With increasing emphasis on inclusive classrooms, primary and elementary school teachers can use the information included in Successful Inclusion Strategies for Early Childhood Teachers to build a supportive, caring, learner-driven environment that takes into account the needs of all students.
Covering topics from incorporating the needs of students with a variety of special needs to working one-on-one with students to modify classroom experiences, this book offers field-tested strategies for teachers in a concise, friendly format. The authors also provide an overview of how special education law affects inclusive classrooms.
The book provides multiple vignettes describing special needs most often found in inclusive classrooms, including autism, ADHD, visual and hearing impairments, and developmental delays, as well as suggested tools and strategies for working with these students.
A special section on adapting classroom materials provides teachers with guidance for modifying and differentiating their curriculum to encourage learning in children with special needs. This book is a valuable resource for early childhood teachers, administrators, and childcare directors.
| Acknowledgements |
|
ix | |
| Introduction |
|
xi | |
|
Overview of Disability Laws That Affect Inclusive Classrooms |
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1 | (16) |
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What Is an Inclusive Classroom? |
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17 | (18) |
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Sam: A Child With Autism Spectrum Disorder |
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35 | (26) |
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Robert: A Child With Attention Deficit/Hyperactivity Disorder (ADHD) |
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61 | (16) |
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Andrew: A Child with a Speech or Language Impairment |
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77 | (20) |
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Kiesha: A Child with a Hearing Impairment |
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97 | (16) |
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Jose: A Child with an Orthopedic Impairment |
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113 | (16) |
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Emily: A Child with a Visual Impairment |
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129 | (14) |
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Megan: A Child with a Developmental Delay |
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143 | (18) |
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Mollie: A Child with Traumatic Brain Injury |
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161 | (12) |
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Adapting Classroom Materials to Meet the Needs of All Learners |
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173 | (10) |
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Collaborating With Families of Children in Inclusive Classrooms |
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183 | (16) |
| Glossary of Terms |
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199 | (6) |
| References |
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205 | (6) |
| Appendix A: DEC Position Statement on Developmental Delay |
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211 | (4) |
| Appendix B: DEC and NAEYC Joint Position Statement on Inclusion |
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215 | (8) |
| Appendix C: Annotated Web Resources |
|
223 | (6) |
| About the Authors |
|
229 | |
Laverne Warner, Ph.D., is a teacher, author, consultant, and advocate for young children. Her 9 years of public school teaching in Texas, Indiana, and Vermont were with children in third grade and younger. Her doctorate in early childhood education and her 32 years as a teacher educator allowed her to study children's growth and the development of appropriate cognitive, social, emotional, and physical curriculum for all children.
Vicky G. Spencer, Ph.D., has served in the field of special education for more than 20 years as a special education teacher, educational consultant, and assistant professor. Vicky continues to remain actively involved in the field as she collaborates with special education teachers to implement cognitive strategies within the inclusive classroom setting. Vicky currently is an assistant professor and the Assistant Director of Operations at the Kellar Institute for Human Disabilities at George Mason University.
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