Early childhood special education, 0 to 8 years : strategies for positive outcomes

著者

書誌事項

Early childhood special education, 0 to 8 years : strategies for positive outcomes

Sharon A. Raver

Merill/Pearson, c2009

  • : pbk

大学図書館所蔵 件 / 全4件

この図書・雑誌をさがす

注記

Includes indexes

内容説明・目次

内容説明

Featuring the application of evidence-based strategies, ecological and family-based approaches, effective learning, and the use of responsive cultural/linguistic practices, Early Childhood Education (0-8 Years): Strategies for Positive Outcomes, prepares students for all the professional knowledge and skill competencies they need to promote optimal development in infant and toddlers (0-3), preschoolers (3-5), and primary-aged (6-8) children with special needs. Using real-life case studies to illustrate recommended practices, the book clearly presents disability characteristics, assessment practices, and easy-to-implement interventions for inclusive and special education settings, while giving students all the resources they need to master and apply the material. Highlights of This First Edition: 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. Highlights intervention techniques from special education, speech-language pathology, occupational/physical therapy, and the fields of vision and hearing impairments. Uses a real-life case study in each chapter to illustrate recommended practices and strategies. Examines the legal, philosophical, and instructional tenets of the field of Early Childhood Special Education in detail, including IDEA 2004. 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.

目次

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 Legislation Characteristics 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 Families The 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 Assessment Developing 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 Impairments General Strategies for Fostering Communication and Language Using Augmentative-Alternative Communication Systems 6. Promoting Cognitive and Literacy Development Theories of Cognitive Development Effects 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 Development Service 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 Development Managing 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 Process Characteristics 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 Disabilities Characteristics 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 Definitions Causes 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 Impairment Prevalence 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

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