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| Preface | |
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| Introduction | |
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| Special Education Foundations: Understanding Special Needs and Generic Instructional Strategies | |
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| Generic Instructional Strategies Supporting the Inclusion of Young Children with Special Needs | |
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| Chapter-at-a-Glance | |
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| Introduction | |
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| Getting Their Attention: Challenges in Motivating Young Children | |
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| Specific Challenges | |
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| Difficult-to-Read Cues | |
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| Conducting a High-Preference Inventory | |
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| Unique Ways of Expressing Interest and Attention | |
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| Working in the Learning Zone: Understanding the Zone of Proximal Development | |
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| Scaffolding | |
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| Doing It Again and Again: The Importance of Repetition and Routine | |
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| Creating Predictable Routines | |
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| Planning Transitions | |
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| One Step at a Time: Making Skills Easier to Learn Through Task Analysis | |
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| Analyzing the Sequence | |
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| Training Each Step | |
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| Talking to Children Makes a Difference | |
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| Follow the Child's Lead | |
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| Use Progressive Matching | |
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| Use Labels and Specific Descriptors | |
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| Repeat Key Words and Phrases | |
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| Use Appropriate Pacing | |
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| Give Children Ample Time to Respond | |
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| Create the Need to Communicate | |
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| Using an Ounce of Prevention: Managing Behavior Problems | |
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| Generic Strategies to Head Off Behavior Problems | |
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| Generic Instructional Strategies for Children with Mild to Moderate Disabilities | |
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| Summary | |
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| Case Study: Helping Manuel Adjust | |
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| Case Study Questions | |
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| Key Terms | |
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| Helpful Resources | |
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| References | |
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| Adaptations for Children with Specific Disabilities | |
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| Chapter-at-a-Glance | |
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| Introduction | |
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| Children with Down Syndrome: A Common Example of Significant Cognitive Disabilities | |
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| Physical and Health Characteristics | |
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| Developmental Characteristics | |
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| Teaching Strategies | |
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| Children with Autism | |
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| Characteristics of Autism | |
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| Intervention/Treatment Approaches | |
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| Managing Behavior Challenges in Children with Autism | |
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| Teaching Strategies for Children with Autism | |
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| Children with Cerebral Palsy | |
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| Characteristics of Children with Cerebral Palsy | |
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| Teaching Strategies for Children with Cerebral Palsy | |
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| Children with Visual Disabilities | |
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| Characteristics of Visual Disabilities | |
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| General Categories of Vision Disabilities | |
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| Strategies for Working with Children with Visual Impairments | |
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| Children with Hearing Loss | |
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| Understanding Different Types of Hearing Loss | |
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| Issues Related to Preferred Communication Modes: Signing versus Speech | |
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| Learning Styles and Characteristics of Children with Hearing Loss | |
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| Teaching Strategies for Children with Hearing Loss | |
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| High-Incidence Disabilities | |
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| Learning Disability | |
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| Speech and Language Disorder | |
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| Mild Cognitive Delay | |
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| Summary | |
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| Case Study: Ryan's Day at School | |
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| Case Study Questions | |
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| Key Terms | |
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| Helpful Resources | |
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| References | |
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| Arranging the Physical Environment to Support the Inclusion of Children with Special Needs | |
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| Chapter-at-a-Glance | |
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| Introduction | |
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| Creating a Safe Environment | |
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| Psychological Safety | |
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| Physical Safety | |
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| Encouraging Independent Access | |
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| Floor Plan Considerations for Children with Special Needs | |
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| Need for Quiet Area | |
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| Avoidance of Large Open Areas | |
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| Need for Acoustic Adaptations | |
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| Visually Simple Presentation of Materials to Reduce Clutter | |
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| Planning Activity Areas for Children with Special Needs | |
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| Library Corner | |
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| Art and Water Play Area | |
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| Tabletop Manipulatives Center | |
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| Building Area | |
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| Dramatic Play Area | |
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| Arranging Materials within Activity Areas | |
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| Visibility and Consistency | |
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| Accessibility | |
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| Labeling | |
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| Traffic Management | |
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| Noise Control | |
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| Lighting | |
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| Designing Specific Activity Centers | |
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| Reading/Preliteracy Areas | |
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| Sensory Experiences, Art, and Water Play Centers | |
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| Small Manipulative Activity Centers | |
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| Outdoor Play Areas | |
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| Summary | |
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| Case Study: Boundaries for Sung and Rafik | |
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| Case Study Questions | |
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| Key Terms | |
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| Helpful Resources | |
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| Preventing and Managing Challenging Behaviors | |
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| Chapter-at-a-Glance | |
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| Introduction | |
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| What Is a Challenging Behavior Anyway? | |
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| Behavior Challenges in Children with Special Needs | |
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| Neurological Disorders | |
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| Autism | |
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| Communication Disorders | |
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| Seizure Disorders | |
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| Causes/Functions of Inappropriate Behavior | |
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| Escape | |
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| Attention Seeking | |
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| Gaining Access | |
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| General Strategies for Preventing and Reducing the Occurrence of Problem Behaviors | |
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| Keep the Number of Rules Small | |
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| Select Rules Carefully | |
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| Be Clear and Consistent about Enforcement | |
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| Avoid Overstimulating, Disorganized Environments | |
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| Maintain a Predictable Daily Schedule | |
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| Carefully Plan Transitions | |
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| Give Attention Before Inappropriate Behavior Occurs | |
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| Use Touch to De-Escalate Behavior | |
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| Behavior Modification and the Use of Reinforcement Techniques | |
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| Identifying a Reinforcer | |
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| Decreasing Undesirable Behaviors | |
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| Use of Extinction | |
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| Problems with the Use of Punishment | |
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| Assigning a One-to-One Aide | |
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| A Word of Caution on the Use of One-to-One Aides | |
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| Designing Positive Behavior Support Plans | |
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| Understanding Problem Behaviors as Communication | |
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| Summary | |
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| Case Study: Roberto's Behavior Intervention Plan | |
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| Case Study Questions | |
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| Key Terms | |
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| Helpful Resources | |
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| References | |
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| Monitoring Individual Child Progress | |
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| Chapter-at-a-Glance | |
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| Introduction | |
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| The Individualized Family Service Plan (IFSP) | |
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| Family Concerns | |
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| Outcome Statements | |
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| The Individualized Education Program (IEP) | |
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| Identifying Person(s) Responsible for Achievement of Goals | |
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| Goals and Objectives | |
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| Daily Instructional Objectives | |
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| Planning Inclusion Support and Monitoring Progress | |
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| Defining the Purpose of Inclusion Support | |
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| Rationale for Progress Monitoring | |
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| Types of Data Recording | |
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| Issues Related to Resources for Progress Monitoring | |
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| Summary | |
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| Case Study: Lazaro's Potty Training | |
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| Case Study Questions | |
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| Key Terms | |
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| Helpful Resources | |
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| References | |
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| Adapting Daily Activities in Inclusive Early Childhood Settings | |
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| Managing Arrival, Departure, and Other Transitions | |
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| Chapter-at-a-Glance | |
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| Introduction | |
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| Arrival | |
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| Arrival Challenges | |
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| Learning Opportunities During Arrival | |
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| Useful Strategies During Arrival Time | |
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| Planning Effective Departures | |
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| Establishing a Consistent Departure Routine | |
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| Don't Rush | |
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| Support Development of Time Concepts | |
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| Planning Other Transitions | |
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| Challenges Posed By Transitions | |
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| Successful Transition Strategies | |
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| Summary | |
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| Case Study: Marta's Dessert | |
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| Case Study Questions | |
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| Key Terms | |
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| Helpful Resources | |
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| Engaging Children with Special Needs in Free Play | |
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| Chapter-at-a-Glance | |
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| Introduction | |
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| Possible Challenges of Free Play for Children with Special Needs | |
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| Special Opportunities to Assist Learning in Free Play | |
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| An Opportunity for Self-Initiated Exploration | |
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| Teaching the Child How to Play with Toys | |
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| Opportunities for One-on-One Interaction | |
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| Building Language Skills During Free Play | |
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| Demonstrating Interaction and Teaching Strategies to Parents | |
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| Encouraging Children to Play with Peers | |
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| Helping to Develop Crowd Tolerance | |
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| Selecting Toys and Materials for Free Play | |
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| Toys That Appeal to Different Developmental Levels | |
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| Considerations for Developmentally Young Children | |
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| Common Toy and Activity Categories | |
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| Summary | |
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| Case Study: Shopping Mini-Script for Raul | |
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| Case Study Questions | |
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| Key Terms | |
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| Helpful Resources | |
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| Circle Time | |
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| Chapter-at-a-Glance | |
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| Introduction | |
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| Opportunities and Strategies in Circle Time | |
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| Learning Opportunities during Circle Time | |
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| Strategies to Make the Most of Circle Time | |
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| Variable Features | |
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| Best Circle Time Activities | |
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| Circle Time Prototype | |
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| Transition Signal | |
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| Arrange Seating | |
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| Opening Welcome | |
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| Roll Call | |
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| Songs | |
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| Calendar | |
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| Group Activity | |
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| Introduction of Next Activity | |
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| End of Circle Time Song or Action | |
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| Transition | |
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| Examples of Detailed Activity Plans | |
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| Toddler Circle Time Activity: What's in the Box | |
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| Toddler Circle Time Activity: Parachute Play | |
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| Preschool Circle Time Activity: Follow the Leader | |
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| Summary | |
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| Case Study: Amy and Bartholomew | |
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| Case Study Questions | |
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| Key Terms | |
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| Helpful Resources | |
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| References | |
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| Tabletop and Art Activities | |
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| Chapter-at-a-Glance | |
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| Introduction | |
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| Value of Tabletop and Art Activities | |
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| Fine Motor Skills for School Readiness | |
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| Task Sequencing | |
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| Demonstrating Cause and Effect | |
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| Learning Key Vocabulary and Concepts | |
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| Development of Representational Skills | |
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| Planning Art Activities for Children with Special Needs | |
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| Providing a Clear Transition | |
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| Supporting Learning Objectives through Art Activities | |
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| Fine and Gross Motor Skills | |
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| Developing Cognitive Skills | |
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| Learning Key Vocabulary and Concepts | |
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| Development of Representational Skills | |
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| Strategies for Children with Tactile Defensiveness | |
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| Summary | |
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| Case Study: Marciana's Resistance | |
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| Case Study Questions | |
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| Key Terms | |
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| Helpful Resources | |
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| References | |
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| Outside Play | |
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| Chapter-at-a-Glance | |
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| Introduction | |
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| Opportunities for Learning in the Outdoor Environment | |
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| Change of Environment | |
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| Opportunities for Using Large Muscles | |
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| Developing Play Skills | |
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| Developing Social Skills | |
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| Opportunities for Sand and Water Play | |
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| Planning the Outdoor Environment | |
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| Start with a Survey | |
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| Selecting Materials for Outside Areas | |
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| Sample Outside Lesson Plan: Discovery Walk | |
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| Summary | |
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| Case Study: Creating Space for Leila | |
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| Case Study Questions | |
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| Key Terms | |
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| Helpful Resources | |
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| Snack Time | |
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| Chapter-at-a-Glance | |
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| Introduction | |
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| Learning Opportunities at Snack and Mealtimes | |
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| Self-Feeding Skills | |
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| Teaching Other Self-Help Skills at Snack | |
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| Developing Social Skills at Snack | |
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| Developing Communication Skills | |
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| Demonstrating Mealtime Techniques | |
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| Special Nutritional Considerations | |
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| Children with Cerebral Palsy | |
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| Children with Epilepsy (Seizure Disorders) | |
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| Children with Low Muscle Tone | |
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| Children with Autism | |
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| Prader-Willi Syndrome | |
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| Pica | |
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| Tube Feeding | |
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| A Word About Toileting | |
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| Summary | |
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| Case Study: Aaron's Fruit Loops | |
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| Case Study Questions | |
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| Key Terms | |
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| Helpful Resources | |
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| References | |
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| Music and Rhythm Activities | |
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| Chapter-at-a-Glance | |
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| Introduction | |
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| Benefits for Children with Special Needs | |
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| Something for Everyone | |
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| Building and Holding Interest | |
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| Music as a Motivator | |
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| Creating a Sense of Community | |
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| Encouraging Communication | |
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| Enhancing Physical Awareness | |
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| Making the Most of Music | |
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| Using Music to Build Language Skills | |
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| Choose Simple Songs | |
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| Teach or Reinforce Concepts | |
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| Summary | |
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| Case Study: Debbie's Switch | |
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| Case Study Questions | |
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| Helpful Resources | |
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| Supporting Emergent Literacy in Children with Special Needs | |
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| Chapter-at-a-Glance | |
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| Introduction | |
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| Opportunities to Support Literacy | |
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| Environmental Print | |
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| Functional Print | |
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| Play Activities | |
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| Literacy Activities throughout the Daily Schedule | |
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| Assisting Children with Special Needs by Using Pictures and Print | |
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| Pictures and Print as Alternative Means of Expressive Language | |
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| Using Pictures to Assist Comprehension and Memory | |
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| Summary | |
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| Case Study: Dahlia's Favorite Book | |
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| Case Study Questions | |
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| Key Terms | |
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| Helpful Resources | |
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| References | |
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| Working with the Early Childhood Special Education Team | |
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| Communicating with Families | |
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| Chapter-at-a-Glance | |
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| Introduction | |
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| Guidelines for Developing Parent-Professional Partnerships | |
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| Development of Trust | |
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| Recognizing Parents' Knowledge and Expertise | |
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| Parents Are the Constants in Their Children's Lives | |
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| Making the Program Fit the Family's Priorities | |
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| Recognizing the Stresses Families Face | |
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| Understanding Families' Emotional Reactions | |
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| Strategies for Dealing with Families' Emotional Reactions | |
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| Communication: The Key to Building Parternships | |
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| Providing Information | |
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| Developing Effective Communication Skills | |
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| Summary | |
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| Case Study: Alfredo's Mother | |
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| Case Study Questions | |
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| Key Terms | |
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| Helpful Resources | |
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| References | |
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| Collaborating with Disability Specialists and Paraprofessionals | |
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| Chapter-at-a-Glance | |
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| Introduction | |
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| Early Childhood Special Educator | |
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| Role of the Early Childhood Special Educator | |
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| Speech-Language Specialist | |
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| Role of the Speech-Language Specialist | |
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| Physical Therapist (PT) | |
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| Role of the Physical Therapist | |
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| Occupational Therapist (OT) | |
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| Role of the Occupational Therapist | |
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| Visual Impairment (VI) Specialist | |
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| Role of the Vision Specialist | |
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| Orientation and Mobility Specialists | |
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| Deaf and Hard of Hearing (DHH) Specialist | |
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| Role of the DHH Specialist | |
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| Behavior Specialist | |
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| Role of the Behavior Specialist | |
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| Obtaining and Using Inclusion Support | |
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| Working Effectively with Paraeducators | |
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| Early Educators as Program Managers | |
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| Early Educators as Coaches | |
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| Early Educators as Communicators | |
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| Early Educators, Paraeducators, and Disability Specialists as a Collaborative Team | |
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| Collaborative Problem Solving | |
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| Summary | |
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| Case Study: Mark's Story | |
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| Case Study Questions | |
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| Key Terms | |
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| Helpful Resources | |
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| References | |
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| Blank Recording Forms | |
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| Detailed Descriptions of Three Tabletop Activities | |
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| Glossary | |
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| Index | |