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Strategies for Including Children with Special Needs in Early Childhood Settings 2nd Edition

Ruth E. Cook, Ph.D | Anne Marie Richardson-Gibbs, M.A. | Laurie Nielsen

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Overview

This practical, hands-on-guide provides ideas for accommodating young children with disabilities in all areas of the curriculum. Adaptations are offered by activity rather than by disability, and the focus is on embedding instruction within daily routines. Short chapters, clear discussion of rationale, and plentiful examples prepare students to effectively support children with a variety of common disabilities such as cerebral palsy, Down syndrome, autism, visual impairment, hearing loss, and behavioral challenges. Students have commented on the usefulness of the strategies, details, and scenarios for working in general and special early childhood education.

Ruth E. Cook, Ph.D, Santa Clara University, Santa Clara, California

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.

Anne Marie Richardson-Gibbs, M.A., El Monte City School District, El Monte, California

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.

Laurie Nielsen, Mission College, Santa Clara, California

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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  • The authors provide information on specific disabilities and address the different needs of young children.
  • Specific teaching strategies and adaptations support successful inclusion for each component of the daily schedule.
  • The book describes activities designed to be particularly engaging for children with special needs so as to maximize participation and success.
  • Readers find practical information on the roles of specialists and how to effectively communicate and work with families of young children with special needs.
  • 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.

Strategies for Including Children with Special Needs in Early Childhood Settings

TABLE OF CONTENTS

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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