Blended Curriculum In the Inclusive K-3 Classroom: Effective Methods for Teaching All Young Children / Edition 1

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Overview

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.

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Editorial Reviews

From the Publisher

“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

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Product Details

  • ISBN-13: 9780205487004
  • Publisher: Pearson
  • Publication date: 8/3/2007
  • Series: Pearson Custom Education Series
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 432
  • Sales rank: 303,237
  • Product dimensions: 7.50 (w) x 9.00 (h) x 1.10 (d)

Table of Contents

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

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