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| Acknowledgments | |
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| About the Author | |
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| Introduction | |
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| Children With Special Needs in the Inclusive Classroom | |
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| Working With Children With Special Needs | |
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| What Do I Need to Know to Work With Children With Special Needs? | |
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| Setting the Stage for Inclusion | |
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| Inclusion, Blending, and Reverse Mainstreaming | |
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| Why Is Inclusion Important? | |
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| What Is "Meaningful" Inclusion? | |
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| How Do I Develop a Philosophy of Meaningful Inclusion? | |
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| General Strategies for Working With Children With Special Needs | |
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| How Do I Get the Child's Family Involved? | |
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| Resources for Families | |
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| Working to "Enable" and "Empower" Families | |
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| Terms Used in This Chapter | |
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| Resources Used in This Chapter | |
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| Suggested Reading | |
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| The Research Says...Developmentally Appropriate Practices Must Apply to Everyone | |
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| Blending the World of Special Education With General Education Services | |
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| Best Practices According to NAEYC and DEC | |
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| Constructivism vs. Behaviorism: Blending Without Ignoring Best Practice | |
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| Using Observation Skills to Guide Instruction | |
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| Planning for an IEP Meeting | |
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| The Teacher's Rules of the Road | |
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| Related Services | |
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| The Role of the Special Education Teacher | |
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| Working With Paraprofessionals and Instructional Assistants | |
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| Terms Used in This Chapter | |
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| Resources Used in This Chapter | |
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| Suggested Reading | |
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| The Research Says...What Early Childhood Practitioners Think About Inclusion | |
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| Who Are the Children With Special Needs? | |
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| Children With Vision Impairments | |
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| How Do Young Children Develop Vision? | |
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| What Causes Visual Impairments in Young Children? | |
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| How Are Vision Impairments Classified? | |
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| What Resources Are Available to Help the Child Function in My Classroom? | |
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| How Do Children With Vision Impairments Learn? | |
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| Preparing the Early Childhood Environment | |
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| Suggestions for Children With Low Vision | |
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| Suggestions for Children Who Are Blind or Severely Vision Impaired | |
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| Summary | |
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| Terms Used in This Chapter | |
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| Resources Used in This Chapter | |
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| Suggested Reading | |
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| The Research Says...Play Behaviors in Young Children Who Are Blind | |
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| Children With Hearing Loss | |
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| Defining Hearing Loss | |
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| What Determines the Degree of Hearing Loss? | |
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| So, What About Hearing Aids? | |
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| Cochlear Implant | |
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| How Will Hearing Loss Affect Children in My Classroom? | |
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| Social Isolation | |
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| Effects of Hearing Loss on Speech (Oral Language) | |
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| Reduced Academic Achievement | |
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| Suggestions for the Classroom | |
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| Terms Used in This Chapter | |
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| Resources Used in This Chapter | |
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| Suggested Reading | |
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| The Research Says...Cochlear Implants Can Result in Better Prosody | |
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| Children With Cognitive Challenges | |
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| Understanding the Challenges for Children With Cognitive Delays | |
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| Characteristics of Children With Cognitive Challenges | |
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| Educational Implications | |
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| What Are Functional Skills and Why Are They Important? | |
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| How Do I Teach Everyday Tasks (Functional Skills)? | |
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| What Do I Do First, Before Teaching a New Skill? | |
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| How Exactly Does This All Fit Together? | |
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| Classroom Suggestions for Children With Cognitive Challenges | |
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| Summary | |
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| Terms Used in This Chapter | |
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| Resources Used in This Chapter | |
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| Suggested Reading | |
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| The Research Says...Social Development Across Time | |
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| Children With Atypical Motor Development | |
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| Causes of Atypical Motor Development | |
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| Muscle Tone | |
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| Cerebral Palsy | |
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| Fine and Gross Motor Skills | |
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| Positioning and Handling | |
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| Adaptive Equipment | |
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| Summary | |
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| Terms Used in This Chapter | |
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| Resources Used in This Chapter | |
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| Suggested Reading | |
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| The Research Says...Children With Motor Delays Are At-Risk for Social Isolation | |
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| Children With Communication Delays | |
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| What Is Communication? | |
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| Understanding the Child's "Form" of Communication | |
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| Function and Content of Communication | |
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| The Nonverbal Child | |
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| Cleft Lip and Palate | |
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| Childhood Apraxia of Speech (CAS) | |
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| Terms Used in This Chapter | |
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| Resources Used in This Chapter | |
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| Suggested Reading | |
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| The Research Says...Communication Is More Than Just Imitation | |
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| Children With Emotional/Behavior Disorders | |
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| What Are Challenging Behaviors? | |
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| Young Children and Mental Health | |
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| Anxiety Disorders | |
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| Classroom Suggestions for Children with Anxiety Disorders | |
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| Separation Anxiety | |
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| Classroom Suggestions for Children With Separation Anxiety | |
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| Post-Traumatic Stress Disorder (PTSD) | |
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| Classroom Suggestions for Children With PTSD | |
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| Oppositional Defiant Disorder (ODD) | |
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| Classroom Suggestions for Children With ODD | |
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| Attention Deficit/Hyperactivity Disorder (ADHD) | |
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| Medication Issues | |
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| Classroom Suggestions for Children With ADHD | |
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| Summary | |
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| Terms Used in This Chapter | |
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| Resources Used in This Chapter | |
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| Suggested Reading | |
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| The Research Says...Risk Factors for Future Challenging Behaviors | |
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| Children With Autism Spectrum Disorder (ASD) | |
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| What Is a Spectrum Disorder? | |
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| What Is Autism? | |
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| What Are the Five Types of Autism? | |
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| Begin by Looking at the Child's Behavior | |
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| Communication Issues | |
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| Developing Social Skills | |
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| Summary | |
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| Terms Used in This Chapter | |
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| Resources Used in This Chapter | |
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| Suggested Reading | |
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| The Research Says...The Role of Attention and Intention in Learning New Words | |
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| Children With Sensory Integration Disorder | |
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| What Exactly Is Sensory Integration? | |
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| Sensory Integration Disorder | |
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| What Can I Do to Make My Classroom Sensory "Friendly"? | |
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| Materials for the "Sensory Friendly" Classroom | |
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| Terms Used in This Chapter | |
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| Resources Used in This Chapter | |
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| Suggested Reading | |
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| The Research Says...Trauma and Sensory Modulation Disorder | |
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| Children At Risk for School Failure | |
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| Who Are Children At Risk? | |
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| Children Living in Extreme Poverty | |
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| Homelessness | |
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| Family Factors | |
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| Chronic Illness | |
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| Future Learning Disability | |
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| Classroom Suggestions for Children At Risk | |
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| Terms Used in This Chapter | |
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| Resources Used in This Chapter | |
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| Suggested Reading | |
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| The Research Says...Teen Mothers Living in Transitional Shelters Need Support | |
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| Strategies for the Inclusive Classroom | |
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| Preparing the Children | |
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| Before the First Day of School | |
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| How Do I Prepare Children in a General Education Setting for a Child With Special Needs? | |
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| What Kinds of Activities Teach Tolerance and Acceptance of Others? | |
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| The Socially Competent Child | |
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| Terms Used in this Chapter | |
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| Suggested Reading | |
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| Preparing the Environment | |
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| The Important Role of the Environment | |
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| Maintaining a Balance Between Activities | |
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| The Daily Schedule | |
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| Large Group Time | |
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| Small Group Time | |
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| Individualized Instruction | |
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| Free Choice Time | |
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| Transitions | |
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| Assistive Technology--Adapting Materials | |
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| Summary | |
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| Terms Used in This Chapter | |
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| Resources Used in This Chapter | |
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| Suggested Reading | |
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| The Curriculum | |
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| What Role Does the Curriculum Play in Teaching Children With Special Needs? | |
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| Is There a Special "Curriculum" for a Child With Special Needs? | |
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| Curriculum Models | |
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| Differentiated Instruction (DI) | |
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| Response to Intervention (RTI) | |
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| Recognition and Response | |
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| Curriculum Modifications for Children With Special Needs | |
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| Content Area Instruction | |
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| Terms Used in This Chapter | |
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| Resources Used in This Chapter | |
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| Suggested Reading | |
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| Handling Challenging Behaviors | |
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| What Is Challenging Behavior? | |
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| What Kinds of Behaviors Can I Tolerate? | |
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| What Is a Functional Assessment? | |
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| Identification of Positive Behaviors | |
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| Terms Used in This Chapter | |
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| Resources Used in This Chapter | |
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| Suggested Reading | |
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| Building Communication | |
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| Understanding Communication | |
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| Levels of Communication Development | |
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| How Do You Set Appropriate Goals for Communication? | |
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| What About Children Who Are Nonverbal? | |
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| Low-Tech Methods of Communication | |
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| How Do I Start Helping a Child With Special Needs Use Pictures to Communicate? | |
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| What About Electronic Communication Devices? | |
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| Picture Schedules | |
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| Terms Used in This Chapter | |
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| Resources Used in This Chapter | |
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| Suggested Reading | |
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| Appendix | |
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| Children's Books That Feature Dynamic Characters With Special Needs | |
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| Resources for Special Needs Products | |
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| Index | |