Early Childhood Special Education-0 to 8 Years: Strategies for Positive Outcomes / Edition 1

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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.
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Product Details

  • ISBN-13: 9780131745988
  • Publisher: Pearson
  • Publication date: 3/17/2008
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 412
  • Sales rank: 165,643
  • Product dimensions: 7.50 (w) x 8.90 (h) x 0.90 (d)

Table of Contents


1. Introduction to Working with Infants, Toddlers, Preschoolers, and Primary-Aged Students with Special Needs

Landmark Federal Legislation

Characteristics of Early Childhood Special Education (ECSE) and General Early Childhood Education (ECE)

Characteristics of Children Receiving ECSE Services

Objectives for Intervention with Infants, Toddlers, Preschoolers and Primary-Aged Students

Service Delivery Models

An Ecological Approach

Professional Standards

2. Buidling Partnerships in Culturally/Linguistically Diverse Settings

The Impact of Special Needs on Families

The Family-Based Approach

Communication Strategies for Working with Parents and Other Professionals

Strategies for Building Effective Teams

3. Assessment and Individualized Interventions

Types and Functions of Assessment

Developing Individualized Family Service Plans

Developing Individualized Educational Programs

Monitoring Learners' Progress

4. Effective Instructional and Accommodative Practices

Designing the Physical Space

Planning Instruction to Maximize Learning

Instructional Strategies That Support Learning and Engagement

Modifications and accommodations for Inclusive Settings


5. Promoting Communication Development

Definitions, Characteristics, and Assessment of Children with Communication Delays and Impairments

General Strategies for Fostering Communication and Language

Using Augmentative-Alternative Communication Systems

6. Promoting Cognitive and Literacy Development

Theories of Cognitive Development

Effects of Early Experience

Cognitive Milestones and Implications

Strategies for Promoting Cognitive Development

Strategies for Promoting Literacy Development

7. Promoting Fine and Gross Motor and Adaptive Skills Development

General Theories of Fine and Gross Motor Development

Service Delivery Models

Assessment Practices

Characteristics of Children with Physical Disabilities

Therapeutic Intervention Strategies

Adaptive Skills Strategies

Assistive Technology

8. Promoting Social and Emotional Development

Typical Social and Emotional Development

Managing Challenging Behavior

General Approaches to Improving Social-Emotional Skills


9. Techniques for Teaching Young Children with Mild Learning and Behavior Problems

The Identification Process

Characteristics of Young Children with Mild Learning/Behavior Problems

Individualizing and Monitoring Instruction

Strategies for Promoting Skill Development

10. Techniques for Teaching Young Children with Moderate/Severe or Multiple Disabilities

Definition of Children with Severe or Multiple Disabilities

Characteristics of Children with Severe or Multiple Disabilities

Using a Needs-Based Approach to Intervention

Forming Educational Teams for Children with Severe and Multiple Disabilities

Assessment Considerations

Curriculum Development for Children with Severe and Multiple Disabilities

11. Techniques for Teaching Young Children with Hearing Loss


Causes and Types of Hearing Loss

Taking a Visual Perspective

Communication Approaches

Involving Families in Intervention

Strategies for Promoting Auditory Development

Strategies for Promoting Visual Communication

Promoting Preliteracy and Literacy Development

12. Techniques for Teaching Young Children with Low Vision and Blindness

Definitions of Visual Problems and Visual Impairment

Prevalence of Visual Impairment

Specialized Related Services Personnel

Types and Causes of Visual Impairment

Impact of Vision Impairment on Development

Assessment and Specialized Areas of Instruction

Appendix A DEC (2005) Recommended Practices: Child-Focused Practice Competencies

Appendix B DEC (2005) Recommended Practices: Inclusion Strand

Appendix C Websites for Families and Professionals

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