Preface |
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xv | |
Acknowledgments |
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xix | |
About the Authors |
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xxi | |
Part 1 Perspectives, Policies, And Practices Of Early Childhood Special Education |
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Chapter 1 Foundations of Early Childhood Special Education |
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2 | (22) |
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3 | (1) |
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3 | (1) |
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The Origins of Early Childhood Special Education |
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3 | (10) |
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4 | (1) |
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Pioneers in Early Childhood Education |
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5 | (1) |
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Influential Leaders of the Twentieth Century |
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6 | (7) |
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The Development of Special Education: Historical Perspectives on Children With Delays or Disabilities |
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13 | (2) |
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13 | (1) |
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The Establishment of Institutions |
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14 | (1) |
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Special Education in Public Schools |
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15 | (1) |
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Compensatory Education Programs |
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15 | (4) |
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Representative Compensatory Programs |
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16 | (2) |
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18 | (1) |
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19 | (1) |
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19 | (1) |
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19 | (1) |
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Reflection and Application |
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20 | (1) |
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20 | (4) |
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Chapter 2 The Context of Early Childhood Special Education |
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24 | (32) |
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25 | (1) |
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Definitions and Terminology |
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25 | (4) |
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25 | (1) |
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26 | (1) |
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Early Intervention and Early Childhood Special Education |
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26 | (1) |
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Developmental Delay and At Risk |
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26 | (3) |
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Federal Definition of Disability |
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29 | (1) |
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Litigation and Legislation Affecting Children With Delays or Disabilities |
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29 | (12) |
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29 | (1) |
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29 | (12) |
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Prevalence of Young Children With Delays or Disabilities |
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41 | (1) |
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41 | (1) |
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41 | (1) |
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42 | (1) |
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The Importance of Early Intervention/Education |
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42 | (5) |
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Representative Research Evidence on the Effectiveness of Early Intervention/Education |
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44 | (3) |
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An Ecological Perspective on Young Children With Delays or Disabilities and Their Families |
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47 | (2) |
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49 | (1) |
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49 | (1) |
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50 | (1) |
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Reflection and Application |
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50 | (1) |
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51 | (4) |
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55 | (1) |
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Chapter 3 Family-Centered Approach to Early Childhood Special Education |
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56 | (30) |
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57 | (1) |
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DEC Recommended Practices |
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57 | (1) |
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58 | (1) |
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Historical and Legal Perspectives |
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58 | (1) |
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The Changing American Family |
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59 | (2) |
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Family Reactions to Young Children With Delays or Disabilities |
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61 | (2) |
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63 | (3) |
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63 | (1) |
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64 | (1) |
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64 | (1) |
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65 | (1) |
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Applications of Family Systems Theory |
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66 | (1) |
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A Family-Centered Philosophy |
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67 | (3) |
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Family-Professional Partnerships |
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70 | (1) |
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Key Components of Family-Professional Collaboration |
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71 | (9) |
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71 | (2) |
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73 | (1) |
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74 | (2) |
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76 | (1) |
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77 | (2) |
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Ongoing Support and Information Exchange |
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79 | (1) |
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80 | (1) |
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81 | (1) |
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82 | (1) |
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Reflection and Application |
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82 | (1) |
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82 | (4) |
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Chapter 4 Delivering Services to Young Children With Delays or Disabilities |
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86 | (36) |
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87 | (1) |
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DEC Recommended Practices |
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87 | (2) |
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Inclusive Learning Environments |
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89 | (4) |
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89 | (1) |
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Least Restrictive Environment |
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90 | (1) |
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91 | (2) |
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93 | (3) |
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94 | (1) |
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95 | (1) |
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Professional Teaming and Collaboration |
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96 | (3) |
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96 | (1) |
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97 | (1) |
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97 | (2) |
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99 | (2) |
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99 | (1) |
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100 | (1) |
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100 | (1) |
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100 | (1) |
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100 | (1) |
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100 | (1) |
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Delivering Individualized Services |
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101 | (8) |
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Individualized Family Service Plan |
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101 | (2) |
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Individualized Education Program |
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103 | (3) |
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Section 504 Accommodation Plan |
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106 | (3) |
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109 | (6) |
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111 | (1) |
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112 | (1) |
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112 | (2) |
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Steps for Planning Effective Transitions |
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114 | (1) |
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115 | (1) |
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116 | (1) |
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116 | (1) |
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Reflection and Application |
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117 | (1) |
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117 | (5) |
Part 2 Assessment And Planning For Young Children With Delays Or Disabilities |
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Chapter 5 Assessment of Young Children With Delays or Disabilities |
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122 | (34) |
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123 | (1) |
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DEC Recommended Practices |
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123 | (1) |
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124 | (1) |
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Overview of Assessment in Early Childhood Special Education |
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124 | (4) |
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Assessment Objectives in Early Childhood Special Education |
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125 | (1) |
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Types of Assessment in Early Childhood Special Education |
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126 | (2) |
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Guidelines in the Assessment of Young Children With Delays or Disabilities |
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128 | (4) |
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Recommended Assessment Practices and Standards |
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129 | (3) |
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Assessment Purposes and Processes in Early Childhood Special Education |
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132 | (1) |
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133 | (3) |
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Determining Eligibility for Early Childhood Special Education Services |
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136 | (2) |
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136 | (1) |
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Eligibility Procedures and Instruments |
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136 | (2) |
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Assessment for Individual Program Planning and Implementation |
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138 | (6) |
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Collecting Information for Individual Program Planning and Implementation |
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138 | (2) |
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Family Involvement in the Assessment Process |
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140 | (1) |
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Assessment in the Natural Environment |
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141 | (1) |
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Methods and Procedures for Collecting Information |
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142 | (2) |
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Progress Monitoring and Program Evaluation |
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144 | (6) |
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Monitoring Child Progress and Outcomes |
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145 | (3) |
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Family Input in the Monitoring Process |
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148 | (1) |
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Overall Program Effectiveness |
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149 | (1) |
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150 | (1) |
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151 | (1) |
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151 | (1) |
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Reflection and Application |
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152 | (1) |
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152 | (4) |
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Chapter 6 Curriculum for Young Children With Delays or Disabilities |
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156 | (34) |
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157 | (1) |
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DEC Recommended Practices |
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158 | (1) |
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158 | (1) |
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158 | (1) |
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Interrelated Developmental Domains and Content Areas of the Curriculum |
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159 | (3) |
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159 | (1) |
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160 | (1) |
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160 | (1) |
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161 | (1) |
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161 | (1) |
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Theoretical Influences on Curriculum Development |
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162 | (3) |
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Developmental or Maturational Perspective |
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162 | (1) |
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Developmental-Cognitive Perspective |
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163 | (1) |
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Pre-academic or Academic Perspective |
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163 | (1) |
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163 | (1) |
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164 | (1) |
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165 | (4) |
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The Creative Curriculum Model |
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166 | (1) |
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Bank Street Curriculum Model |
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166 | (1) |
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HighScope Curriculum Model |
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166 | (1) |
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Montessori Curriculum Model |
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166 | (1) |
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166 | (1) |
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167 | (2) |
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Historical and Legislative Influences on Curriculum |
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169 | (1) |
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The Influences of General Early Childhood Education and Early Childhood Special Education Recommended Practices on Curriculum |
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170 | (4) |
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Recommended Practices in General Early Childhood Education |
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170 | (1) |
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Recommended Practices in Early Childhood Special Education |
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171 | (3) |
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The Relevance and Sufficiency of Developmentally Appropriate Practice for Children With Delays or Disabilities |
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174 | (3) |
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Blended Practices From Early Childhood Education and Early Childhood Special Education |
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176 | (1) |
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Curriculum Framework for Early Childhood Special Education |
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177 | (5) |
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Assessment to Identify Curriculum Content |
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178 | (1) |
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179 | (1) |
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Curriculum Implementation |
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179 | (2) |
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Curriculum Progress Monitoring |
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181 | (1) |
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Collaboration in the Curriculum Process |
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181 | (1) |
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182 | (1) |
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183 | (1) |
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183 | (1) |
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Reflection and Application |
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183 | (1) |
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184 | (6) |
Part 3 Organization And Intervention For Young Children With Delays Or Disabilities |
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Chapter 7 Designing Learning Environments for Young Children With Delays or Disabilities |
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190 | (28) |
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191 | (1) |
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DEC Recommended Practices |
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191 | (1) |
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192 | (1) |
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Organizing the Learning Environment |
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193 | (1) |
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Positive Effects of High-Quality Environments |
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193 | (1) |
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193 | (1) |
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Creating Activity Areas or Learning Centers |
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194 | (6) |
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195 | (1) |
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195 | (2) |
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Children in the Early Primary Grades |
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197 | (3) |
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Outdoor Learning Environments |
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200 | (3) |
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Recommendations for Designing Outdoor Space |
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200 | (1) |
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Considerations for Young Children With Delays or Disabilities |
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200 | (3) |
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Designing the Learning Environment |
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203 | (8) |
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Environmental Arrangement |
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203 | (1) |
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Reinforcement and Responsivity |
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203 | (1) |
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An Accessible Environment |
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204 | (2) |
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206 | (5) |
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211 | (1) |
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Selecting Learning Materials |
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211 | (2) |
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213 | (1) |
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214 | (1) |
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214 | (1) |
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Reflection and Application |
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214 | (1) |
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215 | (3) |
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Chapter 8 Adapting Learning Environments for Young Children With Delays or Disabilities |
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218 | (40) |
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219 | (1) |
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DEC Recommended Practices |
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219 | (1) |
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220 | (1) |
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Young Children With Cognitive Delays or Disabilities |
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221 | (4) |
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221 | (1) |
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Adapting Materials and Equipment |
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222 | (1) |
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Adapting Intervention and Instruction |
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222 | (3) |
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Young Children With Social and Emotional Delays or Disabilities |
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225 | (6) |
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225 | (1) |
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Adapting Materials and Equipment |
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226 | (1) |
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Adapting Intervention and Instruction |
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227 | (4) |
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Young Children With Autism Spectrum Disorders |
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231 | (5) |
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231 | (2) |
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Adapting Materials and Equipment |
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233 | (1) |
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Adapting Intervention and Instruction |
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234 | (2) |
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Young Children With Communication and Language Delays or Disabilities |
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236 | (3) |
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237 | (1) |
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Adapting Materials and Equipment |
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238 | (1) |
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Adapting Intervention and Instruction |
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238 | (1) |
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Young Children With Sensory Impairments: Vision |
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239 | (4) |
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239 | (1) |
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Adapting Materials and Equipment |
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240 | (1) |
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Adapting Intervention and Instruction |
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241 | (2) |
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Young Children With Sensory Impairments: Hearing |
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243 | (4) |
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243 | (1) |
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Adapting Materials and Equipment |
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244 | (1) |
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Adapting Intervention and Instruction |
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244 | (3) |
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Young Children With Physical Delays or Disabilities and Health Impairments |
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247 | (5) |
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247 | (2) |
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Adapting Materials and Equipment |
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249 | (1) |
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Adapting Intervention and Instruction |
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250 | (2) |
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252 | (1) |
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253 | (1) |
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253 | (1) |
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Reflection and Application |
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253 | (1) |
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254 | (4) |
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Chapter 9 Intervention and Instructional Strategies for Supporting Young Children With Delays or Disabilities |
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258 | (28) |
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259 | (1) |
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DEC Recommended Practices |
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259 | (1) |
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260 | (1) |
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Practices and Processes Appropriate for Young Children With Delays or Disabilities |
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261 | (2) |
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Evidence-Based and Recommended Practices |
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261 | (1) |
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Engagement in Inclusive Settings |
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262 | (1) |
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Teacher-Mediated Strategies |
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263 | (6) |
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Environmental Arrangements |
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263 | (1) |
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264 | (1) |
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The Provision of Prompts and Praise |
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265 | (3) |
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Accepting Different Levels and Types of Participation |
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268 | (1) |
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Monitoring Communicative Input |
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268 | (1) |
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269 | (2) |
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Peer-Initiation Interventions |
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270 | (1) |
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270 | (1) |
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271 | (6) |
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Play-Based Intervention (Strategies) |
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271 | (3) |
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Activity-Based Instruction or Intervention |
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274 | (1) |
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Changing the Content of an Existing Activity |
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274 | (1) |
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Transition-Based Instruction |
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274 | (3) |
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Specific Naturalistic (Milieu) Strategies |
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277 | (4) |
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277 | (1) |
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278 | (1) |
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278 | (1) |
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278 | (1) |
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278 | (3) |
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281 | (1) |
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281 | (1) |
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282 | (1) |
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Reflection and Application |
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282 | (1) |
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282 | (4) |
Part 4 Contemporary Issues And Challenges In Early Childhood Special Education |
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Chapter 10 Emerging Issues and Contemporary Challenges in Early Childhood Special Education |
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286 | (35) |
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287 | (1) |
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DEC Recommended Practices |
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287 | (1) |
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Celebrating Cultural Diversity |
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288 | (3) |
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288 | (1) |
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Early Childhood Special Education and Cultural Diversity |
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289 | (1) |
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Early Childhood Special Education and Linguistic Diversity |
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290 | (1) |
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Emerging Populations of Young Children With Delays or Disabilities |
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291 | (15) |
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293 | (1) |
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293 | (3) |
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296 | (5) |
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Young Children With Special Health Care Needs |
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301 | (5) |
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Contemporary Issues in Early Childhood Special Education |
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306 | (7) |
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306 | (2) |
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308 | (3) |
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Universal Design for Learning |
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311 | (2) |
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313 | (1) |
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314 | (1) |
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314 | (1) |
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Reflection and Application |
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315 | (1) |
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315 | (6) |
Appendices |
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321 | (26) |
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A Division for Early Childhood of the Council for Exceptional Children |
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321 | (8) |
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B Division for Early Childhood of the Council for Exceptional Children |
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329 | (6) |
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C Federal Definitions of Disabilities |
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335 | (2) |
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D Sample Individualized Family Service Plan |
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337 | (4) |
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E Sample Individualized Education Program |
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341 | (6) |
English Glossary |
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347 | (8) |
Glosario (Spanish Glossary) |
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355 | (9) |
Index |
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364 | |