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Early Childhood Special Education-0 to 8 Years Strategies for Positive Outcomes

ISBN-10: 0131745980
ISBN-13: 9780131745988
Edition: 2009
Authors: Sharon A. Raver
List price: $108.00
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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,  More...

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Book details

List price: $108.00
Copyright year: 2009
Publisher: Prentice Hall PTR
Publication date: 3/3/2008
Binding: Paperback
Pages: 412
Size: 7.50" wide x 9.25" long x 1.00" tall
Weight: 2.024
Language: English

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.nbsp; 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.

Foundations of Early Childhood Special Education
Introduction to Working with Infants, Toddlers, Preschoolers, and Primary-Aged Children with Special Needs
Overview
Case Study
Federal Legislation Affecting Early Childhood Special Education Services
1973-Section 504 of the Rehabilitation Act
1990-Individuals with Disabilities Education Act
2001-No Child Left Behind
2004-Individuals with Disabilities Education Improvement Act
Characteristics of Early Childhood Special Education
Characteristics of General Early Childhood Education
Least Restrictive Environment
Characteristics of Children Receiving Early Childhood Special Education Services
Characteristics of Infants and Toddlers
Characteristics of Preschoolers
Characteristics of Primary-Aged Students
Program Objectives for Educating Young Children with Special Needs
Intervention with Infants and Toddlers
Intervention with Preschoolers
Intervention with Primary-Aged Students
Service Delivery Models for Educating Young Children with Special Needs
Home-Based Program Model
Center-Based Program Model
Home-Center Program Model
Itinerant Teacher Model/Inclusion
Models for Primary-Aged Students
An Ecological Approach to Early Childhood Special Education
Microsystem
Mesosystem
Exosystem
Professional Standards
Standards-Based Education
Conclusion
Building Partnerships in Culturally/Linguistically Diverse Settings
Overview
Case Study
Building Partnerships with Families
Impact of a Disability/Developmental Delay on Parents
Impact of a Disability/Developmental Delay on Siblings
Impact of a Disability/Developmental Delay on Extended Family
A Family-Based Approach
Communicating with Parents and Professionals
Nonverbal Communication Skills
Verbal Communication Skills
The Family Systems Approach
Family Characteristics
Family Interaction
Family Functions
Developing Professional-Family Partnerships in Planning
Servings Families from Culturally/Ethnically/Linguistically Diverse Backgrounds
Parents' Personal Rights
The Right to Feel Angry
The Right to Seek Another Opinion
The Right to Stop Trying
The Right to Be Annoyed with Their Child
The Right to Be a Parent
Building Effective Teams
Types of Teams
Developing Effective Teams
Conclusion
Assessment and Individualized Interventions
Overview
Case Study
Assessment
Norm-Referenced Assessments
Criterion-Referenced Assessments
Play-Based Assessments
Judgment-Based Assessments
The Purposes of Assessment
Developing Individualized Programs
Developing an Individualized Family Service Plan
Developing an Individualized Education Program
Monitoring Skill Acquisition
Individualized Instruction for Primary-Aged Students
Conclusion
Effective Instructional and Accommodative Practices
Overview
Case Study
Designing and Managing the Physical Space
Using Staff Effectively
Organizing Learning Centers
Planning for Instruction
Using Thematic/Unit Curricular Organization
Understanding the Stages of Learning
Instructional Approaches
Direct Instruction
Naturalistic Instruction
Embedded Learning Opportunities/Routine-Based Instruction
Instructional Strategies
Prompting
Modeling
Response-Contingent Feedback
Mand-Model Procedure
Active Student Responding
Increasing Engagement in Young Children
Providing Sufficient Skill Practice
Using Activity Mini-Schedules
Using Scaffolding
Using Computers to Support Learning
Inclusive and Accommodative Practices
Program and Assessment Accommodations
Coplanning and Collaboration
Consultation
Inclusion of Infants, Toddlers, and Preschoolers
Inclusion of Primary-Aged Students
Writing Section 504 Accommodation Plans
Conclusion
Techniques for Promoting Development and Learning
Promoting Communication Development
Overview
Case Study
Overview of Communication and Language Development
Communication, Speech, and Language
Language Delay
Language Disorder
Communication Development in Infants and Toddlers
Semantic Development: The First Words
Pragmatic Development
The Role of Parents and Caregivers
The Role of the Speech-Language Pathologist (SLP)
General Principles of Communication Intervention with Young Children
General Approaches to Communication Intervention
Facilitative Strategies for Promoting Communication in Young Children
Communication Development in Toddlers
Late Talkers Versus Late Bloomers
Assessment of Language Delays in Toddlers
Strategies for Promoting Communication in Toddlers with Language Delays
Communication Development in Preschoolers with Specific Language Impairment
Limitations in Language Content: Semantics
Limitations in Language Form: Phonology, Morphology, and Syntax
Limitations in Language Use: Pragmatics
Language and Communication Assessment of Preschoolers
Strategies for Promoting Communication in Preschoolers
Language Characteristics of Primary-Aged Students with Language Impairments
Phonological Characteristics of Students with LLD
Syntactic Characteristics of Students with LLD
Semantic Characteristics of Students with LLD
Pragmatic Characteristics of Students with LLD
Communication and Language Assessment of Primary-Aged Students
Strategies for Promoting Communication in School-Age Children with Language and Learning Impairments
Augmentative-Alternative Communication
Types of AAC Systems
Conclusion
Promoting Cognitive and Literacy Development
Overview
Case Study
Theories of Cognitive Development and Learning
Behavioral Theory of Learning
Information-Processing Theory of Learning
Cognitive-Development Theory of Learning
The Effects of Early Experience
Infants and Toddlers
Preschoolers
Cognitive Milestones and Intervention Implications Assessment
Infants and Toddlers
Preschoolers
Primary-Aged Students
Assessment of Cognitive Development
Formal Cognitive Assessment
Informal Assessments
Promoting Cognitive Development and Learning in Infants, Toddlers, and Preschoolers
Promoting Cognitive Development and Academic Learning in Primary-Aged Students
Reading Instruction
Models of Reading Instruction
Monitoring Reading Progress
Teaching Mathematics
Approaches to Teaching Mathematics
Conclusion
Promoting Fine and Gross Motor and Adaptive Skills Development
Overview
Case Study
Theories of Fine and Gross Motor Development
Neuromaturational Theory
Motor Learning Theory
Sensorimotor Theory
Treatment Models
Approaches to Intervention
Activity-Based/Routine-Based Intervention
Supports to Therapy
Service Delivery Models
Direct Service Delivery
Monitoring Service Delivery
Consultation Service Delivery
Assessment Practices
Screening
Diagnosis
Program Planning
Characteristics of Children with Physical Disabilities
Cerebral Palsy
Spina Bifida
Down Syndrome
Other Conditions that Impact Neuromotor Development
Therapeutic Intervention Strategies
Positioning
Play with People and Objects
Promoting Gross Motor Skills
Promoting Fine Motor Development
Adapting Curricula
Promoting Adaptive Skills Development
Feeding
Dressing
Personal Hygiene
Assistive technology
Conclusion
Promoting Social and Emotional Development
Overview
Case Study
Social and Emotional Development in Infants and Toddlers
Attachment
Social and Emotional Development in Preschoolers
Peer Interactions and Friendships
The Development of Play
Development of Emotional Regulation
Social and Emotional Development in Primary-Aged Students
Play in Kindergarten and the Primary Grades
Peer Interactions and Friendships in the Primary Grades
Managing Challenging Behavior
Principles of Behavior Management
Relationship Building with Young Children
Assessment of Undesirable Behavior
Intervention with Infants and Toddlers
Intervention with Preschoolers
Intervention with Primary-Aged Students
Conducting Functional Behavior Assessments and Developing Interventions
General Strategies for Promoting Appropriate Social and Emotional Skills
Promoting Appropriate Social and Emotional Skills in Infants and Toddlers
Promoting Appropriate Social and Emotional Skills in Preschoolers
Promoting Appropriate Social and Emotional Skills in Primary-Aged Students
Conclusion
Interventions with Specific Populations
Techniques for Teaching Young Children with Mild Learning and Behavior Problems
Overview
Case Study
The Identification Process
Infants, Toddlers, and Preschoolers
Primary-Aged Students
Characteristics of Young Children with Mild Learning and Behavior Problems
Infants, Toddlers, and Preschoolers
Primary-Aged Students with Mild Mental Retardation
Primary-Aged Students with Learning Disabilities
Primary-Aged Students with Behavior Disorders/Emotional Disturbance
Individualizing Instruction and Tracking Learning
Primary-Aged Students
Strategies for Promoting Skill Development
Task Analysis
Time Delay
Instructional Adaptation
Developing Communication Skills
Developing Social Skills
Developing Preliteracy Skills
Developing Literacy Skills in Primary-Aged Students
Conclusion
Techniques for Teaching Young Children with Moderate/Severe or Multiple Disabilities
Overview
Case Study
Definitions of Moderate/Severe and Multiple Disabilities
General Characteristics of Children with Moderate/Severe and Multiple Disabilities
Neuromotor Impairments
Degenerative Diseases
Infectious Diseases
Orthopedic and Musculoskeletal Disorders
Sensory Impairments
Major Health Impairments
Neurodevelopmental Disorders
Using a Needs-Based Approach to Intervention
Medical Needs
Physical Needs
Educational Needs
Social-Emotional Needs
Forming Educational Teams for Children with Severe and Multiple Disabilities
Roles and Responsibilities of Team Members
Early Interventionist/Early Childhood Special Education Professional
General Early Childhood Educator
Physical Therapist
Occupational Therapist
Speech-Language Pathologist
Assistive Technology Specialist
Educator for Students with Visual Impairments and Orientation and Mobility Specialist
Audiologist
Other Specialists
Assessment Considerations
Alternative Assessments for Young Children with Moderate/Severe and Multiple Disabilities
Identify Standards or Expected Learning Outcomes
Determine the Assessment Format
Using Continuous Monitoring and Data Collection
Curriculum Development for Children with Moderate/Severe and Multiple Disabilities
Desired Life Outcomes
Supporting Access to the General Curriculum
Conclusion
Techniques for Teaching Young Children with Hearing Loss
Overview
Case Study
Definitions
Causes and Types of Hearing Loss
Causes of Hearing Loss
Types of Hearing Loss
Severity of Hearing Loss
Taking a Visual Perspective
A Life-Span Developmental Framework for Intervention
Impact of Hearing Loss on Development and Learning
Communication Approaches
Monolingual Approaches
Language-Mixing Approaches
Cued Speech Approach
Bilingual Approaches
Technologies that Supplement and Support Sound
Hearing Aids and Group FM Systems
Cochlear Implants
Involving Families
Strategies for Promoting Auditory Development
Environmental Modifications for Improving Auditory Communication and Learning
Sound Localization Skills
Responding to Sounds
Imitation of Sounds
Promote Spoken Language Within Home Routines
Strategies for Promoting Visual Communication
Infants, Toddlers, and Preschoolers
Promoting Preliteracy Development
Storytime Activities
Promoting Literacy Development
Strategies for Teaching Literacy in a Bilingual Environment
Teaching Literacy in a Language-Mixing Communication Environment
Effective Inclusion Practices
Conclusion
Techniques for Teaching Young Children with Low Vision and Blindness
Overview
Case Study
Definitions of Vision Problems and Visual Impairment
Prevalence of Visual Impairment
Specialized Related-Services Professionals
Types and Causes of Vision Problems and Visual Impairment
Causes of Visual Impairment
The Impact of Vision Loss on Development
Characteristics of Children with Vision Loss
Cognitive Development
Social-Emotional Development
Language Development
Fine and Gross Motor Development
Preliteracy and Literacy Development
Assessment
Vision Screening
Functional Vision Assessment
Learning Media Assessment
Developmental and Academic Assessment
State- and DistrictWide Assessments for Primary-Aged Students
Specialized Areas of Instruction
Continuum of Placement and Inclusionary Practices
Conclusion
Appendices
DEC Recommended Practices Strand: Child-Focused Competencies
DEC Recommended Practices Strand: Inclusion Competencies
Websites for Professionals and Families
Author Index
Subject Index

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