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Early Childhood Special Education - 0 to 8 Years: Strategies for Positive Outcomes
Sharon A. Raver, Old Dominion University

ISBN-10: 0131745980
ISBN-13: 9780131745988

Publisher: Merrill
Copyright: 2009
Format: Paper; 412 pp
Published: 03/03/2008

Suggested retail price: $58.67
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Featuring the application of evidence-based strategies, ecological and family-based approaches, effective learning, and the use of responsive cultural/linguistic practices, Early Childhood Education (0-8 Years): Strategies for Positive Outcomes, prepares students for all the professional knowledge and skill competencies they need to promote optimal development in infant and toddlers (0-3), preschoolers (3-5), and primary-aged (6-8) children with special needs.  Using real-life case studies to illustrate recommended practices, the book clearly presents disability characteristics, assessment practices, and easy-to-implement interventions for inclusive and special education settings, while giving students all the resources they need to master and apply the material.

  • Prepares students with ALL the professional knowledge and skill competencies necessary to promote optimal development in children with special needs from birth through 8 years old.
    • Shows students exactly how to teach developmental skills as well as how to teach reading, mathematics and written expression to kindergarteners through third graders with special needs.
  • Highlights intervention techniques from special education, speech-language pathology, occupational/physical therapy, and the fields of vision and hearing impairments.
    • Allows students to develop a sound team approach by learning cross-discipline vocabulary and practices so they can develop and implement integrated and comprehensive services for children and families (specific chapters are written by specialists from these related fields.
  • Uses a real-life case study in each chapter to illustrate recommended practices and strategies.
    • Gives students a personal connection to one child and family so they directly experience individualization, responsive collaboration and practical procedures that positively impact children and families.
  • Examines the legal, philosophical, and instructional tenets of the field of Early Childhood Special Education in detail, including IDEA 2004.
    • Gives students a clear historical perspective so they can effectively work in teams, support children and families, appropriately assess children and develop individualized educational plans.
  • Features how to use evidence-based practices and strategies that maximize communicative, cognitive/literacy, fine and gross motor, adaptive, and social-emotional development in infants and toddlers, preschoolers, and primary-aged children.
    • Provides students with specific methods for addressing the learning needs of children with mild learning and behavior problems, children with moderate, severe and multiple disabilities, children with hearing loss, and children with visual impairment in special education and inclusive settings.

PART I    FOUNDATIONS OF EARLY CHILDHOOD SPECIAL EDUCATION

 

1.    Introduction to Working with Infants, Toddlers, Preschoolers, and Primary-Aged Students with Special Needs

        Landmark Federal Legislation

        Characteristics of Early Childhood Special Education (ECSE) and General Early Childhood Education (ECE)

        Characteristics of Children Receiving ECSE Services

        Objectives for Intervention with Infants, Toddlers, Preschoolers and Primary-Aged Students

        Service Delivery Models

        An Ecological Approach

        Professional Standards

 

2.    Buidling Partnerships in Culturally/Linguistically Diverse Settings

        The Impact of Special Needs on Families

        The Family-Based Approach

        Communication Strategies for Working with Parents and Other Professionals

        Strategies for Building Effective Teams

 

3.    Assessment and Individualized Interventions

        Types and Functions of Assessment

        Developing Individualized Family Service Plans

        Developing Individualized Educational Programs

        Monitoring Learners' Progress

 

4.    Effective Instructional and Accommodative Practices

        Designing the Physical Space

        Planning Instruction to Maximize Learning

        Instructional Strategies That Support Learning and Engagement

        Modifications and accommodations for Inclusive Settings

 

PART II    TECHNIQUES FOR PROMOTING DEVELOPMENT AND LEARNING

 

5.    Promoting Communication Development

        Definitions, Characteristics, and Assessment of Children with Communication Delays and Impairments

        General Strategies for Fostering Communication and Language

        Using Augmentative-Alternative Communication Systems

 

6.    Promoting Cognitive and Literacy Development

        Theories of Cognitive Development

        Effects of Early Experience

        Cognitive Milestones and Implications

        Strategies for Promoting Cognitive Development

        Strategies for Promoting Literacy Development

 

7.    Promoting Fine and Gross Motor and Adaptive Skills Development

        General Theories of Fine and Gross Motor Development

        Service Delivery Models

        Assessment Practices

        Characteristics of Children with Physical Disabilities

        Therapeutic Intervention Strategies

        Adaptive Skills Strategies

        Assistive Technology

 

8.    Promoting Social and Emotional Development

        Typical Social and Emotional Development

        Managing Challenging Behavior

        General Approaches to Improving Social-Emotional Skills

 

PART III    INTERVENTION WITH SPECIFIC POPULATIONS

 

9.    Techniques for Teaching Young Children with Mild Learning and Behavior Problems

        The Identification Process

        Characteristics of Young Children with Mild Learning/Behavior Problems

        Individualizing and Monitoring Instruction

        Strategies for Promoting Skill Development

 

10.    Techniques for Teaching Young Children with Moderate/Severe or Multiple Disabilities

        Definition of Children with Severe or Multiple Disabilities

        Characteristics of Children with Severe or Multiple Disabilities

        Using a Needs-Based Approach to Intervention

        Forming Educational Teams for Children with Severe and Multiple Disabilities

        Assessment Considerations

        Curriculum Development for Children with Severe and Multiple Disabilities

 

11.    Techniques for Teaching Young Children with Hearing Loss

        Definitions

        Causes and Types of Hearing Loss

        Taking a Visual Perspective

        Communication Approaches

        Involving Families in Intervention

        Strategies for Promoting Auditory Development

        Strategies for Promoting Visual Communication

        Promoting Preliteracy and Literacy Development

 

12.    Techniques for Teaching Young Children with Low Vision and Blindness

        Definitions of Visual Problems and Visual Impairment

        Prevalence of Visual Impairment

        Specialized Related Services Personnel

        Types and Causes of Visual Impairment

        Impact of Vision Impairment on Development

        Assessment and Specialized Areas of Instruction

 

Appendix A    DEC (2005) Recommended Practices: Child-Focused Practice Competencies

Appendix B    DEC (2005) Recommended Practices: Inclusion Strand

Appendix C    Websites for Families and Professionals

 

        

Sound application, real-life cases, practical interventions, resources galore.

 

Early Childhood Special Education (0 to 8 Years): Strategies for Positive Outcomes provides readers with the knowledge, skills and practice needed to work with children ages 0-8 years old in today’s diverse classrooms. Every chapter will introduce readers to disability characteristics, assessment practices, and easy-to-implement interventions for inclusive and special education settings. Readers will encounter real-life case studies to illustrate recommended practices, the application of evidence-based strategies, ecological and family-based approaches, effective learning, and the use of responsive cultural/linguistic practices to prepare them to become the best of tomorrow’s early childhood teachers. Giving students all the resources they need to master and apply the material, this outstanding new textbookprepares them for all the professional knowledge and skill competencies they need to promote optimal development in infant and toddlers (0-3), preschoolers (3-5), and primary-aged (6-8) children with special needs. 

 

Special Features Include:

  • Prepares students with ALL the professional knowledge and skill competencies necessary to promote optimal development in children with special needs from birth through 8 years old.
  • Shows students exactly how to teach developmental skills as well as how to teach reading, mathematics and written expression to kindergarteners through third graders with special needs.
  • Highlights intervention techniques from special education, speech-language pathology, occupational/physical therapy, and the fields of vision and hearing impairments.
  • Allows students to develop a sound team approach by learning cross-discipline vocabulary and practices so they can develop and implement integrated and comprehensive services for children and families (specific chapters are written by specialists from these related fields.
  • Uses a real-life case study in each chapter to illustrate recommended practices and strategies.
  • Gives students a personal connection to one child and family so they directly experience individualization, responsive collaboration and practical procedures that positively impact children and families.
  • Examines the legal, philosophical, and instructional tenets of the field of Early Childhood Special Education in detail, including IDEA 2004.
  • Gives students a clear historical perspective so they can effectively work in teams, support children and families, appropriately assess children and develop individualized educational plans.
  • Features how to use evidence-based practices and strategies that maximize communicative, cognitive/literacy, fine and gross motor, adaptive, and social-emotional development in infants and toddlers, preschoolers, and primary-aged children.
  • Provides students with specific methods for addressing the learning needs of children with mild learning and behavior problems, children with moderate, severe and multiple disabilities, children with hearing loss, and children with visual impairment in special education and inclusive settings.

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