257
PROPER LIFTING 258
ADAPTIVE EQUIPMENT AND ASSISTIVE TECHNOLOGY DEVICES 259
DEVELOPMENT OF ADAPTIVE BEHAVIOR SKILLS 260
USE OF TASK ANALYSIS 260 DRESSING 262
TOILETING 262
FEEDING 263
ADAPTING THE ENVIRONMENT 266
THE CLASSROOM OR CENTER 266 THEHOME 267
MOVEMENT EDUCATION 268
MOVEMENT SKILLS AND MUSIC 269 MOVEMENT SKILLS AND IMAGINATION 270
ADAPTATIONS IN MOVEMENT EDUCATION 270
SUMMARY 272 * DISCUSSION TOPICS AND ACTIVITIES 273
8 NURTURINGCOMMUNICATION SKILLS 274
THE SUBSKILLS OF LANGUAGE 276 CONTENT, USE, AND FORM 276 SEMANTICS 276
SYNTAX 276
MORPHOLOGY 277
PHONOLOGY 277
PRAGMATICS 277
CONTRIBUTION OF SOCIALLNTERACTION THEORY TO UNDERSTANDING EARLY
COMMUNICATION DEVELOPMENT 278
STAGES OF DEVELOPMENT OF COMMUNICATION SKILLS IN YOUNG CHILDREN 279
PRELINGUISTIC COMMUNICATION 279 THE ONSET OF LANGUAGE 282
COMBINING WORDS 283
IMAGE 8
CONTENTS XVII
NECESSARY CONDITIONS FOR THE DEVELOPMENT OF COMMUNICATION SKILLS 284
CHARACTERISTICS THAT CAN INTERFERE WITH LANGUAGE DEVELOPMENT 285
CHARACTERISTICS THAT CAN INTERFERE WITH THE PRODUCTION OF SPEECH 288
NURTURING SPEECH, LANGUAGE, AND CONCEPTUAL SKILLS 289
THE IMPORTANT ROLE OF CAREGIVER-CHILD INTERACTION 289
GENERAL CLASSROOM STRATEGIES THAT ENCOURAGE AND SUPPORT
COMMUNICATION 292
BEGINNING WHERE THE CHILD IS 294 CONVERSING WITH THE CHILD 294
CHOOSING WHAT TO TALK ABOUT 294
LISTENING 296
DEVELOPING PRAGMATIC SKILLS 296
EXPANDING SKILLS 296
COMMUNICATION INTERVENTIONS FOR YOUNG CHILDREN WITH INTENSIVE NEEDS 297
COMMUNICATING WITH CHILDREN WHO HAVE SEVERE DISABILITIES 298 TECHNIQUES
FOR TEACHING EXPRESSIVE COMMUNICATIVE BEHAVIORS:
OUTPUT STRATEGIES 299
IDENTIFYING BEHAVIORS THAT CAN BE USED COMMUNICATIVELY 300
TEACHING COMMUNICATIVE BEHAVIORS BY CREATING OPPORTUNITY AND NEED FOR
COMMUNICATION 300
TEACHING COMMUNICATION BEHAVIORS THROUGH APPLIED BEHAVIOR
ANALYSIS 301
AUGMENTATIVE AND ALTERNATIVE COMMUNICATION SYSTEMS 303
STEPS IN DEVELOPING AN AAC SYSTEM 304 CLASSROOM STRATEGIES THAT
FACILITATE AUGMENTATIVE COMMUNICATION SKILLS 305
USING THE PICTURE EXCHANGE COMMUNICATION SYSTEM 307
SUPPORTING COMMUNICATION IN CHILDREN WITH HEARING LOSS 308
SPECIFIC STRATEGIES FOR WORKING WITH CHILDREN WITH HEARING LOSS 309
FACILITATING COMPREHENSION OF SPEECH 309
HEARING AIDS 310
COCHLEAR IMPLANTS: AMAZING ADVANCES IN TECHNOLOGY 311
SUPPORTING SPOKEN ENGLISH 312
CHILDREN WITH INTERMITTENT HEARING LOSSES 312
SUPPORTING COMMUNICATION IN CHILDREN WITH VISUALLMPAIRMENTS 312
SUPPORTING COMMUNICATION IN CHILDREN WITH AUTISM SPECTRUM DISORDER 313
USE OF APPLIED BEHAVIOR ANALYSIS APPROACHES WITH ASO 313
SUPPORTING COMMUNICATION IN CHILDREN WITH SEVERE MOTOR
DISABILITIES 314
SUPPORTING COMMUNICATION IN CHILDREN WITH LANGUAGE DIFFERENCES 315
LEARNING A NEW LANGUAGE 315 STAGES OF SECOND LANGUAGE LEARNING 316
DUAL LANGUAGE LEARNING AND HOME LANGUAGE MAINTENANCE 316
IMAGE 9
XVIII CONTENTS
PLANNING COMMUNICATION INTERVENTION: COLLABORATIVE CONSULTATION WITH
SPEECHLANGUAGE SPECIALISTS 317
SUMMARY 318 * DISCUSSION TOPICS AND ACTIVITIES 319
9 ENCOURAGING THE DEVELOPMENTOF COGNITIVESKILLS AND LITERACY 320
WHAT IS COGNITION? 322 BASIC COGNITIVE PROCESSES 322
ATTENTION 322 PERCEPTION 322
MEMORY 323
DEVELOPMENT OF COGNITIVE SKILLS 324
THE DEVELOPMENTAL THEORY OF PIAGET 324
DEMONSTRATION OF COGNITIVE SKILLS THROUGH THE DEVELOPMENTAL STAGE OF
CHILDREN S PLAY 327
SIMPLE OBJECT MANIPULATION 327 EXPLORATORY PLAY 328
FUNCUONALPLAY 328
SYMBOLIC PLAY 328
FACILITATING THE DEVELOPMENT OF COGNITIVE SKILLS IN INFANTS AND TODDLERS
328
INTENTIONALITY 329 MEANS-END BEHAVIOR 330
TRIAL-AND-ERROR EXPLORATION 330
OBJECT PERMANENCE 331
DEFERRED IMITATION 331
FACILITATING THE DEVELOPMENT OF COGNITIVE SKILLS IN PRESCHOOLERS 332
SYMBOLIC REPRESENTATION 332
PROBLEM SOLVING 333
WORKING WITH CHILDREN WHO HAVE INTELLECTUAL DISABILITIES 334
CHARACTERISTICS OF CHILDREN WITH SIGNIFICANT INTEL1ECTUAL DISABILITIES
335
ADAPTING INSTRUCTION 335
FACILITATING COGNITIVE AND INFORMATION-PROCESSING SUBSKILLS RELATED TO
ACADEMIC ACHIEVEMENT 336 FACILITATING CHILDREN S ENGAGEMENT 338
STRUCTURING LEARNING EXPERIENCES 340
EMERGENT MATH AND SCIENCE 341
CLASSIFICATION, SERIATION, AND CONCEPT DEVELOPMENT 342
FACILITATING CLASSIFICATION 342
FACILITATING SERIATION 344
FACILITATING CONCEPT DEVELOPMENT 344
TEACHING NUMBER CONCEPTS 345
IMAGE 10
CONTENTS XIX
DEVELOPMENT OF LITERACY 347
THE PRECURSORS OF READING AND WRITING 347
EMERGENT LITERACY GOAL AREAS 348
DEVELOPING LITERACY IN DAILY CLASSROOM ACTIVITIES AND ROUTINES 350
RELATIONSHIP BETWEEN ORAL LANGUAGE AND LITERACY 351
THE NATURE OF SCHOOL LANGUAGE 351
CULTURAL DIFFERENCES IN EARLY LANGUAGE AND LITERACY EXPERIENCES 353
DIFFERENCES IN CHILDREN S EARLY USE OF NARRATIVE 353 CULTURAL DIFFERENCE
IN EARLY CAREGIVER-INFANT INTERACTION 354
CULTURAL DIFFERENCES IN USES OF PRINT 355
SPECIFIC STRATEGIES THAT SUPPORT EMERGENT LITERACY SKILLS 355
WHOLE-LANGUAGE VERSUS PHONOLOGICAL APPROACHES TO THE DEVELOPMENT OF
LITERACY 359
TEACHING PHONOLOGICAL AND PHONEMIC AWARENESS 360
DEVELOPING SIGHT WORD VOCABULARY 362
SUMMARY 362 * DISCUSSION TOPICS AND ACTIVITIES 363
CH(~PTL~R10 TEAMING:COLLABORATION,PROBLEMSOLVING,AND CONSULTATION 364
COLLABORATION, PROBLEM SOLVING, AND SHARED DECISION MAKING 366
COMMUNICATION STRATEGIES: THE KEY TO SUCCESSFUL TEAMING 366 PROBLEM
SOLVING AND CONFLICT RESOLUTION 367
DEALING WITH CONFLICT: PERSPECTIVE TAKING AND THE PROCESS OF CONFLICT
RESOLUTION 368
PROBLEM-SOLVING CASE STUDY: PAULO 371
MODELS FOR SUPPORTING CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE SETTINGS
374
NO SUPPORT 375
USE OF ONE-TO-ONE ASSISTANT 375
STAFF INSERVICE MODELS 375
ITINERANT CONSULTATION MODEL OF INCLUSION SUPPORT 375
RESPONSIBILITIES OF THE INCLUSION SUPPORT SPECIALIST IN AN ITINERANT
CONSULTANT ROLE 378
UNIQUE COLLABORATIVE CHALLENGES FOR INC/USION SPECIALISTS 380
A NOTE ON DISABILITY SPECIALISTS AND THERAPISTS IN ITINERANT SERVICE
DELIVERY ROLES 381
SPECIFIC SUPPORT STRATEGIES PROVIDED BY ITINERANTS 383
COTEACHING APPROACHES TO INCLUSION SUPPORT 387
COTEACHING DEFINED 387 CHALLENGE OF COTEACHING 387
COMPONENTS OF EFFECTIVE COTEACHING 388
THE IEP: THE KEY TO SUCCESSFULLNC/USION 391
COMMUNICATION AND COLLABORATION IN COTEACHING MODELS 391
PROBLEM SOLVING AND CONFLICT RESOLUTION IN COTEACHING MODELS 395
ADMINISTRATIVE ISSUES 395
STAGES OFTHE COTEACHING RELATIONSHIP 395
IMAGE 11
XX CONTENTS
EFFECTIVE TEAMING WITH INTERDISCIPLINARY SPECIALISTS 396
WORKING WITH PARA PROFESSIONALS 397 WHO ARE THE PARAPROFESSIONALS? 397
DESIGNING AND DEFINING JOBS 397
COMMUNICATING EXPECTATIONS 400
DISCOVERING AND USING SPECIAL SKILLS AND TALENTS 402
DEFINING THE TEACHER S RESPONSIBILITIES TO PARAPROFESSIONALS 402
BEING AN APPROPRIATE ROLE MODEL 404
ALLOWING FOR SUFFICIENT PLANNING TIME 405
PROVIDING CONSTRUCTIVE FEEDBACK: COACHING AND MENTORING THE
PARAPROFESSIONAL 406
PARAPROFESSIONALS AS ONE-TO-ONE AESSISTANTS 406
SUPERVISION OF ONE-TO-ONE ASSISTANTS IN INCLUSIVE SETTINGS 407
GUIDELINES FOR USE OF ONE-TO-ONE ASSISTANTS 408
EVALUATING PARA PROFESSIONAL SERVICES 409
USING SELF-EVALUATIONS 409 TEACHER-INITIATED EVALUATIONS OF THE
PARAPROFESSIONAL 409
PARAPROFESSIONAL S EVALUATION OFTHE TEACHER 411
PREVENTING PARAPROFESSIONAL BURNOUT 413
SUMMARY 413 * DISCUSSION TOPICS AND ACTIVITIES 414
APPENDIX ACHART OF TYPICAL DEVELOPMENT 416
APPENDIX B FIND YOUR CHILD S SPEECH AND HEARING AGE 426
APPENDIX C REFLEXES, REACTIONS, AND IMPLICATIONS 428
APPENDIX 0 REFERRAL SIGNALS CHECKLIST 430
APPENDIX E COMPETENCIES FOR TRAINEES IN EARLY CHILDHOOD SPECIAL
EDUCATION 434
APPENDIX F BUILDING COLLABORATIVE RELATIONSHIPS AND CONFLICT RESOLUTION:
EFFECTIVE COMMUNICATION STRATEGIES 438
APPENDIX G STRATEGIES FOR HELPING CHILDREN WITH SPECIFIC DISABILITIES
PARTICIPATE IN INCLUSIVE
SETTINGS 442
APPENDIX H COMMON SEQUENCE OF TRAINING STEPS USED IN MILIEU APPROACHES
446
APPENDIX I INCLUSION SUPPORT ITINERANT PROCEDURES 448
APPENDIX J WEB SITES RELATED TO YOUNG CHILDREN WITH SPECIAL NEEDS AND
THEIR FAMILIES 458
APPENDIX K PERIODICALS RELEVANT TO EARLY CHILDHOOD SPECIAL EDUCATION 460
GLOSSARY 462
REFERENCES 472
NAME INDEX 492
SUBJECT INDEX 497
|
| any_adam_object | 1 |
| author | Cook, Ruth E. Klein, M. Diane Chen, Deborah |
| author_facet | Cook, Ruth E. Klein, M. Diane Chen, Deborah |
| author_role | aut aut aut |
| author_sort | Cook, Ruth E. |
| author_variant | r e c re rec m d k md mdk d c dc |
| building | Verbundindex |
| bvnumber | BV039161261 |
| callnumber-first | L - Education |
| callnumber-label | LC4019 |
| callnumber-raw | LC4019.2 |
| callnumber-search | LC4019.2 |
| callnumber-sort | LC 44019.2 |
| callnumber-subject | LC - Social Aspects of Education |
| classification_rvk | DT 1410 |
| ctrlnum | (OCoLC)745529798 (DE-599)BVBBV039161261 |
| dewey-full | 371.9/0472 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.9/0472 |
| dewey-search | 371.9/0472 |
| dewey-sort | 3371.9 3472 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 8. ed. |
| format | Book |
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| id | DE-604.BV039161261 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:00:20Z |
| institution | BVB |
| isbn | 9780132596787 0132596784 |
| language | English |
| lccn | 2011015071 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024178751 |
| oclc_num | 745529798 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XX, 504 S. Ill. |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | Pearson |
| record_format | marc |
| spelling | Cook, Ruth E. Verfasser aut Adapting early childhood curricula for children with special needs Ruth E. Cook, M. Diane Klein, Deborah Chen 8. ed. Boston; Munich [u.a.] Pearson 2012 XX, 504 S. Ill. txt rdacontent n rdamedia nc rdacarrier Rev. ed. of: Adapting early childhood curricula for children with special needs / Ruth E. Cook, M. Diane Klein, Annette Tessier. 7th ed. Includes bibliographical references and index Children with disabilities Education (Preschool) Children with disabilities Education (Preschool) Curricula Mainstreaming in education Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf Kind (DE-588)4030550-8 gnd rswk-swf Curriculum (DE-588)4010781-4 gnd rswk-swf Behinderung (DE-588)4112696-8 gnd rswk-swf Frühförderung (DE-588)4113643-3 gnd rswk-swf Kind (DE-588)4030550-8 s Behinderung (DE-588)4112696-8 s Vorschulerziehung (DE-588)4064016-4 s DE-604 Frühförderung (DE-588)4113643-3 s Curriculum (DE-588)4010781-4 s 1\p DE-604 Klein, M. Diane Verfasser aut Chen, Deborah Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024178751&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Cook, Ruth E. Klein, M. Diane Chen, Deborah Adapting early childhood curricula for children with special needs Children with disabilities Education (Preschool) Children with disabilities Education (Preschool) Curricula Mainstreaming in education Vorschulerziehung (DE-588)4064016-4 gnd Kind (DE-588)4030550-8 gnd Curriculum (DE-588)4010781-4 gnd Behinderung (DE-588)4112696-8 gnd Frühförderung (DE-588)4113643-3 gnd |
| subject_GND | (DE-588)4064016-4 (DE-588)4030550-8 (DE-588)4010781-4 (DE-588)4112696-8 (DE-588)4113643-3 |
| title | Adapting early childhood curricula for children with special needs |
| title_auth | Adapting early childhood curricula for children with special needs |
| title_exact_search | Adapting early childhood curricula for children with special needs |
| title_full | Adapting early childhood curricula for children with special needs Ruth E. Cook, M. Diane Klein, Deborah Chen |
| title_fullStr | Adapting early childhood curricula for children with special needs Ruth E. Cook, M. Diane Klein, Deborah Chen |
| title_full_unstemmed | Adapting early childhood curricula for children with special needs Ruth E. Cook, M. Diane Klein, Deborah Chen |
| title_short | Adapting early childhood curricula for children with special needs |
| title_sort | adapting early childhood curricula for children with special needs |
| topic | Children with disabilities Education (Preschool) Children with disabilities Education (Preschool) Curricula Mainstreaming in education Vorschulerziehung (DE-588)4064016-4 gnd Kind (DE-588)4030550-8 gnd Curriculum (DE-588)4010781-4 gnd Behinderung (DE-588)4112696-8 gnd Frühförderung (DE-588)4113643-3 gnd |
| topic_facet | Children with disabilities Education (Preschool) Children with disabilities Education (Preschool) Curricula Mainstreaming in education Vorschulerziehung Kind Curriculum Behinderung Frühförderung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024178751&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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