Blended Practices for Teaching Young Children in Inclusive Settings / Edition 1

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This core early childhood curriculum textbook bridges the gap between early childhood education and early childhood special education. The book advocates a linked systems approach for developing curriculum that is composed of four independent program processes: assessment, curriculum & goal development, instruction & intervention, and monitoring. This early childhood curriculum textbook bridges the gap between early childhood education (ECE) and early childhood special education (ECSE). The book provides university students and early childhood professionals with an integrated approach to working with children with and without disabilities and their families.

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Editorial Reviews

Lucky McKeen

"A meaningful, thoughtful and evocative resource. Educators struggling with the demands of accountability, state and agency standards, and the challenges of inclusive programs will value the practical, realistic strategies and guidance."
Assistant Professor and Coordinator of the Birth-Kindergarten Licensure Program, Meredith College - Diane E. Strangis
"Comprehensively integrates conceptual knowledge and recommended practices . . . delivers material in a well-organized and accessible manner. This is a book I will use."
Professor and Judith Daso Herb Endowed Chair in Early Childhood Education, University of Toledo - Laurie A. Dinnebeil
"An excellent text [and] an important resource to anyone focused on the education of preschoolers . . . blends key knowledge and concepts with meaningful curriculum practices."
University of Wisconsin, Milwaukee - Mary McLean
"Truly succeed[s] in "pulling it all together" for teachers in inclusive early childhood settings . . . This is just what teachers need right now."
Professor and Coordinator, Interdisciplinary Early Childhood Education, Western Kentucky University - Vicki D. Stayton
"Addresses a significant gap in the field . . . [and] clearly presents a curriculum framework that is supported by research and theory."
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Product Details

  • ISBN-13: 9781557667991
  • Publisher: Brookes Publishing
  • Publication date: 6/1/2005
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 292
  • Sales rank: 344,082
  • Product dimensions: 7.00 (w) x 9.20 (h) x 0.80 (d)

Meet the Author

Jennifer Grisham-Brown, Ed.D., is Professor in the Interdisciplinary Early Childhood Education program at the University of Kentucky, Lexington. She received her doctorate in Education from the University of Kentucky. She is also Director of the Early Childhood Laboratory at the University of Kentucky, an inclusive early childhood program for children from birth to 5 years of age.

Dr. Grisham-Brown directs research projects on topics including linking assessment and instruction, early care and education program quality, and individualizing instruction for young children with disabilities. In addition, she has conducted research on the effectiveness of instructional procedures that are embedded into developmentally appropriate activities, use of distance learning in personnel preparation programs, and assessment strategies for students with significant disabilities. Dr. Grisham-Brown provides training and technical assistance through the United States on these topics.

Dr. Grisham-Brown is co-founder of a children’s home and preschool program in Guatemala City called Hope for Tomorrow, where she accompanies students for the education abroad program.

Mary Louise Hemmeter, Ph.D., is a professor in the Department of Special Education at Vanderbilt University. She teaches courses, advises students, and conducts research on early childhood issues. She is the cofaculty director of the Susan Gray School for Children, which is an early childhood program for children with and without disabilities. Her research focuses on effective instruction, social–emotional development and challenging behavior, translating research to practice, and effective approaches to professional development. Currently, she directs an Institute of Education Sciences–funded research project focused on the efficacy of implementing the Teaching Pyramid in classrooms, and she works on the National Center on Quality Teaching and Learning and the Office of Special Education Programs–funded Technical Assistance Center on Social Emotional Interventions. She is a coeditor of the Journal of Early Intervention and serves on the editorial boards of other major journals in early childhood special education. She served as President of the Council for Exceptional Children’s Division for Early Childhood (DEC) and received the Merle B. Karnes award from DEC.

Dr. Pretti-Frontczak is Professor in the School of Lifespan Development and Educational Sciences at Kent State University, Ohio. She received her doctorate in early intervention from the University of Oregon and has extensive experience in preparing preservice and in-service personnel in recommended practices for working with young children and their families.

She directs the Early Childhood Intervention Specialist Program at Kent State University, where she is responsible for preparing preservice teachers to work with children with disabilities from birth to age 8. Her lines of research center on using authentic assessment practices for accountability and programming, specifically on the utility of the Assessment, Evaluation, and Programming System for Infants and Children, 2nd Edition (AEPS®), effective approaches to working with young children in inclusive settings (specifically regarding the efficacy of an activity-based approach and the application of universal design for learning principles), and the link between assessment, individualized goals, and quality curriculum.

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Read an Excerpt

Excerpted from Chapter 4 of Blended Practices for Teaching Young Children in Inclusive Settings, by Jennifer Grisham-Brown, Ed.D., Mary Louise Hemmeter, Ph.D., & Kristie Pretti-Frontczak, Ph.D.

Copyright©2005 by Paul H. Brookes Publishing Co. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.

Ms. Susan works in an inclusive preschool in a rural midwestern town. Her program is operated by the public school system. She has eighteen 3- and 4-year-old children in her class. Six of those children have developmental delays. Ten of the children qualify for the school district's at-risk preschool program, based on socio-economic status. The remaining children are tuition-paying students whose caregivers want them to have a preschool experience. Ms. Susan is frustrated by the numerous assessment requirements she must complete for all of the children she teaches. She administers Get it Got it Go! ( for all children as a means of quickly documenting children's progress toward specific language and early literacy indicators. Furthermore, the public school system requires that she complete a standardized developmental assessment on every child enrolled in the program. This information must be used to identify goals and objectives for the children who have individualized education programs (IEPs). In addition, the school district wants Ms. Susan to report how children are progressing toward the attainment of state preschool standards that have been recently implemented. She uses The Creative Curriculum for Preschool, Fourth Edition(Trister Dodge, Colker, & Herman, 2003), which also has its own set of outcomes and indicators. She believes that the skills found in The Creative Curriculum are what she is actually teaching and is confused about how all of the assessment pieces fit with what she is doing every day in her classroom. In addition, her preschool coordinator has asked that she start doing portfolio assessments of each child. The coordinator insists that she needs a consistent way to monitor each child's individualized outcomes. Ms. Susan is completely overwhelmed and doesn't know where to begin!

Teachers like Ms. Susan encounter a number of challenges related to assessing young children, such as conducting developmental assessments on groups of children, developing individualized plans to meet the needs of all children, monitoring individual children's progress as well as children's progress toward state or agency standards, and linking assessment to other program processes. Consequently, many teachers feel they spend too much time engaged in assessment-related activities and not enough time teaching. Despite the challenges and time required, teachers need to engage in systematic assessment of young children to ensure the development of appropriate services and to meet accountability requirements. Throughout this volume, assessment is defined as "a process of gathering information for purposes of making decisions" (Early Childhood Research Institute on Measuring Growth and Development, 1998, p. 2). This broad definition of assessment is used to convey that 1) assessment cannot and should not represent a single point in time and 2) ongoing decisions should be continuously made based on data when programming for young children.

As highlighted in the opening vignette, the assessment of young children can take on many forms and purposes. When providing services to young children in inclusive settings, assessment is used for at least five purposes: 1) identifying which children may need additional services or whose development is suspect (i.e., screening); 2) documenting an identified disability or delay and outlining needed services (i.e., eligibility determination); 3) understanding children's strengths and emerging skills to better support their learning and de

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Table of Contents

About the Authors
Marilou Hyson< Ph.D., and Pamela Winton, Ph.D.
  1. Introduction
  2. Designing Quality Curriculum Frameworks
  3. Involving Families in Planning and Implementing Inclusive Programs
  4. Using Assessment Information to Plan What to Teach
  5. Strategies for Monitoring Child Progress
  6. Curriculum Planning
  7. Designing the Learning Environment
  8. Individualizing Instruction to Support Children's Learning
  9. A Systematic Approach to Preventing and Addressing Challenging Behavior
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