Adapting Early Childhood Curricula for Children with Special Needs, Pearson New International Edition (8e) : 9781292041131

Adapting Early Childhood Curricula for Children with Special Needs, Pearson New International Edition (8e)

 
Edition
 
8
ISBN
 
9781292041131
ISBN 10
 
1292041137
Published
 
10/11/2013
Published by
 
Pearson Higher Ed USA
Pages
 
432
Format
 
In stock
 
Title type
Book
$119.99
 
 
Title type
 
$60.00
 
 
Description

For students taking courses in early childhood special education.

A practical, activity-based approach to early childhood special education built on a foundation of theory and research.

This comprehensive text on early childhood special education emphasises a developmental focus over a disability focus. The authors believe that children are more alike than different in their developmental processes and avoids the negative impact of labeling children with disability categorical names. The authors have produced a book that offers educators a practical and effective guide to finding learning opportunities within daily curriculum activities and routine. The current edition maintains the focus on inclusive, family-centred, real-world approaches that are also theoretically based. The text also provides ample detail related to specific intervention strategies that enhance teachers’ ability to work with young children with special needs and their families.  Readable and practical, the illustrations of techniques and strategies throughout make this text a valuable resource long after students leave their formal education.
Table of contents
  • Chapter 1 Educating Young Children with Special Needs: The Challenge
  • Chapter 2: In Partnership with Families
  • Chapter 3: Developing Individualized Intervention Plans and Programs and Monitoring Progress
  • Chapter 4: Designing Instructional Programs
  • Chapter 5: Considerations for Teaching Children withSpecific Disabilities
  • Chapter 6: Promoting Emotional and Social Development
  • Chapter 7: Helping Young Children Develop Motor and Self-Help Skills
  • Chapter 8: Nurturing Communication Skills
  • Chapter 9: Encouraging the Development of Cognitive Skills and Literacy
  • Chapter 10: Teaming: Collaboration, Problem Solving, and Consultation
New to this edition

 Vignette features located throughout the text further assist students in applying theory to practice.

 

·   Updated legal requirements related to IDEA and RTI (Chapter 1) prepares students to understand the legal requirements of their profession.

 

·   A new chapter devoted to low incidence disabilities (Chapter 8) increases competencies of students to include children with less common disabilities and special needs.

 

·   Increased emphasis on linking assessment to intervention and progress monitoring (Chapter 3) assists students in understanding how to utilize assessment information to build intervention into daily activities.

Features & benefits
  • A developmental focus rather than a disability focus presents readers with an understanding of typical/atypical development and curricular adaptations through a developmental domain orientation.
  • An integrated, but non-categorical approach assumes that children are more alike than different in their development and avoids the negative impact of labeling children with disability categorical names. 
  • An inclusive focus assumes that attitudes, environments and intervention strategies can be adapted so that all young children with special needs can be included so that inclusion becomes the typical practice.
  • An overview of models, strategies and challenges for providing inclusion support to young children with disabilities served in a variety of community settings introduces readers to the critical role of collaboration, consultation and problem solving in support of young children with special needs. 
  • Information on working in collaboration with families as well as professionals from a variety of disciplines teaches readers skills in listening, communication, conflict resolution and problem solving as it relates to working with others to achieve goals.
  • Highly readable and well-researched content presents students with clear, easy-to-understand material that focuses on child and family strengths, relationship-focused interventions, family-centred approaches, standards, evidence-based practices and coordinated, interdisciplinary services.