附註:Includes bibliographical references and index.
Pt. I. Special education foundations : understanding special needs and generic instructional strategies -- 1 Generic instructional strategies supporting the inclusion of young children with special needs -- Getting their attention : challenges in motivating young children -- Working in the learning zone : understanding the zone of proximal development -- Scaffolding -- The importance of repetition and routine -- Predictable routines -- Transitions -- Making skills easier to learn through task analysis -- Talking to children makes a difference -- Managing behavior problems -- Generic instructional strategies for children with mild to moderate disabilities -- 2. Adaptations for children with specific disabilities -- Children with Down Syndrome : significant cognitive disabilities -- Children with Autism -- Children with Cerebral palsy -- children with visual disabilities -- Strategies for working with children with visual impairments -- Children with hearing loss -- Signing versus speech -- High-incidence disabilities -- Learning disability -- Speech and language disorder -- Mild cognitive delay -- 3. Arranging the physical environment to support the inclusion of children with special needs -- Creating a safe environment -- Psychological safety -- Physical safety -- Encouraging independent access -- Floor plan considerations for children with special needs -- quiet area -- Avoidance of large open areas -- Acoustic adaptations -- Visually simple presentation of materials to reduce clutter -- Planning activity areas for children with special needs -- Library corner -- Art and water play area -- Tabletop manipulatives center -- Building area -- Dramatic play are -- Arranging materials within activity areas -- Visibility and consistency -- Accessibility -- Labeling -- Traffic management -- Noise control -- LIghting -- designing specific activity centers -- reading/preliteracy areas -- Sensory experiences, art, and water play centers -- Small manipulative activity cente
P.t II. Adapting daily activities in inclusive early childhood settings -- 6. Managing arrival, departure, and other transitions -- 7. Engaging children with special needs in free play -- Special opportunities to assist learning in free play -- Selecting toys and materials for free play -- 8. Circle time -- Detailed activity plans -- 9. Tabletop and art activities -- Fine motor skills for school readiness -- Task sequencing -- Demonstrating cause and effect -- Learning key vocabulary and concepts -- Development of representational skills -- Planning art activities for children with special needs -- Clear transition -- Supporting learning objectives through art activities -- Fine and gross motor skills -- Developing cognitive skills -- Learning key vocabulary and concepts -- Development of representational skills -- Strategies for children with tactile defensiveness -- 10. Outside play -- Opportunities for learning in the outdoor environment -- Change of environment -- Using large muscles -- Play skills -- Social skills -- Opportunities for sand and water play -- Planning the outdoor environment -- Discovery walk -- 11. Snack time -- Learning opportunities at snack and mealtimes -- Self-feeding skills -- Self-help skills at snack -- Social skills at snack -- Communication skills -- Demonstrating mealtime techniques -- Special nutritional considerations -- Children with cerebral palsy -- Children with epilepsy (seizure disorders) -- Children with low muscle tone -- Children with autism -- Prader-Wiili Syndrome -- Pica -- Tube feeding -- A word about toileting -- 12. Music and rhythm activities -- Benefits for children with special needs -- Building and holding interest -- Music as a motivator -- Creating a sense of community -- Encouraging communication -- Enhancing physical awareness -- Using music to build language skills -- 13. Supporting emergent literacy in children with special needs -- Opportunities to support literacy -- Assisting children with special need
Pt. III. Working with the early childhood special education team -- 14. Communicating with families -- Guidelines for developing parent-professional partnerships -- Development of trust -- Recognizing parents' knowledge and expertise -- Parents are the constants in their children's lives -- Making the program fit the family's priorities -- Recognizing the stresses families face -- Understanding families' emotional reactions -- Communication : the key to building partnerships -- Providing information -- Developing effective communication skills -- 15. Collaborating with disability specialists and paraprofessionals -- Early childhood special educator -- Speech-language specialist -- Physical therapist (PT) -- Occupational therapist (OT) -- Visual impairment (VI) specialist -- Orientation and mobility specialists -- Deaf and hard of hearing (DHH) specialist -- Behavior specialist -- Obtaining and using inclusion support -- Working effectively with paraeducators -- Early educators as program managers -- Early educators as coaches -- Early educators as communicators -- Early educators, paraeducators, and disability specialists as a collaborative team -- Collaborative problem solving.
摘要:This practical, hands-on text is required reading for early childhood professionals who work with children with special needs. It includes information on the most common disabilities, including cerebral palsy, Down Syndrome, autism, visual impairment and behaviour disorders.
