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