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| About the Authors | vii | |
| Acknowledgments | ix | |
| 1 | Introduction | 1 |
| 2 | Guiding Learning: Principles and Suggestions | 13 |
| 3 | Environmental Factors Influencing Learning, Development, and Emergent Literacy | 21 |
| 4 | Using The Carolina Curriculum | 31 |
| Assessment Log | 53 | |
| Developmental Progress Chart | 78 | |
| Curriculum Sequences | ||
| Personal-Social | ||
| Sequence 1 | Self-Regulation & Responsibility | 83 |
| Sequence 2 | Interpersonal Skills | 95 |
| Sequence 3 | Self-Concept | 115 |
| Sequence 4-I | Self-Help: Eating | 131 |
| Sequence 4-II | Self-Help: Dressing | 149 |
| Sequence 4-III | Self-Help: Grooming | 157 |
| Sequence 4-IV | Self-Help: Toileting | 165 |
| Cognition | ||
| Sequence 5 | Attention & Memory: Visual/Spatial | 171 |
| Sequence 6-I | Visual Perception: Blocks & Puzzles | 193 |
| Sequence 6-II | Visual Perception: Matching & Sorting | 203 |
| Sequence 7 | Functional Use of Objects & Symbolic Play | 209 |
| Sequence 8 | Problem Solving/Reasoning | 223 |
| Sequence 9 | Number Concepts | 245 |
| Cognition/Communication | ||
| Sequence 10 | Concepts/Vocabulary: Receptive | 251 |
| Sequence 11 | Concepts/Vocabulary: Expressive | 267 |
| Sequence 12 | Attention & Memory: Auditory | 279 |
| Communication | ||
| Sequence 13 | Verbal Comprehension | 293 |
| Sequence 14 | Conversation Skills | 305 |
| Sequence 15 | Grammatical Structure | 331 |
| Sequence 16 | Imitation: Vocal | 339 |
| Fine Motor | ||
| Sequence 17 | Imitation: Motor | 351 |
| Sequence 18 | Grasp & Manipulation | 361 |
| Sequence 19 | Bilateral Skills | 379 |
| Sequence 20 | Tool Use | 393 |
| Sequence 21 | Visual-Motor Skills | 401 |
| Gross Motor | ||
| Sequence 22-I | Upright: Posture & Locomotion | 409 |
| Sequence 22-II | Upright: Balance | 427 |
| Sequence 22-III | Upright: Ball Play | 435 |
| Sequence 22-IV | Upright: Outdoor Play | 441 |
| Sequence 23 | Prone (On Stomach) | 447 |
| Sequence 24 | Supine (On Back) | 457 |
| Appendix A | Selected Impairments and Their Effects on Development | 465 |
| Appendix B | Resources and Recommended Readings | 467 |
| Appendix C | Play and Children with Motor Impairments | 469 |
| Appendix D | Object Boards as Aids for Teaching Children with Severe Motor Impairments | 473 |
| Appendix E | Motor Milestones in Infant Development | 475 |
| Index | 479 |
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Rachel Hausmann
reviewed Carolina Curriculum for Infants and Toddlers with Special Needs (Ccitsn) on May 12, 2014 Carolina Curriculum for Infants and Toddlers with Special Needs (Ccitsn)
Provides lots of charts, graphs, and lesson plan ideas specifically for the modern language classroom.
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Add Carolina Curriculum for Infants and Toddlers with Special Needs (Ccitsn), Developed for use with children from birth to 36 months who have mild to severe disabilities, The Carolina Curriculum for Infants & Toddlers with Special Needs (CCITSN) clearly links assessment with intervention and lets professionals work closely wit, Carolina Curriculum for Infants and Toddlers with Special Needs (Ccitsn) to the inventory that you are selling on WonderClubX
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Add Carolina Curriculum for Infants and Toddlers with Special Needs (Ccitsn), Developed for use with children from birth to 36 months who have mild to severe disabilities, The Carolina Curriculum for Infants & Toddlers with Special Needs (CCITSN) clearly links assessment with intervention and lets professionals work closely wit, Carolina Curriculum for Infants and Toddlers with Special Needs (Ccitsn) to your collection on WonderClub |
