| |
| |
| |
| Principles | |
| |
| |
| |
| Introduction | |
| |
| |
| Introduction | |
| |
| |
| Key Terms and Concepts | |
| |
| |
| Inclusion | |
| |
| |
| Positive Behavioral Supports | |
| |
| |
| Activity-Based Early Intervention | |
| |
| |
| Developmentally Appropriate Practice | |
| |
| |
| Collaboration | |
| |
| |
| Partnerships with Families | |
| |
| |
| Family-Centered Services | |
| |
| |
| Transdisciplinary Teaming | |
| |
| |
| Self-Determination | |
| |
| |
| Ecological Approach | |
| |
| |
| Transitions | |
| |
| |
| Person and Family-First Language | |
| |
| |
| Why Inclusion? | |
| |
| |
| Ethical and Commonsense Arguments | |
| |
| |
| Positions Taken by Advocacy Groups and Professional Organizations | |
| |
| |
| Legal Mandates | |
| |
| |
| Research Support for Early Inclusion | |
| |
| |
| Merging Disciplines | |
| |
| |
| Summary | |
| |
| |
| Chapter 1 Suggested Activities and Resources | |
| |
| |
| References | |
| |
| |
| |
| Family/Professional Collaboration: A Parent's Perspective | |
| |
| |
| Introduction | |
| |
| |
| Impact of a Child with a Disability on the Family and Need for Professional Partnership and Support | |
| |
| |
| Stages toward Adjustment | |
| |
| |
| Bewildering Times | |
| |
| |
| Artistic Avenues for Expression | |
| |
| |
| Impact on Siblings | |
| |
| |
| Grandparents and Extended Family | |
| |
| |
| The Family as a System | |
| |
| |
| Sandler's Three R's: Roles, Relationships, and Responsibility | |
| |
| |
| Utilizing a Family-Centered Approach | |
| |
| |
| Characterizing and Defining Family-Centeredness | |
| |
| |
| Collaboration for Successfully Working with Young Children with Special Needs and Their Families | |
| |
| |
| Effective Communication | |
| |
| |
| Negotiation and Conflict Resolution | |
| |
| |
| Mediation | |
| |
| |
| Due Process | |
| |
| |
| Implementing Effective Collaborative Practices | |
| |
| |
| The Importance of Empowering Families to Assist Them in Making Informed Decisions | |
| |
| |
| Recognizing Family-Centered Support/Services and Collaboration as a Foundation for Positive Behavioral Supports and Activity-Based Intervention | |
| |
| |
| Summary | |
| |
| |
| Chapter 2 Suggested Activities and Resources | |
| |
| |
| References | |
| |
| |
| |
| Principles of Positive Behavioral Supports (PBS) | |
| |
| |
| Introduction | |
| |
| |
| Ecological Influences on Behavioral Development | |
| |
| |
| Parental Influences | |
| |
| |
| Sociocultural Influences | |
| |
| |
| Developing Age and Behavior | |
| |
| |
| Principles of Positive Behavioral Supports | |
| |
| |
| Functional Assessment and Positive Behavioral Supports | |
| |
| |
| Methods of Recording Behavior | |
| |
| |
| Merging PBS, ABI, and DAP | |
| |
| |
| Summary | |
| |
| |
| Chapter 3 Suggested Activities and Resources | |
| |
| |
| References | |
| |
| |
| |
| Principles of Activity-Based Intervention (ABI) | |
| |
| |
| Introduction | |
| |
| |
| Theoretical Foundations of Activity-Based Intervention | |
| |
| |
| Defining Activity-Based Intervention | |
| |
| |
| Considerations for Activity-Based Intervention in Various Early Childhood Settings | |
| |
| |
| Some Concerns Regarding Activity-Based Intervention | |
| |
| |
| Summary | |
| |
| |
| Chapter 4 Suggested Activities and Resources | |
| |
| |
| References | |
| |
| |
| |
| Principles of Developmentally Appropriate Practice (DAP) | |
| |
| |
| Introduction | |
| |
| |
| Developmentally Appropriate Practice | |
| |
| |
| Developmentally Appropriate Programs | |
| |
| |
| A Shared Philosophy Results in Similar Recommended Practices | |
| |
| |
| Environment and Experiences | |
| |
| |
| Summary | |
| |
| |
| Chapter 5 Suggested Activities and Resources | |
| |
| |
| Selected Resources | |
| |
| |
| References | |
| |
| |
| |
| Procedures | |
| |
| |
| |
| Assessment | |
| |
| |
| Introduction | |
| |
| |
| The Diagnosis of a Developmental Disability | |
| |
| |
| Importance of the Assessment Process | |
| |
| |
| Models of Assessment | |
| |
| |
| Family Participation in the Assessment Process | |
| |
| |
| Translating Assessment Information into Meaningful Educational and Intervention Programs | |
| |
| |
| Summary | |
| |
| |
| Chapter 6 Suggested Activities and Resources | |
| |
| |
| References | |
| |
| |
| |
| Effective Teaching and Intervention Practices | |
| |
| |
| Introduction | |
| |
| |
| Selection of Socially Valid Goals and Objectives | |
| |
| |
| Analysis and Summary | |
| |
| |
| Longitudinal Educational Planning | |
| |
| |
| PBS, ABI, and DAP Teaching and Intervention Methods | |
| |
| |
| Developing Goals and Objectives | |
| |
| |
| Designing Child-Centered Learning Environments | |
| |
| |
| Promoting Successful Inclusion | |
| |
| |
| Methods of Evaluating Intervention Effectiveness and Outcomes | |
| |
| |
| Summary | |
| |
| |
| Chapter 7 Suggested Activities and Resources | |
| |
| |
| References | |
| |
| |
| |
| Issues | |
| |
| |
| |
| Respecting Cultural Diversity | |
| |
| |
| Introduction | |
| |
| |
| What is Cultural Diversity? | |
| |
| |
| Cultural Diversity: In Schools and in Early Childhood Education | |
| |
| |
| Cultural Diversity and Contemporary Issues | |
| |
| |
| Meeting the Challenges of Diversity in Inclusive Early Childhood Education | |
| |
| |
| Summary | |
| |
| |
| Chapter 8 Suggested Activities and Resources | |
| |
| |
| References | |
| |
| |
| |
| Future Directions in Inclusive Early Childhood Education | |
| |
| |
| Introduction | |
| |
| |
| Foundations for Future Directions | |
| |
| |
| Research | |
| |
| |
| Public Policy | |
| |
| |
| Future Directions in Service Delivery Practices | |
| |
| |
| Families | |
| |
| |
| Personnel Preparation | |
| |
| |
| Summary | |
| |
| |
| Chapter 9 Suggested Activities and Resources | |
| |
| |
| References | |
| |
| |
| |
| Applications | |
| |
| |
| |
| Applying PBS, ABI, and DAP in Inclusive Infant/Toddler Settings | |
| |
| |
| Introduction | |
| |
| |
| Summary History of and Legislative Basis for Early Intervention | |
| |
| |
| Introduction to the Five Vignettes | |
| |
| |
| Summary | |
| |
| |
| Chapter 10 Suggested Activities and Resources | |
| |
| |
| References | |
| |
| |
| |
| Applying PBS, ABI, and DAP in Inclusive Preschool and Kindergarten Settings | |
| |
| |
| Introduction | |
| |
| |
| Summary | |
| |
| |
| Chapter 11 Selected Activities | |
| |
| |
| References | |
| |
| |
| |
| Applying PBS, ABI, and DAP in Inclusive Early Elementary Grades | |
| |
| |
| Introduction | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| Appendix A | |
| |
| |
| Appendix B | |
| |
| |
| Index | |