This practical, hands-on-guide encompasses workable ideas on how to include and support young children with disabilities in all preschool classrooms. Teaching strategies and adaptations are offered by program activity rather than by disability, so you can more easily coordinate adaptations to each part of your lesson plan. The main focus is on embedding instruction within daily routines. The text incorporates simple and direct language that builds on the foundation of information learned about children without disabilities. Chapters are short and include many examples for supporting children with a variety of common disabilities such as cerebral palsy, Down syndrome, autism, visual impairment, hearing loss, and behavioral challenges. Whether you're a student working in general or special education, you will find the strategies, helpful hints, and scenarios to be useful resources when accommodating children with special needs in your current or future classroom.
Preface.
Part I: SPECIAL EDUCATION FOUNDATIONS: UNDERSTANDING SPECIAL NEEDS AND UNIVERSAL INSTRUCTIONAL STRATEGIES.
1.The Origin and Dimensions of Quality Inclusion.
2. Instructional Strategies Supporting the Inclusion of Young Children with Special Needs.
3. Adaptations for Children with Specific Disabilities.
4. Arranging the Physical Environment to Support the Inclusion of Children with Special Needs.
5. Preventing and Managing Challenging Behaviors.
6. Monitoring Individual Child Progress.
Part II: ADAPTING DAILY ACTIVITIES IN INCLUSIVE EARLY CHILDHOOD SETTINGS.
7. Managing Arrival, Departure, and Other Transitions.
8. Engaging Children with Special Needs in Free Play.
9. Circle Time, Including Music and Rhythm Activities.
10. Tabletop Activities.
11. Outside Play.
12. Mealtime.
13. Supporting Emergent Literacy in Children with Special Needs.
Part III: WORKING WITH THE COLLABORATIVE TEAM.
14. Communicating and Collaborating with Families.
15. Collaborating with Disability Specialists and Paraprofessionals.
Appendix A: Selected Questions from Commonly Asked Questions about Child Care Centers and the Americans with Disabilities Act (ADA).
Appendix B: Developmental Skills Chart.
Appendix C: Sample Lesson Plan with Adaptations.
Appendix D: Sample IEP and IEP Summary Form.
Appendix E: Blank Recording Forms.
Glossary.
References.
Index.
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Ruth E. Cook
Ruth E. Cook, Ph. D., is a Professor Emeritus of Special Education at Santa Clara University in Santa Clara, California. She is also a licensed Educational Psychologist and School Psychologist. Dr. Cook was formerly the director of two inclusive campus preschool programs; one at Mount Saint Mary's College in Los Angeles and the other at Southern Illinois University at Edwardsville. Currently, she is an instructor in the EPIC (Education Preparation for Inclusive Classrooms) program at the Santa Clara County Office of Education in California, which offers credentials in Early Childhood Special Education and Moderate Severe Disabilities.
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Anne Marie Richardson-Gibbs
Anne Marie Richardson- Gibbs, M.A., is an inclusion specialist working with preschoolers, transitional kindergarteners, and kindergarteners with special needs enrolled in typical early childhood programs and elementary schools in El Monte, California. She was a program specialist for the California Department of Education SEEDS Project, providing technical assistance to early intervention and preschool programs throughout the state. She was also the program director of Centro de Niños y Padres, an early intervention program at California State University, Los Angeles, for eight years. During this time, she pioneered a consultant position providing inclusion support for young children with disabilities in inclusive settings.
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Laurie Nielsen
Laurie Nielsen, M.A., is an adjunct faculty of Child Development at Mission College. She was the former Inclusion Training Specialist for Santa Clara County Office of Education in California, providing inclusion coaching and professional development trainings to school districts, preschools, and community agencies. She is an Early Childhood Special Educator and a person living with a disability. (Assistive technology, in the form of a voice-recognition system, was used by the author as an alternative form of writing for many of the updates in this edition.)
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Learning objectives at the beginning of each chapter help focus students' reading on important concepts.
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Text content aligns with the National Association for the Education of Young Children (NAEYC) Standards for Initial Early Childhood Professional Preparation and the Division for Early Childhood (DEC) Recommended Practices in Early Intervention/Early Childhood Special Education.
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The book's discussions and strategies reflect the new inclusion definition from DEC/NAEYC that emphasizes the values of membership, belonging, and participation; and new sections on inclusion support models and service delivery.
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Definition and use of person first terminology throughout the book.
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New strategies throughout many of the chapters relate to everyday adaptation materials, the EESS acronym and approach, and CARA's Kit: Creating Adaptations for Routines and Activities.
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Content aligns with evidence-based practices recommended by The Center on the Social and Emotional Foundations for Early Learning (CSEFEL).
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Chapter 9 on circle time is significantly revised and includes new sections on types of circle time activities, adaptations for children with special needs, and key dimensions to consider for circle time.
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New features include Web links, which direct readers to helpful information that goes beyond the text; and Diversity Awareness segments in each chapter that highlight
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Chapter-at-a-glance introductions highlight the key points in each chapter, and the read-reflect-discuss scenarios and follow-up questions help students think critically about the main chapter concepts.
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The authors provide information on specific disabilities and address the different needs of young children.
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Specific teaching strategies and adaptations support successful inclusion for each component of the daily schedule.
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The book describes activities designed to be particularly engaging for children with special needs so as to maximize participation and success.
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Readers find practical information on the roles of specialists and how to effectively communicate and work with families of young children with special needs.
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