Young Children with Disabilities in Natural Environments: Methods and Procedures / Edition 1

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Overview

With its comprehensive coverage of instruction and intervention practices in natural environments, this is the essential methods textbook for preservice educators and therapists preparing to work with young children who have disabilities. Focusing on children from birth to age 5, this text gives future professionals a wealth of specific, practical knowledge on a range of critical procedures for working with children effectively. Preservice practitioners will benefit from the features that set this book apart from other early intervention texts.

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Editorial Reviews

Susan Fowler

"A methods and procedures guide that everyone entering the field of early childhood special education should have."
University of Wisconsin - Milwaukee - Ann Hains
"A unique and innovative book [with] practical information that supports all children and their families."
Adapted Physical Activity Quarterly
"An excellent resource for preservice teachers and families as well as educators . . . Cover[ing] an array of important topics and written with depth and insight, [it] is a text that deserves to be read, and reread."
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Product Details

  • ISBN-13: 9781557668615
  • Publisher: Brookes Publishing
  • Publication date: 1/1/2006
  • Edition description: Older Edition
  • Edition number: 1
  • Pages: 320
  • Product dimensions: 7.00 (w) x 9.20 (h) x 0.80 (d)

Meet the Author

Dr. McCormick coordinates the Early Childhood Special Education Teacher Training Program at the University of Hawaii at Manoa. Prior to 1979, when she joined that faculty, she had had experience as a teacher-counselor working with children with behavior disorders, as state coodinator of infant and preschool services, as director of outpatient programs for children under the Tenessee Department of Mental Health, and as a member of the faculties of Peabody College (Vanderbilt University) and the University of Alabama at Birmingham. Her areas of research and expertise include early intervention and early childhood special education, language intervention, inclusion/co-teaching, and severe disabilities. She has conducted workshops in the Pacific Basin and Taiwan and has served as principal investigator for numerous research and personnel preparation grants with an emphasis on early intervention.

Dr. Noonan coordinates the Graduate Teacher Preparation Program for Students with Severe Disabilities and the Ph.D. in Education Program, Exceptionalities Specialization, at the University of Hawaii at Manoa. She has been the director of several early childhood special education grants as well as teacher education and leadership training grants. She has worked extensively as a consultant throughout the Pacific Basin region and is the author of many articles and chapters concerning early childhood special education and teaching students who have severe disabilities.

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Read an Excerpt

Excerpted from Chapter 12 of Young Children with Disabilities in Natural Environmentse: Methods and Procedures, by Mary Jo Noonan, Ph.D., & Linda McCormick, Ph.D.

Copyright © 2006 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.

The importance of peer-related social competence during early childhood is widely acknowledged. There is evidence that positive peer interactions are an important contributor to developmental progress and, conversely, that peer interaction problems are a primary predictor of children's future social competence difficulties (Brown, Odom, & Conroy, 2001; McWilliam et al., 2001).

Inclusive preschool environments have a decided advantage in promoting Peer-related social and communicative competence, (Bricker, 1995; Lipsky & Gartner, 1997; Peck, 1995; Strain, 1990, 1995, 1999). However, this advantage does not occur automatically by simply placing children with disabilities in inclusive settings. One study found that about one third of the children with disabilities in the inclusive setting were socially rejected by their peers without disabilities (Odom, Zercher, Li, Marquart, & Sandall, 1998).

Many children with disabilities lack the basic social skills requisite to positive peer interactions (Brown, Odom, Li, & Zercher, 1999). Many are withdrawn and hesitant to interact with peers. They appear socially aloof and unaware of the initiations or needs of peers, and do not seem to know how to get the attention of a peer, share, ask for assistance, or communicate positive feelings. Promoting friendships between these young children and their typically developing peers is a major goal of inclusive preschools. It is also the major challenge.

There is no agreed-on definition of what is entailed in friendship for young children but there are a few agreed-on markers (Danko & Buysse, 2002). The most important is reciprocity. Friendships are special relationships in which children have a strong desire to be near or play with one another. Interactions are voluntary, based on mutual affection or liking, and involve common interests and shared activities.

This chapter draws heavily from research describing intervention procedures to enhance the peer-related social competence and friendships of young children with disabilities in inclusive settings and social communication with peers (Brown et al., 2001; Hancock & Kaiser, 2002). The common focus of these procedures is on

  • Helping children become members of groups
  • Helping children become socially competent
  • Facilitating and supporting children's communication with peers

HELPING CHILDREN BECOME MEMBERS OF GROUPS

Brown et al. (2001) described three classroom-wide or large-group-based interventions:

  1. developmentally appropriate practices (DAP),
  2. affective interventions,and
  3. group friendship activities.

Developmentally Appropriate Practices (DAP)

Recall from Chapter 1 that DAP guidelines as set forth by the National Association for the Education of Young Children (NAEYC) are guiding principles for quality early childhood programs (Bredekamp & Copple, 1997). They are recognized as the standard for services for all young children. The DAP guidelines place a strong emphasis on the importance of environmental arrangements and procedures to facilitate and support social–communicative exchanges among children with and without disabilities. Routine activities and the way that space is arranged encourage active engagement and exploration with peers, and there are abundant opportunities for children with disabilities to interact with more competent peers. There also are well-planned learning/activity centers (e.g., manipulatives, pretend play, literacy, art

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Table of Contents

About the Authors
Foreword Mary Beth Bruder
Preface
Acknowledgements

  1. Perspectives, Policies, and Practices
    Linda McCormick
  2. Professional and Family Partnerships
    Linda McCormick
  3. Assessment and Planning: The IFSP and the IEP
    Linda McCormick
  4. Naturalistic Curriculum Model
    Mary Jo Noonan
  5. Planning and Evaluation/Monitoring
    Linda McCormick
  6. Instructional Procedures
    Mary Jo Noonan
  7. Designing Culturally-Relevant Instruction
    Mary Jo Noonan
  8. Procedures for Challenging Behavior
    Mary Jo Noonan
  9. Interventions in Natural Environments
    Linda McCormick
  10. Procedures for Challenging Behavior
    Mary Jo Noonan
  11. Group Instruction
    Mary Jo Noonan
  12. Interventions to Promote Peer Interactions
    Linda McCormick
  13. Environmental Arrangements to Promote Independence
    Mary Jo Noonan
  14. Transitions
    Linda McCormick

References
Index

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