Young Children with Special Needs: A Developmentally Appropriate Approach / Edition 1by Michael D. Davis, Jennifer L. Kilgo, Michael Gamel-McCormick
Pub. Date: 01/06/1998
Publisher: Allyn & Bacon, Inc.
This book takes the approach that children with disabilities are more like their peers without disabilities than they are different and that educators need to provide programming from that perspective. Both pre-service and in-service teachers are facing the reality that their classes will reflect increasingly more diverse children as time goes on. While child diversity in terms of race, culture, religion, experience, family and national origin is, and will always be a part of a class make-up, the practice of inclusion promises to add another level of complexity to teachers' decision making processes. This book is designed to provide readers with the skills and knowledge to make curriculum decisions in order to care for and foster the development of young children with special needs in normal early childhood settings. This book blends the best of early childhood and early childhood special education practices and helps the practitioner understand how to modify the classroom and the curriculum to make them accessible to all children. The focus is on developmentally appropriate practice as the basis for designing programs that enable children to become active participants in the learning process. Chapter One presents three case studies of real children with disabilities. Readers continually re-visit the children as they explore IEP's, IFSP's, formative and summative assessment, room arrangement, curriculum development, and behavior management. Pre-service and in-service early-childhood teachers.
- Allyn & Bacon, Inc.
- Publication date:
- Edition description:
- New Edition
- Product dimensions:
- 6.01(w) x 9.00(h) x 0.57(d)
Table of Contents
Each chapter opens with "Objectives" and closes with"Summary," "Activities and Resources," and "References."
1. Early Childhood Education and Early Childhood Special Education: The Best of Both Worlds.
Integrating Early Childhood Education and Early Childhood Special Education.
2. Developmentally Appropriate Practice: What It Is and How It Works.
Developmentally Appropriate Practice.
Teaching the Whole Child.
Understanding Developmentally Appropriate Practice.
Implementing Developmentally Appropriate Practice.
3. Principles of Developmentally Appropriate Practice Applied to Young Children with Special Needs.
The Evolution of ECSE as a Dynamic Field.
Major Premises of Early Childhood Special Education.
Trends and Issues in Early Childhood Special Education.
The Movement to Blend Recommended ECE and ECSE Practices.
Rationale for Applying DAP Guidelines to Young Children with Disabilities.
DAP as the Foundation for Young Children with Disabilities.
Issues and Concerns Regarding the Applicability of DAP Guidelines to Young Children with Disabilities.
4. Assessment for Developmentally Appropriate Curriculum Programs for Young Children with Disabilities.
Diagnostic and Programming Assessment Procedures.
Assessment for Diagnostic and Eligibility Purposes.
Formative Assessment for Program and Curriculum Development.
The Difficulty of Making Eligibility and Programming Decisions from the Same Set of Assessment Information.
Early ChildhoodPrograms: Working with Children with Disabilities.
Establishing Goals and Objectives for Young Children with Disabilities.
Procedures for Collecting Child Skills and Behavior Information.
Procedures for Collecting Family Priorities, Concerns, and Preferences Information.
Using the Three Types of Information to Develop Children's Goals and Objectives.
5. Using Individualized Plans as a Basis for Designing Developmentally Appropriate Learning Experiences for Young Children with Special Needs.
Developing IEP/IFSP Goals/Outcomes and Objectives.
Embedding Skills into a Typical Early Childhood Routine and Curriculum.
Addressing Individual Needs: Brad's Goals and Objectives.
6. Using Principles of Developmentally Appropriate Practice to Make Decisions About the Learning Environment.
The Teacher's Roles and Responsibilities in Making Decisions About the Learning Environment.
Instructional Strategies and Modifications.
Physical Environment Considerations.
Indirect Guidance Within the Environment.
The Social/Programmatic Environment in Early Childhood Programs.
Considerations in the Scheduling of Time and Resources.
Trouble Shooting Scheduling Problems.
7. Using Principles of Developmentally Appropriate Practice to Make Decisions About Materials, Learning Centers, and Integrated Thematic Units.
How Children Learn and How to Create Curricula to Help Them Learn.
Choosing Materials and Equipment to Structure Children's Environments.
Materials and Equipment for Children with Disabilities.
Selecting Integrated Theme Topics.
8. Using Developmentally Appropriate Practices to Make Decisions About Guiding the Behavior of Young Children.
Focusing on Behavior.
Developmentally Appropriate Behavior Guidance.
What is Challenging Behavior?
Responding to Challenging Behaviors.
A Decision-Making Model for Determining an Appropriate Behavior Change Plan.
9. Summative Assessment: Evaluating the Progress of Children.
Summative Assessment for Children.
Process for Determining Children's Progress.
Methods for Collecting and Recording Information.
Choosing a Sampling Strategy.
Additional Suggestions for Collecting Summative Assessment Information.
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