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Introduction to Young Children with Special Needs: Birth Through Age Eight 5th ed. [Pehme köide]

(University of Alabama at Birmingham USA), (University of Alabama at Birmingham USA)
  • Formaat: Paperback / softback, 400 pages, kõrgus x laius x paksus: 279x203x15 mm, kaal: 821 g, Illustrations
  • Ilmumisaeg: 29-Jan-2019
  • Kirjastus: SAGE Publications Inc
  • ISBN-10: 1544322062
  • ISBN-13: 9781544322063
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  • Formaat: Paperback / softback, 400 pages, kõrgus x laius x paksus: 279x203x15 mm, kaal: 821 g, Illustrations
  • Ilmumisaeg: 29-Jan-2019
  • Kirjastus: SAGE Publications Inc
  • ISBN-10: 1544322062
  • ISBN-13: 9781544322063
An Introduction to Young Children with Special Needs: Birth Through Age Eight is a comprehensive introduction to educational policies, programs, practices, and services for future practitioners serving young children with delays or disabilities in early intervention-early childhood special education (EI-ECSE). Thoughtfully addressing the needs of children at risk for learning or development delays or disabilities, revered authors Richard M. Gargiulo and Jennifer L. Kilgo offer evidence-based interventions and instructional techniques that provide students with a broad understanding of important theoretical and philosophical foundations, including evidence-based decision making, developmentally appropriate practices, cultural responsiveness, and activity-based intervention.
Preface xv
Acknowledgments xix
About the Authors xxi
Part 1 Perspectives, Policies, And Practices Of Early Childhood Special Education
Chapter 1 Foundations of Early Childhood Special Education
2(22)
Learning Outcomes
3(1)
Introduction
3(1)
The Origins of Early Childhood Special Education
3(10)
Early Contributors
4(1)
Pioneers in Early Childhood Education
5(1)
Influential Leaders of the Twentieth Century
6(7)
The Development of Special Education: Historical Perspectives on Children With Delays or Disabilities
13(2)
People and Ideas
13(1)
The Establishment of Institutions
14(1)
Special Education in Public Schools
15(1)
Compensatory Education Programs
15(4)
Representative Compensatory Programs
16(2)
Research Activities
18(1)
Summary
19(1)
Key Terms
19(1)
Check Your Understanding
19(1)
Reflection and Application
20(1)
References
20(4)
Chapter 2 The Context of Early Childhood Special Education
24(32)
Learning Outcomes
25(1)
Definitions and Terminology
25(4)
Exceptional Children
25(1)
Disability and Handicap
26(1)
Early Intervention and Early Childhood Special Education
26(1)
Developmental Delay and At Risk
26(3)
Federal Definition of Disability
29(1)
Litigation and Legislation Affecting Children With Delays or Disabilities
29(12)
Key Judicial Decisions
29(1)
Key Federal Legislation
29(12)
Prevalence of Young Children With Delays or Disabilities
41(1)
Infants and Toddlers
41(1)
Preschoolers
41(1)
Early Primary Students
42(1)
The Importance of Early Intervention/Education
42(5)
Representative Research Evidence on the Effectiveness of Early Intervention/Education
44(3)
An Ecological Perspective on Young Children With Delays or Disabilities and Their Families
47(2)
Summary
49(1)
Key Terms
49(1)
Check Your Understanding
50(1)
Reflection and Application
50(1)
References
51(4)
Making Connections
55(1)
Chapter 3 Family-Centered Approach to Early Childhood Special Education
56(30)
Learning Outcomes
57(1)
DEC Recommended Practices
57(1)
Introduction
58(1)
Historical and Legal Perspectives
58(1)
The Changing American Family
59(2)
Family Reactions to Young Children With Delays or Disabilities
61(2)
Family Systems Theory
63(3)
Family Characteristics
63(1)
Family Interactions
64(1)
Family Functions
64(1)
Family Life Cycle
65(1)
Applications of Family Systems Theory
66(1)
A Family-Centered Philosophy
67(3)
Family-Professional Partnerships
70(1)
Key Components of Family-Professional Collaboration
71(9)
Cultural Responsiveness
71(2)
Relationship Building
73(1)
Effective Communication
74(2)
Conferences and Meetings
76(1)
Home Visiting
77(2)
Ongoing Support and Information Exchange
79(1)
Summary
80(1)
Key Terms
81(1)
Check Your Understanding
82(1)
Reflection and Application
82(1)
References
82(4)
Chapter 4 Delivering Services to Young Children With Delays or Disabilities
86(36)
Learning Outcomes
87(1)
DEC Recommended Practices
87(2)
Inclusive Learning Environments
89(4)
Inclusion
89(1)
Least Restrictive Environment
90(1)
Full Inclusion
91(2)
Service Delivery Models
93(3)
Home-Based Programs
94(1)
Center-Based Programs
95(1)
Professional Teaming and Collaboration
96(3)
Multidisciplinary
96(1)
Interdisciplinary
97(1)
Transdisciplinary
97(2)
Cooperative Teaching
99(2)
One Teach, One Observe
99(1)
One Teach, One Support
100(1)
Station Teaching
100(1)
Parallel Teaching
100(1)
Alternative Teaching
100(1)
Team Teaching
100(1)
Delivering Individualized Services
101(8)
Individualized Family Service Plan
101(2)
Individualized Education Program
103(3)
Section 504 Accommodation Plan
106(3)
Transition
109(6)
Child Involvement
111(1)
Family Involvement
112(1)
Professional Involvement
112(2)
Steps for Planning Effective Transitions
114(1)
Summary
115(1)
Key Terms
116(1)
Check Your Understanding
116(1)
Reflection and Application
117(1)
References
117(5)
Part 2 Assessment And Planning For Young Children With Delays Or Disabilities
Chapter 5 Assessment of Young Children With Delays or Disabilities
122(34)
Learning Outcomes
123(1)
DEC Recommended Practices
123(1)
Introduction
124(1)
Overview of Assessment in Early Childhood Special Education
124(4)
Assessment Objectives in Early Childhood Special Education
125(1)
Types of Assessment in Early Childhood Special Education
126(2)
Guidelines in the Assessment of Young Children With Delays or Disabilities
128(4)
Recommended Assessment Practices and Standards
129(3)
Assessment Purposes and Processes in Early Childhood Special Education
132(1)
Screening Young Children
133(3)
Determining Eligibility for Early Childhood Special Education Services
136(2)
Eligibility Criteria
136(1)
Eligibility Procedures and Instruments
136(2)
Assessment for Individual Program Planning and Implementation
138(6)
Collecting Information for Individual Program Planning and Implementation
138(2)
Family Involvement in the Assessment Process
140(1)
Assessment in the Natural Environment
141(1)
Methods and Procedures for Collecting Information
142(2)
Progress Monitoring and Program Evaluation
144(6)
Monitoring Child Progress and Outcomes
145(3)
Family Input in the Monitoring Process
148(1)
Overall Program Effectiveness
149(1)
Summary
150(1)
Key Terms
151(1)
Check Your Understanding
151(1)
Reflection and Application
152(1)
References
152(4)
Chapter 6 Curriculum for Young Children With Delays or Disabilities
156(34)
Learning Outcomes
157(1)
DEC Recommended Practices
158(1)
Introduction
158(1)
Overview of Curriculum
158(1)
Interrelated Developmental Domains and Content Areas of the Curriculum
159(3)
Cognitive Skills
159(1)
Motor Skills
160(1)
Communication Skills
160(1)
Social Skills
161(1)
Adaptive Skills
161(1)
Theoretical Influences on Curriculum Development
162(3)
Developmental or Maturational Perspective
162(1)
Developmental-Cognitive Perspective
163(1)
Pre-academic or Academic Perspective
163(1)
Behavioral Perspective
163(1)
Functional Perspective
164(1)
Curriculum Models
165(4)
The Creative Curriculum Model
166(1)
Bank Street Curriculum Model
166(1)
HighScope Curriculum Model
166(1)
Montessori Curriculum Model
166(1)
Reggio Emilia Model
166(1)
Theme-Based Model
167(2)
Historical and Legislative Influences on Curriculum
169(1)
The Influences of General Early Childhood Education and Early Childhood Special Education Recommended Practices on Curriculum
170(4)
Recommended Practices in General Early Childhood Education
170(1)
Recommended Practices in Early Childhood Special Education
171(3)
The Relevance and Sufficiency of Developmentally Appropriate Practice for Children With Delays or Disabilities
174(3)
Blended Practices From Early Childhood Education and Early Childhood Special Education
176(1)
Curriculum Framework for Early Childhood Special Education
177(5)
Assessment to Identify Curriculum Content
178(1)
Curriculum Content
179(1)
Curriculum Implementation
179(2)
Curriculum Progress Monitoring
181(1)
Collaboration in the Curriculum Process
181(1)
Summary
182(1)
Key Terms
183(1)
Check Your Understanding
183(1)
Reflection and Application
183(1)
References
184(6)
Part 3 Organization And Intervention For Young Children With Delays Or Disabilities
Chapter 7 Designing Learning Environments for Young Children With Delays or Disabilities
190(28)
Learning Outcomes
191(1)
DEC Recommended Practices
191(1)
Introduction
192(1)
Organizing the Learning Environment
193(1)
Positive Effects of High-Quality Environments
193(1)
Key Dimensions
193(1)
Creating Activity Areas or Learning Centers
194(6)
Infants and Toddlers
195(1)
Preschoolers
195(2)
Children in the Early Primary Grades
197(3)
Outdoor Learning Environments
200(3)
Recommendations for Designing Outdoor Space
200(1)
Considerations for Young Children With Delays or Disabilities
200(3)
Designing the Learning Environment
203(8)
Environmental Arrangement
203(1)
Reinforcement and Responsivity
203(1)
An Accessible Environment
204(2)
A Safe Environment
206(5)
A Healthy Environment
211(1)
Selecting Learning Materials
211(2)
Summary
213(1)
Key Terms
214(1)
Check Your Understanding
214(1)
Reflection and Application
214(1)
References
215(3)
Chapter 8 Adapting Learning Environments for Young Children With Delays or Disabilities
218(40)
Learning Outcomes
219(1)
DEC Recommended Practices
219(1)
Introduction
220(1)
Young Children With Cognitive Delays or Disabilities
221(4)
Adapting the Environment
221(1)
Adapting Materials and Equipment
222(1)
Adapting Intervention and Instruction
222(3)
Young Children With Social and Emotional Delays or Disabilities
225(6)
Adapting the Environment
225(1)
Adapting Materials and Equipment
226(1)
Adapting Intervention and Instruction
227(4)
Young Children With Autism Spectrum Disorders
231(5)
Adapting the Environment
231(2)
Adapting Materials and Equipment
233(1)
Adapting Intervention and Instruction
234(2)
Young Children With Communication and Language Delays or Disabilities
236(3)
Adapting the Environment
237(1)
Adapting Materials and Equipment
238(1)
Adapting Intervention and Instruction
238(1)
Young Children With Sensory Impairments: Vision
239(4)
Adapting the Environment
239(1)
Adapting Materials and Equipment
240(1)
Adapting Intervention and Instruction
241(2)
Young Children With Sensory Impairments: Hearing
243(4)
Adapting the Environment
243(1)
Adapting Materials and Equipment
244(1)
Adapting Intervention and Instruction
244(3)
Young Children With Physical Delays or Disabilities and Health Impairments
247(5)
Adapting the Environment
247(2)
Adapting Materials and Equipment
249(1)
Adapting Intervention and Instruction
250(2)
Summary
252(1)
Key Terms
253(1)
Check Your Understanding
253(1)
Reflection and Application
253(1)
References
254(4)
Chapter 9 Intervention and Instructional Strategies for Supporting Young Children With Delays or Disabilities
258(28)
Learning Outcomes
259(1)
DEC Recommended Practices
259(1)
Introduction
260(1)
Practices and Processes Appropriate for Young Children With Delays or Disabilities
261(2)
Evidence-Based and Recommended Practices
261(1)
Engagement in Inclusive Settings
262(1)
Teacher-Mediated Strategies
263(6)
Environmental Arrangements
263(1)
Promoting Acceptance
264(1)
The Provision of Prompts and Praise
265(3)
Accepting Different Levels and Types of Participation
268(1)
Monitoring Communicative Input
268(1)
Peer-Mediated Strategies
269(2)
Peer-Initiation Interventions
270(1)
Cooperative Learning
270(1)
Routine-Based Strategies
271(6)
Play-Based Intervention (Strategies)
271(3)
Activity-Based Instruction or Intervention
274(1)
Changing the Content of an Existing Activity
274(1)
Transition-Based Instruction
274(3)
Specific Naturalistic (Milieu) Strategies
277(4)
Incidental Teaching
277(1)
The Model and Expansion
278(1)
The Mand Model
278(1)
Time Delay
278(1)
Interrupted Routine
278(3)
Summary
281(1)
Key Terms
281(1)
Check Your Understanding
282(1)
Reflection and Application
282(1)
References
282(4)
Part 4 Contemporary Issues And Challenges In Early Childhood Special Education
Chapter 10 Emerging Issues and Contemporary Challenges in Early Childhood Special Education
286(35)
Learning Outcomes
287(1)
DEC Recommended Practices
287(1)
Celebrating Cultural Diversity
288(3)
Culture
288(1)
Early Childhood Special Education and Cultural Diversity
289(1)
Early Childhood Special Education and Linguistic Diversity
290(1)
Emerging Populations of Young Children With Delays or Disabilities
291(15)
Childhood Poverty
293(1)
Homelessness
293(3)
Child Abuse and Neglect
296(5)
Young Children With Special Health Care Needs
301(5)
Contemporary Issues in Early Childhood Special Education
306(7)
Response to Intervention
306(2)
Assistive Technology
308(3)
Universal Design for Learning
311(2)
Summary
313(1)
Key Terms
314(1)
Check Your Understanding
314(1)
Reflection and Application
315(1)
References
315(6)
Appendices 321(26)
A Division for Early Childhood of the Council for Exceptional Children
321(8)
B Division for Early Childhood of the Council for Exceptional Children
329(6)
C Federal Definitions of Disabilities
335(2)
D Sample Individualized Family Service Plan
337(4)
E Sample Individualized Education Program
341(6)
English Glossary 347(8)
Glosario (Spanish Glossary) 355(9)
Index 364