ISBN-10:
1557667993
ISBN-13:
2901557667990
Pub. Date:
06/01/2005
Publisher:
Brookes Publishing
Blended Practices for Teaching Young Children in Inclusive Settings / Edition 1

Blended Practices for Teaching Young Children in Inclusive Settings / Edition 1

by Jennifer Grisham-Brown

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Product Details

ISBN-13: 2901557667990
Publisher: Brookes Publishing
Publication date: 06/01/2005
Edition description: Older Edition
Pages: 292
Product dimensions: 7.00(w) x 9.25(h) x 0.80(d)

About 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 a professor in the Department of Special Education at Vanderbilt University. She teaches courses, advises students, and conducts research on early childhood issues. She is the cofaculty director of the Susan Gray School for Children, which is an early childhood program for children with and without disabilities. Her research focuses on effective instruction, social-emotional development and challenging behavior, translating research to practice, and effective approaches to professional development.

Currently, she directs an Institute of Education Sciences–funded research project focused on the efficacy of implementing the Teaching Pyramid in classrooms, and she works on the National Center on Quality Teaching and Learning and the Office of Special Education Programs–funded Technical Assistance Center on Social Emotional Interventions. She is a coeditor of the Journal of Early Intervention and serves on the editorial boards of other major journals in early childhood special education. She served as President of the Council for Exceptional Children’s Division for Early Childhood (DEC) and received the Merle B. Karnes award from DEC.

Dr. Hyson is Affiliate Faculty Member in Applied Developmental Psychology at George Mason University. Formerly Editor-in-Chief of Early Childhood Research Quarterly and Associate Executive Director for Professional Development with the National Association for the Education of Young Children, Dr. Hyson has consulted in Vietnam, Indonesia, Bangladesh, and Bhutan through the World Bank and Save the Children.

As the president of B2K Solutions, Ltd., Dr. Pretti-Frontczak extends her expertise in the preparation of personnel to a global market with the aim of improving the implementation of effective practices and services by those who work with young children with diverse abilities. She is a gifted speaker, strong applied researcher, and is known for creating solutions to complex problems. She has presented to diverse audiences in countries such as Singapore and Australia as well as to early education providers in virtually every state in the US. Dr. Pretti-Frontczak is a Past President of the Division for Early Childhood, was a professor at Kent State University for 16 years, and has worked as an early childhood consultant and trainer since 1990.

Anna H. Hall, Ph.D. is Assistant Professor of Early Childhood Education in the Eugene T. Moore School of Education at Clemson University. She earned her Ph.D. in Interdisciplinary Early Childhood Education from the University of Kentucky.

Sarah Hawkins-Lear, Ed.D. is Associate Professor at Morehead State University. She received her Ed.D. in Moderate to Severe Disabilities from the University of Kentucky.

Julie Harp Rutland, M.S. is Assistant Professor of Early Childhood, Elementary, and Special Education at Morehead State University. She is a Ph.D. candidate in Interdisciplinary Early Childhood Education at the University of Kentucky.

Kathleen Artman-Meeker, Ph.D. is Assistant Professor at the University of Washington where she specializes in Early Childhood Special Education. She received her Ph.D. in Special Education from Vanderbilt University.

Elizabeth McLaren, Ed.D. is Associate Professor of Education in the Interdisciplinary Early Childhood Education program at Morehead State University. She earned her Ed.D. from the University of Kentucky.

Ragan H. McLeod, Ph.D. is Assistant Professor in the Department of Special Education and Multiple Abilities at the University of Alabama. She received her Ph.D. in Special Education from Vanderbilt University.

Jill F. Grifenhagen, Ph.D. is Assistant Professor at North Carolina State University. Dr. Grifenhagen earned her Ph.D. from Peabody College of Education and Human Development at Vanderbilt University.

Lillian Durán, has a Ph.D. in Educational Psychology from the University of Minnesota and is currently an Associate Professor in the Department of Special Education and Clinical Sciences at the University of Oregon. Her research focuses on improving instructional and assessment practices with preschool-aged dual language learners (DLLs). She is currently a Co-Principal Investigator on an IES Goal 5 measurement grant to develop a Spanish version of the Individual Growth and Development Indicators (S-IGDIs) an early language and literacy general outcome measure for screening and progress monitoring in preschool.

Dr. Jessica K. Hardy is currently Assistant Professor of Special Education, and her primary research interests including evidence-based instructional practices and early childhood coaching. She also has extensive experience working with teachers and coaches in using the Pyramid Model in early childhood classrooms to support young children’s social-emotional development and address their behavioral needs. She was formerly a Head Start teacher and a preschool special education teacher.

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Introduction to Blended Practices

Table of Contents


About the Authors
About the Contributors
Foreword
Marilou Hyson, Ph.D., and Pamela Winton, Ph.D. Acknowledgements

I: Setting the Stage for Blended Practices

1. Introduction to Blended Practices
Mary Louise Hemmeter and Jennifer Grisham-Brown

2. Curriculum Framework as a Model of Blended Practices
Jennifer Grisham-Brown and Mary Louise Hemmeter

3. Identifying Outcomes for Children in Blended Early Childhood Classrooms
Jennifer Grisham-Brown, Kristie Pretti-Frontczak, and Mary Louise Hemmeter

4. Recommended Instructional Practices
Jennifer Grisham-Brown and Mary Louise HemmeterAppendix 4A: Intentional Instruction Sequence Planning Form

II: Tiered Instruction

5. Universal Instructional Practices
Mary Louise Hemmeter and Jennifer Grisham-Brown

6. Focused Instructional Strategies
Kristie Pretti-Frontczak, Jennifer Grisham-Brown, and Mary Louise Hemmeter

7. Systematic Instructional Practices
Jennifer Grisham-Brown, and Mary Louise HemmeterAppendix 7A: Sample Intervention Plans

III: Special Considerations in the Application of Blended Practices

8. The Team Process of Planning, Implementation, and Revising Instruction
Julie Harp Rutland, Sarah Hawkins-Lear, Jennifer Grisham-Brown, and Mary Louise HemmeterAppendix 8A: Activity Matrix Appendix 8B: Family Data Collection Sheet

9. Blended Practices for Promoting Social-Emotional Development in Young Children
Kathleen Artman-Meeker, Elizabeth McLaren, Mary Louise Hemmeter, and Jennifer Grisham-Brown

10. Blended Practices for Promoting Literacy Skills
Ragan H. McLeod, Jill F. Grifenhagen, Anna H. Hall, Mary Louise Hemmeter, and Jennifer Grisham-Brown

11. Promoting the Language and Literacy Skills of Dual Language Learners
Lillian Durán, Jennifer Grisham-Brown, and Mary Louise HemmeterAppendix 11A: Family Language Questionnaire Appendix 11B: Family Cultural Interview Appendix 11C: Dual Language Learner Resources

12. Blended Practices for Promoting Early Math Skills
Jessica K. Hardy, Sarah Hawkins-Lear, Mary Louise Hemmeter, and Jennifer Grisham-BrownAppendix 12A: Early Math Screening Instrument

Index

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