Full Description
This text enhances the fields of early childhood education, early childhood special education, and the "blended" field of both by assisting in the preparation of professionals for inclusive teaching and learning environments.
The goal of the text is to help teachers meet the needs of ALL young children within the primary inclusive classroom, and it accomplishes this in two ways: it provides a strong foundation of Early Childhood Education and Early Childhood Special Education as preparation for reaching a wide variety of young learners, and it then presents proven methods for adapting and modifying content area curricula.
This text, with chapters contributed by leading experts in the field, provides an overview and rationale for inclusive education, methods for early childhood education and early childhood special education, foundations in content area material (e.g. math, language arts), and instructional strategies (content specific accommodations and modifications). Because students need to understand the theoretical framework for the knowledge, skills, and dispositions necessary to serve the needs of all young children (those who are typically developing as well as those with delays or disabilities and those from diverse backgrounds), this text will provide a resource for teaching and learning this information.
Contents
CHAPTER 1: RATIONALE FOR A BLENDED EDUCATION
Vignette
Introduction
Overview of Inclusion
Rationale for Inclusion or Blended Service Delivery
Federal Laws That Support Inclusion
Overview of National Organizations Support for Inclusion
Summary
Chapter 2: Overview of Young Children with Exceptional Needs
Vignettes
Introduction
Young children with special needs in public schools
Developmental delay
Learning or behavioral characteristics
High and Low Incidence Disabilities
Service delivery options
Natural/least restrictive environment
The process
Referral
The IEP Team
The IEP
Changing roles of families
Changing needs of young children with disabilities
Curricula Implications
Summary
CHAPTER 3: CONSTRUCTIVISM IN EARLY CHILDHOOD
Vignette
Introduction
Components of Constructivist Practice
More on Strands of Constructivism
Some Theoretical Views on Application
What is constructivism and what is it not
Constructivism and other pedagogies
Classroom examples
Summary
CHAPTER 4: Organizing the Inclusive Classroom for Grades K-3.
Vignette
Introduction
Collaborative Planning for Classroom Organization
Assessing the Physical Environment as a Collaborative Team
The K-3 Child in the Classroom Environment
Organizing Areas Within the class
Seating Arrangements
Room Format
Designing Environments That Will Accommodate a Wide Range of Children.
The Auditory Environment
Creating a Positive Visual Environment in the Inclusive Class
Organizing or Optimizing
Cultural Diversity
Developing rules and routines
Playground/Recess
Scheduling
Summary
CHAPTER 5: POSITIVE BEHAVIORAL SUPPORTS IN THE CLASSROOM
Vignette
Introduction
Why challenging behavior may occur
Academic-Behavior Connection
What can be done to prevent behavior
When challenging behaviors occur
Discipline and IDEA
Summary
Chapter 6: Relationships In and Outside the inclusive Classroom
vignette
Introduction
Children first
Relationships
Friendships
Students with disabilities
Social Development
Peer Based Strategies
Parent/caregiver
Family Systems
Involvement of fathers
Parent-professional collaboration
Classroom application tips for working with paraeducators
Collaborations
Special issues
Cultural Linguistic Diversity
Summary
Chapter 7: Understanding Early Literacy Learning IN THE Inclusive classroom
Vignette
Introduction
Constructing knowledge in reading
Language as a Process: The Centrality of Oral Language
Language Learning
Reading Process Skills
Common Views of Literacy Instruction Differentiating instruction in reading
What is reading?
Principles of literacy learning
Thinking about instruction
Initiating the analytic cycle
Gathering information
Concepts about print
Assessing sight vocabulary
Evaluating Information
Generating hypotheses
Teaching
Instructional Activities
Summary
CHAPTER 8: Understanding Early Writing IN THE Inclusive classroom
Vignette
Introduction
Constructing knowledge in writing
Where are Children: The Origins of Writing
Writing Process skills
Emergent literacy
Developing schema
Concepts about print
Conventions of print
Developing literacy
Written language principles
Early attempts at writing
Authentic writing
Meaningful opportunities
Letter and word study
Writing process
Differentiating instruction in writing
The reading-writing connection
Summary
CHAPTER 9: Mathematics in the INclusive Classroom
Vignette
Introduction to math
Learning and teaching math
Differentiating instruction in math
Mathematical discourse
Constructing knowledge in math
Developmental strategies for addition and subtraction
Math process skills
Developing probabilistic and statistical thinking
Math and children's literature
Manipulatives and games
Summary
CHAPTER 10: Science in the Inclusive Classroom
Vignette
Introduction
Constructing knowledge in science
The Role of Science Education in the Elementary Classroom
Science standard themes
Science process skills
Integrating science throughout the curriculum
Differentiating instruction in science
Performance-based assessments in science
Sample Science Activities with Modifications
Summary
CHAPTER 11: SOCIAL STUDIES IN THE INCLUSIVE CLASSROOM
Vignette
Introduction
Constructing knowledge in social science
Social studies process skills
Plural perspectives
Differentiating instruction in social studies
Multiple intelligences and social studies
The diverse learner and social studies
Lesson/unit planning and social studies
Children's literature and social studies
Integrating social studies throughout the curriculum
Summary
CHAPTER 12: INTEGRATING ART AND MUSIC IN THE INCLUSIVE CLASSROOM
Vignette
Introduction
Constructing knowledge in the arts
Arts Integration Practices
Arts process skills
Integrating the arts
Differentiating instruction in the arts
Summary
