Early Childhood Special Education (0 to 8 Years) Strategies for Positive Outcomes

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ISBN: 9780131745988 | 0131745980
Cover: Paperback
Copyright: 3/3/2008

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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. Highlights of This First Edition: 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. Highlights intervention techniques from special education, speech-language pathology, occupational/physical therapy, and the fields of vision and hearing impairments. Uses a real-life case study in each chapter to illustrate recommended practices and strategies. Examines the legal, philosophical, and instructional tenets of the field of Early Childhood Special Education in detail, including IDEA 2004. 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.

Foundations of Early Childhood Special Education	p. 1
Introduction to Working with Infants, Toddlers, Preschoolers, and Primary-Aged Children with Special Needs	p. 3
Overview	p. 4
Case Study	p. 4
Federal Legislation Affecting Early Childhood Special Education Services	p. 5
1973-Section 504 of the Rehabilitation Act	p. 6
1990-Individuals with Disabilities Education Act	p. 6
2001-No Child Left Behind	p. 8
2004-Individuals with Disabilities Education Improvement Act	p. 8
Characteristics of Early Childhood Special Education	p. 9
Characteristics of General Early Childhood Education	p. 11
Least Restrictive Environment	p. 12
Characteristics of Children Receiving Early Childhood Special Education Services	p. 12
Characteristics of Infants and Toddlers	p. 14
Characteristics of Preschoolers	p. 14
Characteristics of Primary-Aged Students	p. 14
Program Objectives for Educating Young Children with Special Needs	p. 15
Intervention with Infants and Toddlers	p. 15
Intervention with Preschoolers	p. 15
Intervention with Primary-Aged Students	p. 15
Service Delivery Models for Educating Young Children with Special Needs	p. 16
Home-Based Program Model	p. 16
Center-Based Program Model	p. 17
Home-Center Program Model	p. 18
Itinerant Teacher Model/Inclusion	p. 18
Models for Primary-Aged Students	p. 19
An Ecological Approach to Early Childhood Special Education	p. 20
Microsystem	p. 21
Mesosystem	p. 21
Exosystem	p. 21
Professional Standards	p. 21
Standards-Based Education	p. 22
Conclusion	p. 22
Building Partnerships in Culturally/Linguistically Diverse Settings	p. 27
Overview	p. 28
Case Study	p. 28
Building Partnerships with Families	p. 29
Impact of a Disability/Developmental Delay on Parents	p. 29
Impact of a Disability/Developmental Delay on Siblings	p. 29
Impact of a Disability/Developmental Delay on Extended Family	p. 30
A Family-Based Approach	p. 30
Communicating with Parents and Professionals	p. 33
Nonverbal Communication Skills	p. 34
Verbal Communication Skills	p. 35
The Family Systems Approach	p. 37
Family Characteristics	p. 38
Family Interaction	p. 38
Family Functions	p. 38
Developing Professional-Family Partnerships in Planning	p. 39
Servings Families from Culturally/Ethnically/Linguistically Diverse Backgrounds	p. 39
Parents' Personal Rights	p. 40
The Right to Feel Angry	p. 40
The Right to Seek Another Opinion	p. 41
The Right to Stop Trying	p. 41
The Right to Be Annoyed with Their Child	p. 41
The Right to Be a Parent	p. 41
Building Effective Teams	p. 41
Types of Teams	p. 42
Developing Effective Teams	p. 44
Conclusion	p. 45
Assessment and Individualized Interventions	p. 51
Overview	p. 52
Case Study	p. 52
Assessment	p. 53
Norm-Referenced Assessments	p. 53
Criterion-Referenced Assessments	p. 54
Play-Based Assessments	p. 55
Judgment-Based Assessments	p. 55
The Purposes of Assessment	p. 56
Developing Individualized Programs	p. 58
Developing an Individualized Family Service Plan	p. 59
Developing an Individualized Education Program	p. 64
Monitoring Skill Acquisition	p. 70
Individualized Instruction for Primary-Aged Students	p. 74
Conclusion	p. 74
Effective Instructional and Accommodative Practices	p. 79
Overview	p. 80
Case Study	p. 80
Designing and Managing the Physical Space	p. 81
Using Staff Effectively	p. 81
Organizing Learning Centers	p. 81
Planning for Instruction	p. 84
Using Thematic/Unit Curricular Organization	p. 84
Understanding the Stages of Learning	p. 84
Instructional Approaches	p. 86
Direct Instruction	p. 87
Naturalistic Instruction	p. 88
Embedded Learning Opportunities/Routine-Based Instruction	p. 90
Instructional Strategies	p. 92
Prompting	p. 92
Modeling	p. 93
Response-Contingent Feedback	p. 93
Mand-Model Procedure	p. 93
Active Student Responding	p. 93
Increasing Engagement in Young Children	p. 94
Providing Sufficient Skill Practice	p. 95
Using Activity Mini-Schedules	p. 95
Using Scaffolding	p. 96
Using Computers to Support Learning	p. 96
Inclusive and Accommodative Practices	p. 97
Program and Assessment Accommodations	p. 98
Coplanning and Collaboration	p. 98
Consultation	p. 99
Inclusion of Infants, Toddlers, and Preschoolers	p. 99
Inclusion of Primary-Aged Students	p. 100
Writing Section 504 Accommodation Plans	p. 101
Conclusion	p. 103
Techniques for Promoting Development and Learning	p. 111
Promoting Communication Development	p. 113
Overview	p. 114
Case Study	p. 114
Overview of Communication and Language Development	p. 115
Communication, Speech, and Language	p. 116
Language Delay	p. 117
Language Disorder	p. 117
Communication Development in Infants and Toddlers	p. 118
Semantic Development: The First Words	p. 118
Pragmatic Development	p. 119
The Role of Parents and Caregivers	p. 120
The Role of the Speech-Language Pathologist (SLP)	p. 121
General Principles of Communication Intervention with Young Children	p. 123
General Approaches to Communication Intervention	p. 123
Facilitative Strategies for Promoting Communication in Young Children	p. 124
Communication Development in Toddlers	p. 126
Late Talkers Versus Late Bloomers	p. 128
Assessment of Language Delays in Toddlers	p. 128
Strategies for Promoting Communication in Toddlers with Language Delays	p. 130
Communication Development in Preschoolers with Specific Language Impairment	p. 131
Limitations in Language Content: Semantics	p. 132
Limitations in Language Form: Phonology, Morphology, and Syntax	p. 132
Limitations in Language Use: Pragmatics	p. 134
Language and Communication Assessment of Preschoolers	p. 135
Strategies for Promoting Communication in Preschoolers	p. 136
Language Characteristics of Primary-Aged Students with Language Impairments	p. 136
Phonological Characteristics of Students with LLD	p. 137
Syntactic Characteristics of Students with LLD	p. 137
Semantic Characteristics of Students with LLD	p. 137
Pragmatic Characteristics of Students with LLD	p. 138
Communication and Language Assessment of Primary-Aged Students	p. 139
Strategies for Promoting Communication in School-Age Children with Language and Learning Impairments	p. 139
Augmentative-Alternative Communication	p. 141
Types of AAC Systems	p. 142
Conclusion	p. 142
Promoting Cognitive and Literacy Development	p. 149
Overview	p. 150
Case Study	p. 150
Theories of Cognitive Development and Learning	p. 151
Behavioral Theory of Learning	p. 151
Information-Processing Theory of Learning	p. 151
Cognitive-Development Theory of Learning	p. 151
The Effects of Early Experience	p. 152
Infants and Toddlers	p. 152
Preschoolers	p. 153
Cognitive Milestones and Intervention Implications Assessment	p. 154
Infants and Toddlers	p. 154
Preschoolers	p. 155
Primary-Aged Students	p. 160
Assessment of Cognitive Development	p. 160
Formal Cognitive Assessment	p. 160
Informal Assessments	p. 162
Promoting Cognitive Development and Learning in Infants, Toddlers, and Preschoolers	p. 162
Promoting Cognitive Development and Academic Learning in Primary-Aged Students	p. 166
Reading Instruction	p. 166
Models of Reading Instruction	p. 167
Monitoring Reading Progress	p. 169
Teaching Mathematics	p. 169
Approaches to Teaching Mathematics	p. 171
Conclusion	p. 172
Promoting Fine and Gross Motor and Adaptive Skills Development	p. 177
Overview	p. 178
Case Study	p. 178
Theories of Fine and Gross Motor Development	p. 179
Neuromaturational Theory	p. 179
Motor Learning Theory	p. 179
Sensorimotor Theory	p. 180
Treatment Models	p. 180
Approaches to Intervention	p. 180
Activity-Based/Routine-Based Intervention	p. 181
Supports to Therapy	p. 181
Service Delivery Models	p. 181
Direct Service Delivery	p. 181
Monitoring Service Delivery	p. 181
Consultation Service Delivery	p. 182
Assessment Practices	p. 182
Screening	p. 182
Diagnosis	p. 182
Program Planning	p. 182
Characteristics of Children with Physical Disabilities	p. 184
Cerebral Palsy	p. 184
Spina Bifida	p. 185
Down Syndrome	p. 185
Other Conditions that Impact Neuromotor Development	p. 186
Therapeutic Intervention Strategies	p. 186
Positioning	p. 186
Play with People and Objects	p. 187
Promoting Gross Motor Skills	p. 188
Promoting Fine Motor Development	p. 189
Adapting Curricula	p. 190
Promoting Adaptive Skills Development	p. 191
Feeding	p. 191
Dressing	p. 193
Personal Hygiene	p. 193
Assistive technology	p. 194
Conclusion	p. 195
Promoting Social and Emotional Development	p. 199
Overview	p. 200
Case Study	p. 200
Social and Emotional Development in Infants and Toddlers	p. 201
Attachment	p. 201
Social and Emotional Development in Preschoolers	p. 204
Peer Interactions and Friendships	p. 204
The Development of Play	p. 204
Development of Emotional Regulation	p. 206
Social and Emotional Development in Primary-Aged Students	p. 206
Play in Kindergarten and the Primary Grades	p. 207
Peer Interactions and Friendships in the Primary Grades	p. 208
Managing Challenging Behavior	p. 208
Principles of Behavior Management	p. 208
Relationship Building with Young Children	p. 209
Assessment of Undesirable Behavior	p. 210
Intervention with Infants and Toddlers	p. 210
Intervention with Preschoolers	p. 211
Intervention with Primary-Aged Students	p. 212
Conducting Functional Behavior Assessments and Developing Interventions	p. 214
General Strategies for Promoting Appropriate Social and Emotional Skills	p. 215
Promoting Appropriate Social and Emotional Skills in Infants and Toddlers	p. 215
Promoting Appropriate Social and Emotional Skills in Preschoolers	p. 216
Promoting Appropriate Social and Emotional Skills in Primary-Aged Students	p. 217
Conclusion	p. 218
Interventions with Specific Populations	p. 223
Techniques for Teaching Young Children with Mild Learning and Behavior Problems	p. 225
Overview	p. 226
Case Study	p. 226
The Identification Process	p. 227
Infants, Toddlers, and Preschoolers	p. 227
Primary-Aged Students	p. 227
Characteristics of Young Children with Mild Learning and Behavior Problems	p. 233
Infants, Toddlers, and Preschoolers	p. 233
Primary-Aged Students with Mild Mental Retardation	p. 233
Primary-Aged Students with Learning Disabilities	p. 234
Primary-Aged Students with Behavior Disorders/Emotional Disturbance	p. 235
Individualizing Instruction and Tracking Learning	p. 236
Primary-Aged Students	p. 239
Strategies for Promoting Skill Development	p. 241
Task Analysis	p. 241
Time Delay	p. 242
Instructional Adaptation	p. 242
Developing Communication Skills	p. 243
Developing Social Skills	p. 244
Developing Preliteracy Skills	p. 246
Developing Literacy Skills in Primary-Aged Students	p. 246
Conclusion	p. 248
Techniques for Teaching Young Children with Moderate/Severe or Multiple Disabilities	p. 255
Overview	p. 256
Case Study	p. 256
Definitions of Moderate/Severe and Multiple Disabilities	p. 257
General Characteristics of Children with Moderate/Severe and Multiple Disabilities	p. 258
Neuromotor Impairments	p. 258
Degenerative Diseases	p. 259
Infectious Diseases	p. 259
Orthopedic and Musculoskeletal Disorders	p. 259
Sensory Impairments	p. 259
Major Health Impairments	p. 260
Neurodevelopmental Disorders	p. 260
Using a Needs-Based Approach to Intervention	p. 260
Medical Needs	p. 261
Physical Needs	p. 261
Educational Needs	p. 262
Social-Emotional Needs	p. 262
Forming Educational Teams for Children with Severe and Multiple Disabilities	p. 263
Roles and Responsibilities of Team Members	p. 263
Early Interventionist/Early Childhood Special Education Professional	p. 263
General Early Childhood Educator	p. 264
Physical Therapist	p. 264
Occupational Therapist	p. 265
Speech-Language Pathologist	p. 265
Assistive Technology Specialist	p. 265
Educator for Students with Visual Impairments and Orientation and Mobility Specialist	p. 265
Audiologist	p. 265
Other Specialists	p. 266
Assessment Considerations	p. 266
Alternative Assessments for Young Children with Moderate/Severe and Multiple Disabilities	p. 266
Identify Standards or Expected Learning Outcomes	p. 267
Determine the Assessment Format	p. 267
Using Continuous Monitoring and Data Collection	p. 267
Curriculum Development for Children with Moderate/Severe and Multiple Disabilities	p. 267
Desired Life Outcomes	p. 268
Supporting Access to the General Curriculum	p. 269
Conclusion	p. 275
Techniques for Teaching Young Children with Hearing Loss	p. 279
Overview	p. 280
Case Study	p. 280
Definitions	p. 281
Causes and Types of Hearing Loss	p. 282
Causes of Hearing Loss	p. 282
Types of Hearing Loss	p. 282
Severity of Hearing Loss	p. 284
Taking a Visual Perspective	p. 284
A Life-Span Developmental Framework for Intervention	p. 285
Impact of Hearing Loss on Development and Learning	p. 286
Communication Approaches	p. 287
Monolingual Approaches	p. 288
Language-Mixing Approaches	p. 288
Cued Speech Approach	p. 288
Bilingual Approaches	p. 288
Technologies that Supplement and Support Sound	p. 288
Hearing Aids and Group FM Systems	p. 289
Cochlear Implants	p. 289
Involving Families	p. 290
Strategies for Promoting Auditory Development	p. 291
Environmental Modifications for Improving Auditory Communication and Learning	p. 292
Sound Localization Skills	p. 293
Responding to Sounds	p. 294
Imitation of Sounds	p. 295
Promote Spoken Language Within Home Routines	p. 296
Strategies for Promoting Visual Communication	p. 297
Infants, Toddlers, and Preschoolers	p. 298
Promoting Preliteracy Development	p. 300
Storytime Activities	p. 301
Promoting Literacy Development	p. 302
Strategies for Teaching Literacy in a Bilingual Environment	p. 302
Teaching Literacy in a Language-Mixing Communication Environment	p. 303
Effective Inclusion Practices	p. 305
Conclusion	p. 305
Techniques for Teaching Young Children with Low Vision and Blindness	p. 309
Overview	p. 310
Case Study	p. 310
Definitions of Vision Problems and Visual Impairment	p. 311
Prevalence of Visual Impairment	p. 314
Specialized Related-Services Professionals	p. 314
Types and Causes of Vision Problems and Visual Impairment	p. 315
Causes of Visual Impairment	p. 316
The Impact of Vision Loss on Development	p. 317
Characteristics of Children with Vision Loss	p. 317
Cognitive Development	p. 318
Social-Emotional Development	p. 321
Language Development	p. 322
Fine and Gross Motor Development	p. 324
Preliteracy and Literacy Development	p. 326
Assessment	p. 328
Vision Screening	p. 329
Functional Vision Assessment	p. 329
Learning Media Assessment	p. 329
Developmental and Academic Assessment	p. 329
State- and DistrictWide Assessments for Primary-Aged Students	p. 330
Specialized Areas of Instruction	p. 330
Continuum of Placement and Inclusionary Practices	p. 330
Conclusion	p. 330
Appendices
DEC Recommended Practices Strand: Child-Focused Competencies	p. 337
DEC Recommended Practices Strand: Inclusion Competencies	p. 341
Websites for Professionals and Families	p. 343
Author Index	p. 349
Subject Index	p. 359
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Early Childhood Special Education (0 to 8 Years) Strategies for Positive Outcomes

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Table of Contents

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