This practical, hands-on text is required reading for early childhood professionals who work with children with special needs. It includes information on the most common disabilities, including cerebral palsy, Down syndrome, autism, visual impairment, and behavior disorders, as well as strategies and activities to facilitate the children's participation in all components of the daily routine. It also shows how to adapt common early childhood activities for children of varying abilities to maximize their success. This important text uses clear and simple language to help ECE professionals successfully teach children with special needs.
Provides early childhood educators in a variety of community-based settings with an introduction to the issues involved in accommodating young children with special needs into group settings. This includes discussion of the nature of specific disabilities, useful teaching strategies, planning and intervention issues in daily activities, and an approach to working with parents, paraeducators, and specialists. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Dr. M. Diane Klein is a speech and language pathologist, as well as a professor of early childhood special education. She is a member of various professional organizations including the Council on Exceptional Children, the American Speech Language Hearing Association, and the Division for Childhood Communication Disorders. She is a frequent lecturer at conventions and seminars and is the keynote speaker for the Southwest Los Angeles County Special Education Preschool Staff Development conference in April 2000.
Ruth E. Cook is a Professor of Early Childhood Special Education, at Santa Clara Univeristy in Santa Clara, California.
Anne Marie Richardson-Gibbs is the Director of the Centro di Ninos y Padres Early Intervention Center, at California State University in Los Angeles, California.
Preface, Introduction, Chapter 1: Generic Teaching Strategies, Chapter 2: Characteristics of Disabilities, Chapter 3: Arranging the Physical Environment, Chapter 4: Preventing and Managing Challenging Behaviors, Chapter 5: Monitoring Children's Progress, Chapter 6: Arrival and Departure and Designing Effective Transitions, Chapter 7: Free Play, Chapter 8: Circle Time, Chapter 9: Table top Activities, Chapter 10: Outside Activities, Chapter 11: Snack, Chapter 12: Music and Rhythm, Chapter 13: Supporting Emergent Literacy and Using Pictures and Print, Chapter 14: Communicating with Families, Chapter 15: Understanding the Roles of Disability Specialists, Chapter 16: Working with Paraeducators, Appendix: Adaptations of familiar early childhood activities for children with disabilities, End of Chapter Resources.