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Foundations | |
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Introduction to Young Children with Special Needs | |
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A Rationale for Early Childhood Special Education | |
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The Early Interventionist | |
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Young Children with Special Needs and Their Families | |
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The Family and the Community | |
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Typical Development and Factors Affecting Development | |
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Definitional Issues and Processes | |
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Typical Development | |
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Factors Affecting Development | |
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Developmental Domains | |
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Gross Motor Development | |
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Theoretical Models of Gross Motor Development | |
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Stages of Gross Motor Development | |
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Factors Affecting Gross Motor Development | |
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Gross Motor Development in Young Children with Special Needs | |
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Specific Strategies for Assessment of Gross Motor Functioning | |
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Instructional Methods and Strategies for Intervention | |
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Technology in Intervention | |
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Fine-Motor, Oral Motor, and Self-Care Development | |
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Theoretical Models of Fine-Motor, Oral Motor, and Self-Care Development | |
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Stages of Development | |
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Factors Affecting Development | |
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Fine-Motor, Oral Motor, and Self-Care Development in Young Children with Special Needs | |
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Specific Strategies for Assessment | |
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Instructional Methods and Strategies for Intervention | |
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Technology in Assessment and Intervention | |
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Cognitive Development | |
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The Range of Cognitive Skills | |
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Piaget's Theory of Cognitive Development | |
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Piaget's Stages of Development | |
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Other Theories of Development | |
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Relationships Between Development and Cognitive Processing Models | |
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Factors that Affect Cognitive Development | |
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Cognitive Development and the Child with Special Needs | |
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Strategies for Assessment of Cognitive Development | |
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Facilitating Cognitive Development | |
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Technology in Assessment and Intervention | |
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Communication Development | |
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Definitional Issues | |
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Theoretical Models | |
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Factors Affecting Communication Development | |
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Specific Strategies for Assessment of Communication Functioning | |
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Instructional Methods and Strategies for Intervention | |
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Technology | |