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

Early Childhood Coordinator Mid-Eastern Ohio Special Education Regional Resource Center - 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: 826,158
  • 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 Associate Professor in the Department of Special Education at the University of Illinois at Urbana-Champaign. She will join the faculty at Vanderbilt University in the fall of 2005. Dr. Hemmeter has been involved in a number of training and technical assistance activates at the local and national levels related to he providing effective instruction, promoting children's social-emotional development, and preventing and addressing challenging behavior. Her research focuses on effective instruction, challenging behavior, and translating research to practice. She completed a 50year term on the Division of Early Childhood's board, during which time she served as President. She serves on the editorial boards of the major journals in early childhood and early childhood special education.

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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Table of Contents

1 Introduction 1
2 Designing quality curriculum frameworks 17
3 Involving families in planning and implementing inclusive programs 49
4 Using assessment information to plan what to teach 85
5 Strategies for monitoring child progress 113
6 Curriculum planning 157
7 Designing the learning environment 185
8 Individualizing instruction to support children's learning 215
9 A systematic approach to preventing and addressing challenging behavior 243
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