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Blended Curriculum in the Inclusive K-3 Classroom: Teaching ALL Young Children
Michelle LaRocque, Florida Atlantic University
Sharon M. Darling, Florida Atlantic University

ISBN-10: 0205487009
ISBN-13: 9780205487004

Publisher: Merrill
Copyright: 2008
Format: Paper; 432 pp
Published: 07/20/2007

Suggested retail price: $65.33
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This text enhances the fields of early childhood education, early childhood special education, and the “blended” field of both by assisting in the preparation of professionals for inclusive teaching and learning environments.

 

The goal of the text is to help teachers meet the needs of ALL young children within the primary inclusive classroom, and it accomplishes this in two ways: it provides a strong foundation of Early Childhood Education and Early Childhood Special Education as preparation for reaching a wide variety of young learners, and it then presents proven methods for adapting and modifying content area curricula. 

 

This text, with chapters contributed by leading experts in the field,  provides an overview and rationale for inclusive education, methods for early childhood education and early childhood special education, foundations in content area material (e.g. math, language arts), and instructional strategies (content specific accommodations and modifications).  Because students need to understand the theoretical framework for the knowledge, skills, and dispositions necessary to serve the needs of all young children (those who are typically developing as well as those with delays or disabilities and those from diverse backgrounds), this text will provide a resource for teaching and learning this information.

  • The main approach in this text is constructivism, constructivist teaching and learning, and how it applies in content areas within inclusive primary grade settings.

 

  • Part I provides a background for Inclusion, Characteristics and Curricula Implications for Young Children with Special Needs, Constructivism, Setting up Inclusive Environments, Positive Behavioral Supports, and Relationships in the Inclusive Classroom.  Faculty can this text to serve two purposes: provide an overview of this field and present characteristics of young children with special needs. (chs 1 — 6)

 

  • Part II addresses specific curricula areas and how teachers can teach these areas within the inclusive classroom, so that ALL students’ needs are met.  For faculty, this text can be used in methods classes (including elementary education) to assist in the preparation of content area methods within the inclusive setting. For students, they get methods instruction specific to the early childhood years.  (Chapters 7-12)

 

  • Each chapter begins with a vignette that addresses real-world examples of the topics/issues discussed in the chapter.  These vignettes work well to facilitate discussions and case studies.

 

  • Differentiated Instructional Strategies Tables.  Students will have information on differentiating instruction across the curriculum in a format that can be used when they are out in the field.  (Chapters 6-12)

 

  • Disability Category Tables.  Students  and faculty will have specific information on disability categories and how they might impact teaching in specific content areas.  (Chapters 1-6)


 

 

CHAPTER 1: RATIONALE FOR A BLENDED EDUCATION

            Vignette

            Introduction

            Overview of Inclusion

Rationale for Inclusion or Blended Service Delivery
Federal Laws That Support Inclusion

Overview of National Organizations Support for Inclusion
            Summary

 

Chapter 2: Overview of Young Children with Exceptional Needs

            Vignettes

            Introduction

Young children with special needs in public schools

Developmental delay

Learning or behavioral characteristics

High and Low Incidence Disabilities

Service delivery options

Natural/least restrictive environment

The process

Referral
The IEP Team 
The IEP
Changing roles of families
Changing needs of young children with disabilities
Curricula Implications
Summary


CHAPTER 3: CONSTRUCTIVISM IN EARLY CHILDHOOD
            Vignette
            Introduction
            Components of Constructivist Practice
            More on Strands of Constructivism
            Some Theoretical Views on Application
            What is constructivism and what is it not

            Constructivism and other pedagogies
            Classroom examples
            Summary


CHAPTER 4: Organizing the Inclusive Classroom for Grades K-3.

            Vignette

Introduction

Collaborative Planning for Classroom Organization

Assessing the Physical Environment as a Collaborative Team

The K-3 Child in the Classroom Environment

Organizing Areas Within the class

Seating Arrangements

Room Format

Designing Environments That Will Accommodate a Wide Range of Children.

The Auditory Environment

Creating a Positive Visual Environment in the Inclusive Class

Organizing or Optimizing

Cultural Diversity

Developing rules and routines

Playground/Recess

Scheduling

Summary

           

CHAPTER 5: POSITIVE BEHAVIORAL SUPPORTS IN THE CLASSROOM

            Vignette

            Introduction

            Why challenging behavior may occur

Academic-Behavior Connection

What can be done to prevent behavior

            When challenging behaviors occur

            Discipline and IDEA

            Summary

 

Chapter 6:  Relationships In and Outside the inclusive Classroom

          vignette

          Introduction

          Children first

          Relationships

          Friendships

          Students with disabilities

Social Development
Peer Based Strategies

Parent/caregiver

Family Systems

Involvement of fathers

Parent-professional collaboration
Classroom application tips for working with paraeducators

Collaborations

Special issues

Cultural Linguistic Diversity

Summary

 

Chapter 7: Understanding Early Literacy Learning IN THE Inclusive classroom

            Vignette

            Introduction

            Constructing knowledge in reading

            Language as a Process: The Centrality of Oral Language

Language Learning

Reading Process Skills

Common Views of Literacy Instruction

            Differentiating instruction in reading

            What is reading?

            Principles of literacy learning

            Thinking about instruction

            Initiating the analytic cycle

            Gathering information

            Concepts about print

            Assessing sight vocabulary

            Evaluating Information

            Generating hypotheses

            Teaching

Instructional Activities

Summary

 

CHAPTER 8: Understanding Early Writing IN THE Inclusive classroom

            Vignette

            Introduction

            Constructing knowledge in writing

Where are Children: The Origins of Writing

Writing Process skills

Emergent literacy

Developing schema

Concepts about print

Conventions of print

Developing literacy

Written language principles

Early attempts at writing

Authentic writing

Meaningful opportunities

Letter and word study

Writing process

Differentiating instruction in writing

The reading-writing connection

Summary

 

CHAPTER 9: Mathematics in the INclusive Classroom

            Vignette

            Introduction to math

            Learning and teaching math

            Differentiating instruction in math

            Mathematical discourse

            Constructing knowledge in math

            Developmental strategies for addition and subtraction

            Math process skills

            Developing probabilistic and statistical thinking

            Math and children’s literature

            Manipulatives and games

            Summary

 

CHAPTER 10: Science in the Inclusive Classroom

            Vignette

            Introduction

            Constructing knowledge in science

            The Role of Science Education in the Elementary Classroom

Science standard themes

            Science process skills

            Integrating science throughout the curriculum

            Differentiating instruction in science

Performance-based assessments in science

Sample Science Activities with Modifications

Summary

 

CHAPTER 11:  SOCIAL STUDIES IN THE INCLUSIVE CLASSROOM

            Vignette

            Introduction

            Constructing knowledge in social science

            Social studies process skills

            Plural perspectives

Differentiating instruction in social studies

Multiple intelligences and social studies

The diverse learner and social studies

Lesson/unit planning and social studies

Children’s literature and social studies

Integrating social studies throughout the curriculum

Summary

 

CHAPTER 12: INTEGRATING ART AND MUSIC IN THE INCLUSIVE CLASSROOM

            Vignette

            Introduction

            Constructing knowledge in the arts

Arts Integration Practices

Arts process skills

            Integrating the arts

Differentiating instruction in the arts

Summary

“The discussion of integrating reading/writing, mathematical concepts, science, etc. is a wonderful concept. Preservice and new teachers will be able to use the resources and recommendations to provide effective instruction for all students.” —Megan Purcell, Eastern Kentucky University

 

“This book does an outstanding job of describing how science can be integrated into each area of the curriculum as well as outlining the benefits of doing so.” —Dr. Angie Crano, University of North Carolina Greensboro

 

“While the field of early childhood special education includes children from birth to age eight, the materials available for children K-3 have been limited…the obvious strength of this text in its focus on children in the K-3 age group.” —Ann Bingham, University of Nevada Reno

Teachers today must meet the needs of ALL young children within the primary inclusive classroom.  This new book for the fields of early childhood education, early childhood special education, and the “blended” field of both prepares educational professionals to achieve that goal in two ways:  it provides a strong foundation of Early Childhood Education and Early Childhood Special Education as preparation for reaching a wide variety of young learners, and it presents proven methods for adapting and modifying content area curricula. 

 

What your colleagues are saying about Blended Curriculum in the Inclusive K-3 Classroom: Teaching ALL Young Children…  

 

“The discussion of integrating reading/writing, mathematical concepts, science, etc. is a wonderful concept. Pre-service and new teachers will be able to use the resources and recommendations to provide effective instruction for all students.”

–Megan Purcell, Eastern Kentucky University

 

“This book does an outstanding job of describing how science can be integrated into each area of the curriculum as well as outlining the benefits of doing so.”

–Dr. Angie Crano, University of North Carolina Greensboro

 

“While the field of early childhood special education includes children from birth to age eight, the materials available for children K-3 have been limited…the obvious strength of this text is in its focus on children in the K-3 age group.”

–Ann Bingham, University of Nevada Reno

View a Sample Chapter PDF:

 

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    LaRocque & Darling
    © 2008 | Merrill | Electronic Book; 432 pages | Instock
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