Early Childhood Special Education-0 to 8 Years: Strategies for Positive Outcomes Book

Foundations of Early Childhood Special Education     1
Introduction to Working with Infants, Toddlers, Preschoolers, and Primary-Aged Children with Special Needs     3
Overview     4
Case Study     4
Federal Legislation Affecting Early Childhood Special Education Services     5
1973-Section 504 of the Rehabilitation Act     6
1990-Individuals with Disabilities Education Act     6
2001-No Child Left Behind     8
2004-Individuals with Disabilities Education Improvement Act     8
Characteristics of Early Childhood Special Education     9
Characteristics of General Early Childhood Education     11
Least Restrictive Environment     12
Characteristics of Children Receiving Early Childhood Special Education Services     12
Characteristics of Infants and Toddlers     14
Characteristics of Preschoolers     14
Characteristics of Primary-Aged Students     14
Program Objectives for Educating Young Children with Special Needs     15
Intervention with Infants and Toddlers     15
Intervention with Preschoolers     15
Intervention with Primary-Aged Students     15
Service Delivery Models for Educating Young Children with Special Needs     16
Home-Based Program Model     16
Center-Based Program Model     17
Home-Center Program Model     18
Itinerant Teacher Model/Inclusion     18
Models for Primary-Aged Students     19
An Ecological Approach to Early Childhood Special Education     20
Microsystem     21
Mesosystem     21
Exosystem     21
Professional Standards     21
Standards-Based Education     22
Conclusion     22
Building Partnerships in Culturally/Linguistically Diverse Settings     27
Overview     28
Case Study     28
Building Partnerships with Families     29
Impact of a Disability/Developmental Delay on Parents     29
Impact of a Disability/Developmental Delay on Siblings     29
Impact of a Disability/Developmental Delay on Extended Family     30
A Family-Based Approach     30
Communicating with Parents and Professionals     33
Nonverbal Communication Skills     34
Verbal Communication Skills     35
The Family Systems Approach     37
Family Characteristics     38
Family Interaction     38
Family Functions     38
Developing Professional-Family Partnerships in Planning     39
Servings Families from Culturally/Ethnically/Linguistically Diverse Backgrounds     39
Parents' Personal Rights     40
The Right to Feel Angry     40
The Right to Seek Another Opinion     41
The Right to Stop Trying     41
The Right to Be Annoyed with Their Child     41
The Right to Be a Parent     41
Building Effective Teams     41
Types of Teams     42
Developing Effective Teams     44
Conclusion     45
Assessment and Individualized Interventions     51
Overview     52
Case Study     52
Assessment     53
Norm-Referenced Assessments     53
Criterion-Referenced Assessments     54
Play-Based Assessments     55
Judgment-Based Assessments     55
The Purposes of Assessment     56
Developing Individualized Programs     58
Developing an Individualized Family Service Plan     59
Developing an Individualized Education Program     64
Monitoring Skill Acquisition     70
Individualized Instruction for Primary-Aged Students     74
Conclusion     74
Effective Instructional and Accommodative Practices     79
Overview     80
Case Study     80
Designing and Managing the Physical Space     81
Using Staff Effectively     81
Organizing Learning Centers     81
Planning for Instruction     84
Using Thematic/Unit Curricular Organization     84
Understanding the Stages of Learning     84
Instructional Approaches     86
Direct Instruction     87
Naturalistic Instruction     88
Embedded Learning Opportunities/Routine-Based Instruction     90
Instructional Strategies     92
Prompting     92
Modeling     93
Response-Contingent Feedback     93
Mand-Model Procedure     93
Active Student Responding     93
Increasing Engagement in Young Children     94
Providing Sufficient Skill Practice     95
Using Activity Mini-Schedules     95
Using Scaffolding     96
Using Computers to Support Learning     96
Inclusive and Accommodative Practices     97
Program and Assessment Accommodations      98
Coplanning and Collaboration     98
Consultation     99
Inclusion of Infants, Toddlers, and Preschoolers     99
Inclusion of Primary-Aged Students     100
Writing Section 504 Accommodation Plans     101
Conclusion     103
Techniques for Promoting Development and Learning     111
Promoting Communication Development     113
Overview     114
Case Study     114
Overview of Communication and Language Development     115
Communication, Speech, and Language     116
Language Delay     117
Language Disorder     117
Communication Development in Infants and Toddlers     118
Semantic Development: The First Words     118
Pragmatic Development     119
The Role of Parents and Caregivers     120
The Role of the Speech-Language Pathologist (SLP)     121
General Principles of Communication Intervention with Young Children     123
General Approaches to Communication Intervention     123
Facilitative Strategies for Promoting Communication in Young Children     124
Communication Development in Toddlers     126
Late Talkers Versus Late Bloomers      128
Assessment of Language Delays in Toddlers     128
Strategies for Promoting Communication in Toddlers with Language Delays     130
Communication Development in Preschoolers with Specific Language Impairment     131
Limitations in Language Content: Semantics     132
Limitations in Language Form: Phonology, Morphology, and Syntax     132
Limitations in Language Use: Pragmatics     134
Language and Communication Assessment of Preschoolers     135
Strategies for Promoting Communication in Preschoolers     136
Language Characteristics of Primary-Aged Students with Language Impairments     136
Phonological Characteristics of Students with LLD     137
Syntactic Characteristics of Students with LLD     137
Semantic Characteristics of Students with LLD     137
Pragmatic Characteristics of Students with LLD     138
Communication and Language Assessment of Primary-Aged Students     139
Strategies for Promoting Communication in School-Age Children with Language and Learning Impairments     139
Augmentative-Alternative Communication     141
Types of AAC Systems     142
Conclusion     142
Promoting Cognitive and Literacy Development     149
Overview      150
Case Study     150
Theories of Cognitive Development and Learning     151
Behavioral Theory of Learning     151
Information-Processing Theory of Learning     151
Cognitive-Development Theory of Learning     151
The Effects of Early Experience     152
Infants and Toddlers     152
Preschoolers     153
Cognitive Milestones and Intervention Implications Assessment     154
Infants and Toddlers     154
Preschoolers     155
Primary-Aged Students     160
Assessment of Cognitive Development     160
Formal Cognitive Assessment     160
Informal Assessments     162
Promoting Cognitive Development and Learning in Infants, Toddlers, and Preschoolers     162
Promoting Cognitive Development and Academic Learning in Primary-Aged Students     166
Reading Instruction     166
Models of Reading Instruction     167
Monitoring Reading Progress     169
Teaching Mathematics     169
Approaches to Teaching Mathematics     171
Conclusion     172
Promoting Fine and Gross Motor and Adaptive Skills Development     177
Overview      178
Case Study     178
Theories of Fine and Gross Motor Development     179
Neuromaturational Theory     179
Motor Learning Theory     179
Sensorimotor Theory     180
Treatment Models     180
Approaches to Intervention     180
Activity-Based/Routine-Based Intervention     181
Supports to Therapy     181
Service Delivery Models     181
Direct Service Delivery     181
Monitoring Service Delivery     181
Consultation Service Delivery     182
Assessment Practices     182
Screening     182
Diagnosis     182
Program Planning     182
Characteristics of Children with Physical Disabilities     184
Cerebral Palsy     184
Spina Bifida     185
Down Syndrome     185
Other Conditions that Impact Neuromotor Development     186
Therapeutic Intervention Strategies     186
Positioning     186
Play with People and Objects     187
Promoting Gross Motor Skills     188
Promoting Fine Motor Development     189
Adapting Curricula      190
Promoting Adaptive Skills Development     191
Feeding     191
Dressing     193
Personal Hygiene     193
Assistive technology     194
Conclusion     195
Promoting Social and Emotional Development     199
Overview     200
Case Study     200
Social and Emotional Development in Infants and Toddlers     201
Attachment     201
Social and Emotional Development in Preschoolers     204
Peer Interactions and Friendships     204
The Development of Play     204
Development of Emotional Regulation     206
Social and Emotional Development in Primary-Aged Students     206
Play in Kindergarten and the Primary Grades     207
Peer Interactions and Friendships in the Primary Grades     208
Managing Challenging Behavior     208
Principles of Behavior Management     208
Relationship Building with Young Children     209
Assessment of Undesirable Behavior     210
Intervention with Infants and Toddlers     210
Intervention with Preschoolers     211
Intervention with Primary-Aged Students     212
Conducting Functional Behavior Assessments and Developing Interventions     214
General Strategies for Promoting Appropriate Social and Emotional Skills     215
Promoting Appropriate Social and Emotional Skills in Infants and Toddlers     215
Promoting Appropriate Social and Emotional Skills in Preschoolers     216
Promoting Appropriate Social and Emotional Skills in Primary-Aged Students     217
Conclusion     218
Interventions with Specific Populations     223
Techniques for Teaching Young Children with Mild Learning and Behavior Problems     225
Overview     226
Case Study     226
The Identification Process     227
Infants, Toddlers, and Preschoolers     227
Primary-Aged Students     227
Characteristics of Young Children with Mild Learning and Behavior Problems     233
Infants, Toddlers, and Preschoolers     233
Primary-Aged Students with Mild Mental Retardation     233
Primary-Aged Students with Learning Disabilities     234
Primary-Aged Students with Behavior Disorders/Emotional Disturbance     235
Individualizing Instruction and Tracking Learning     236
Primary-Aged Students     239
Strategies for Promoting Skill Development     241
Task Analysis     241
Time Delay     242
Instructional Adaptation     242
Developing Communication Skills     243
Developing Social Skills     244
Developing Preliteracy Skills     246
Developing Literacy Skills in Primary-Aged Students     246
Conclusion     248
Techniques for Teaching Young Children with Moderate/Severe or Multiple Disabilities     255
Overview     256
Case Study     256
Definitions of Moderate/Severe and Multiple Disabilities     257
General Characteristics of Children with Moderate/Severe and Multiple Disabilities     258
Neuromotor Impairments     258
Degenerative Diseases     259
Infectious Diseases     259
Orthopedic and Musculoskeletal Disorders     259
Sensory Impairments     259
Major Health Impairments     260
Neurodevelopmental Disorders     260
Using a Needs-Based Approach to Intervention     260
Medical Needs     261
Physical Needs     261
Educational Needs     262
Social-Emotional Needs     262
Forming Educational Teams for Children with Severe and Multiple Disabilities      263
Roles and Responsibilities of Team Members     263
Early Interventionist/Early Childhood Special Education Professional     263
General Early Childhood Educator     264
Physical Therapist     264
Occupational Therapist     265
Speech-Language Pathologist     265
Assistive Technology Specialist     265
Educator for Students with Visual Impairments and Orientation and Mobility Specialist     265
Audiologist     265
Other Specialists     266
Assessment Considerations     266
Alternative Assessments for Young Children with Moderate/Severe and Multiple Disabilities     266
Identify Standards or Expected Learning Outcomes     267
Determine the Assessment Format     267
Using Continuous Monitoring and Data Collection     267
Curriculum Development for Children with Moderate/Severe and Multiple Disabilities     267
Desired Life Outcomes     268
Supporting Access to the General Curriculum     269
Conclusion     275
Techniques for Teaching Young Children with Hearing Loss     279
Overview     280
Case Study     280
Definitions     281
Causes and Types of Hearing Loss     282
Causes of Hearing Loss     282
Types of Hearing Loss     282
Severity of Hearing Loss     284
Taking a Visual Perspective     284
A Life-Span Developmental Framework for Intervention     285
Impact of Hearing Loss on Development and Learning     286
Communication Approaches     287
Monolingual Approaches     288
Language-Mixing Approaches     288
Cued Speech Approach     288
Bilingual Approaches     288
Technologies that Supplement and Support Sound     288
Hearing Aids and Group FM Systems     289
Cochlear Implants     289
Involving Families     290
Strategies for Promoting Auditory Development     291
Environmental Modifications for Improving Auditory Communication and Learning     292
Sound Localization Skills     293
Responding to Sounds     294
Imitation of Sounds     295
Promote Spoken Language Within Home Routines     296
Strategies for Promoting Visual Communication     297
Infants, Toddlers, and Preschoolers     298
Promoting Preliteracy Development     300
Storytime Activities     301
Promoting Literacy Development     302
Strategies for Teaching Literacy in a Bilingual Environment     302
Teaching Literacy in a Language-Mixing Communication Environment     303
Effective Inclusion Practices     305
Conclusion     305
Techniques for Teaching Young Children with Low Vision and Blindness     309
Overview     310
Case Study     310
Definitions of Vision Problems and Visual Impairment     311
Prevalence of Visual Impairment     314
Specialized Related-Services Professionals     314
Types and Causes of Vision Problems and Visual Impairment     315
Causes of Visual Impairment     316
The Impact of Vision Loss on Development     317
Characteristics of Children with Vision Loss     317
Cognitive Development     318
Social-Emotional Development     321
Language Development     322
Fine and Gross Motor Development     324
Preliteracy and Literacy Development     326
Assessment     328
Vision Screening     329
Functional Vision Assessment     329
Learning Media Assessment      329
Developmental and Academic Assessment     329
State- and DistrictWide Assessments for Primary-Aged Students     330
Specialized Areas of Instruction     330
Continuum of Placement and Inclusionary Practices     330
Conclusion     330
Appendices
DEC Recommended Practices Strand: Child-Focused Competencies     337
DEC Recommended Practices Strand: Inclusion Competencies     341
Websites for Professionals and Families     343
Author Index     349
Subject Index     359