| Description |
1 online resource (241 pages) |
| Contents |
Cover -- Contents -- Acknowledgments -- About the Author -- Introduction -- Part I -- Children with Special Needs in the Inclusive Classroom -- Chapter 1 -- Working with Children with Special Needs -- Setting the Stage for Inclusion -- Inclusion, Blending, and Reverse Mainstreaming -- Why is Inclusion Important? -- How Do I Develop a Philosophy of Meaningful Inclusion? -- General Strategies for Working with Children with Special Needs -- How Do I Get the Child's Family Involved? -- Resources for Families -- Working to "Enable" and "Empower" Families -- Terms Used in this Chapter -- Resources Used in this Chapter -- The Research Says ... Developmentally Appropriate Practices Must Apply to Everyone -- Chapter 2 -- Blending the World of Special Education with General Education Services -- Best Practices According to NAEYC and DEC -- Constructivism Versus Behaviorism: Blending without Ignoring Best Practice -- Using Observation Skills to Guide Instruction -- The Teacher's Rules of the Road -- Related Services -- The Role of the Special Education Teacher -- Working with Paraprofessionals and Instructional Assistants -- Terms Used in this Chapter -- Resources Used in this Chapter -- The Research Says ... What Early Childhood Practitioners Think about Inclusion -- Part II -- Who are the Children with Special Needs? -- Chapter 3 -- Children with Vision Impairments -- What Causes Visual Impairments in Young Children? -- How are Vision Impairments Classified? -- How Do Children with Vision Impairments Learn? -- Preparing the Early Childhood Environment -- Suggestions for Children with Low Vision -- Suggestions for Children Who are Blind or Severely Vision Impaired -- Summary -- Terms Used in this Chapter -- The Research Says ... Play Behaviors in Young Children Who are Blind -- Chapter 4 -- Children with Hearing Loss |
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What Determines the Degree of Hearing Loss? -- So, What about Hearing Aids? -- How will Hearing Loss Affect Children in My Classroom? -- Communicating in the Classroom -- Effects of Hearing Loss on Speech (Oral Language) -- Terms Used in this Chapter -- Suggested Reading -- The Research Says ... Cochlear Implants can Result in Better Prosody -- Chapter 5 -- Children with Cognitive Challenges -- Characteristics of Children with Cognitive Challenges -- Educational Implications -- What are Functional Skills and Why are They Important? -- What Do I Do First, Before Teaching a New Skill? -- How Exactly Does this All Fit Together? -- Classroom Suggestions for Children with Cognitive Challenges -- Terms Used in this Chapter -- The Research Says ... Social Development Across Time -- Chapter 6 -- Children with Atypical Motor Development -- Muscle Tone -- Cerebral Palsy -- Fine and Gross Motor Skills -- Positioning and Handling -- Adaptive Equipment -- Summary -- Suggested Reading -- Chapter 7 -- Children with Communication Delays -- Understanding the Child's "Form" of Communication -- Function and Content of Communication -- The Nonverbal Child -- Cleft Lip and Palate -- Childhood Apraxia of Speech (CAS) -- Terms Used in this Chapter -- The Research Says ... Communication is More Than Just Imitation -- Chapter 8 -- Children with Emotional/Behavior Disorders -- Young Children and Mental Health -- Classroom Suggestions for Children with Anxiety Disorders -- Classroom Suggestions for Children with Separation Anxiety -- Classroom Suggestions for Children with PTSD -- Classroom Suggestions for Children with ODD -- Attention-Deficit/Hyperactivity Disorder (ADHD) -- Medication Issues -- Summary -- Terms Used in this Chapter -- Resources Used in this Chapter -- Suggested Reading -- The Research Says ... Risk Factors for Future Challenging Behaviors |
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Chapter 9 -- Children with Autism Spectrum Disorder (ASD) -- What is Autism? -- What are the Five Types of Autism? -- Begin by Looking at the Child's Behavior -- Communication Issues -- Summary -- Terms Used in this Chapter -- Resources Used in this Chapter -- The Research Says ... The Role of Attention and Intention in Learning New Words -- Chapter 10 -- Children with Sensory Processing Disorder -- Sensory Integration Disorder -- What can I Do to Make My Classroom Sensory "Friendly"? -- Materials for the "Sensory Friendly" Classroom -- Terms Used in this Chapter -- Resources Used in this Chapter -- The Research Says ... Trauma and Sensory Modulation Disorder -- Chapter 11 -- Children at Risk for School Failure -- Children Living in Extreme Poverty -- Family Factors -- Chronic Illness -- Classroom Suggestions for Children at Risk -- Terms Used in this Chapter -- Suggested Reading -- The Research Says ... Teen Mothers Living in Transitional Shelters Need Support -- Part III -- Strategies for the Inclusive Classroom -- Chapter 12 -- Preparing the Children -- Before the First Day of School -- How Do I Prepare Children in a General Education Setting for a Child with Special Needs? -- What Kinds of Activities Teach Tolerance and Acceptance of Others? -- The Socially Competent Child -- Terms Used in this Chapter -- Suggested Reading -- Chapter 13 -- Preparing the Environment -- The Important Role of the Environment -- Maintaining a Balance between Activities -- The Daily Schedule -- Small Group Time -- Individualized Instruction -- Free Choice Time -- Transitions -- Assistive Technology-Adapting Materials -- Summary -- Terms Used in this Chapter -- Resources Used in this Chapter -- Chapter 14 -- The Curriculum -- Is There a Special "Curriculum" for a Child with Special Needs? -- Differentiated Instruction (DI) -- Recognition and Response |
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Curriculum Modifications for Children with Special Needs -- Content Area Instruction -- Terms Used in this Chapter -- Resources Used in this Chapter -- Suggested Reading -- Chapter 15 -- Handling Challenging Behaviors -- What Kinds of Behaviors can I Tolerate? -- What is a Functional Assessment? -- Identification of Positive Behaviors -- Terms Used in this Chapter -- Chapter 16 -- Building Communication -- Levels of Communication Development -- How Do You Set Appropriate Goals for Communication? -- What about Children Who are Nonverbal? -- How Do I Start Helping A Child with Special Needs Use Pictures to Communicate? -- Picture Schedules -- Terms Used in this Chapter -- Suggested Reading -- Appendix -- Children's Books that Feature Dynamic Characters with Special Needs -- Resources for Special Needs Products -- Index |
| Summary |
This book provides information on common disabilities and practical strategies for creating inclusive environments and building student relationships |
| Notes |
Print version record |
| Subject |
Children with disabilities -- Education.
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Early childhood special education.
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Inclusive education.
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Mainstreaming in education.
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Mainstreaming in education
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Children with disabilities -- Education
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Early childhood special education
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Inclusive education
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| Form |
Electronic book
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| ISBN |
9781412957199 |
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1412957192 |
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