The Developmental Behavioral approach and the importance of classroom arrangement are stressed throughout. Current research related to early childhood education and inclusion is also cited. The authors explain how to effectively work with a diverse group of children that may contain more than one child with significant challenges, and how to design optimal learning at the individual and group levels. In addition, the authors address how to give parents and caregivers a role in the special education process while encouraging children to gain independence and facilitating their self-care. Guidelines for working effectively with linguistically and culturally diverse children and families are woven throughout.
Table of Contents
SECTION 1: EARLY INTERVENTION AND PUBLIC POLICY.
1. An Inclusive Approach to Early Education.
2. Federal Legislation: Early Intervention and Prevention.
3. Inclusive Programs for Young Children.
Section 1 Wrap Up: Early Intervention & Public Policy.
SECTION 2: LIKENESSES AND DIFFERENCES AMONG CHILDREN.
4. Normal and Exceptional Development.
5. Developmental Disabilities: Causes and Classifications.
6. Sensory Impairments: Hearing and Vision.
7. Physical Disabilities and Health Problems.
8. Learning and Behavior Disorders.
Section 2 Wrap Up: Likenesses and Differences Among Children.
SECTION 3: PLANNING FOR INCLUSION.
9. Partnership with Families.
10. Assessment and the IFSP/IEP Process.
11. Characteristics of Effective Teachers in Inclusive Programs.
Section 3 Wrap Up: Planning for Inclusion.
SECTION 4: IMPLEMENTING INCLUSIVE EARLY CHILDHOOD PROGRAMS.
12. The Developmental-Behavioral Approach.
13. Arranging the Learning Environment.
14. Facilitating Self-Care, Adaptive, and Independence Skills.
15. Facilitating Social Development.
16. Facilitating Speech, Language, and Communication Skills.
17. Facilitating Pre-Academic and Cognitive Learning.
18. Managing Challenging Behaviors.
19. Planning Transitions to Support Inclusion.
Section 4 Wrap Up: Implementing Inclusive Early Childhood Programs.
Appendix A: Culminating Activities.
Appendix B: Skill Profile (0–72 Months).
Appendix C: Sources of Information, Support, and Training Material for Teachers and Parents of Children with Developmental Disabilities.
Appendix D: Early Learning and Developmental Diversity.
Appendix E: Sample IFSP Form.
About the Authors
Eileen K. Allen
Eileen K. Allen, Professor Emerita, University of Kansas, spent 30 years as a professor of child development and early childhood education at the University of Washington in Seattle and the University of Kansas at Lawrence. Throughout her career, Eileen was active in national and international organizations focused on the development of young children and their families, including NAEYC, the Commission on Early Childhood Teacher Education, the Council for Exceptional Children, and the National Association of Early Childhood Teacher Educators (NAECTE).
Glynnis Edwards Cowdery
Glynnis Edwards Cowdery has more than 25 years of experience in the early childhood education field as a teacher, program director, and inclusion facilitator.