Early childhood special education, 0 to 8 years : strategies for positive outcomes
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Bibliographic Information
Early childhood special education, 0 to 8 years : strategies for positive outcomes
Merill/Pearson, c2009
- : pbk
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Includes indexes
Description and Table of Contents
Description
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.
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 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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