Adapting Early Childhood Curricula for Children with Special NeedsThis comprehensive, practical book is built on solid theory and evidence-based practices from both the fields of Special Education and Early Childhood Education. When the first edition was conceived in 1980, the authors encountered students who either had a strong special education background or a strong early childhood (child development) background. Each group had a lot to learn from the other and a lot to contribute to the other. The original purpose was to bring together the best from both fields into Early Childhood Special Education. The book continues to take a practical, “activity based†approach that is theoretically sound and current. It also provides ample detail related to specific intervention strategies that enhance the effective use of embedded learning opportunities within daily curriculum activities and routines. Its relatively jargon free, “readable†approach, that is built on evidence-based practices, make it appropriate for a wide range of readers. The illustrations of techniques and strategies throughout make it sustainable as a resource.. It has always encouraged a family-centered, inclusive approach to working with young children with special needs and their families. |
Contents
The Challenge | 2 |
The Enabling Impact of Public Pressure and Legislation | 11 |
In Partnership with Families | 32 |
Copyright | |
18 other sections not shown
Common terms and phrases
ability activities adaptive adults approach appropriate assessment assist attention autism behavior caregivers cerebral palsy chapter chil child childhood special education children with disabilities children with special classroom cochlear implant cognitive collaboration consultation cues cultural curriculum Danny described developmental discussed dren early childhood special early education effective emotional encourage environment evaluation example Exhibit experiences facilitate feel fine motor skills functional goals hearing loss identify IFSP impairments important inclusion support individual interac interventionist involved itinerant learning listen ment motor skills NAEYC natural environments norm-referenced tests objectives observation paraprofessionals parents participate peers physical play positive positive behavior support preschool pretend play problem solving professionals require response role routines special needs specialists specific speech Speech-Language Pathologist staff strategies task task analysis teacher teaching terminal objective therapist tion toddlers toys understand verbal visual words young children