Early childhood special education, 0 to 8 years : strategies for positive outcomes / Sharon A. Raver.

Includes indexes.

Foundations of Early Childhood Special Education -- Introduction to Working with Infants, Toddlers, Preschoolers, and Primary-Aged Children with Special Needs -- Overview -- Case Study -- Federal Legislation Affecting Early Childhood Special Education Services -- The 1973-Section 504 of the Rehabilitation Act -- The 1990-Individuals with Disabilities Education Act -- The 2001-No Child Left Behind -- The 2004-Individuals with Disabilities Education Improvement Act -- Characteristics of Early Childhood Special Education -- Characteristics of General Early Childhood Education -- Least Restrictive Environment -- Characteristics of Children Receiving Early Childhood Special Education Services -- Characteristics of Infants and Toddlers -- Characteristics of Preschoolers -- Characteristics of Primary-Aged Students -- Program Objectives for Educating Young Children with Special Needs -- Intervention with Infants and Toddlers -- Intervention with Preschoolers -- Intervention with Primary-Aged Students -- Service Delivery Models for Educating Young Children with Special Needs -- Home-Based Program Model -- Center-Based Program Model -- Home-Center Program Model -- Itinerant Teacher Model /Inclusion -- Models for Primary-Aged Students -- An Ecological Approach to Early Childhood Special Education -- Microsystem -- Mesosystem -- Exosystem -- Professional Standards -- Standards-Based Education -- Conclusion -- Building Partnerships in Culturally /Linguistically Diverse Settings -- Overview -- Case Study -- Building Partnerships with Families -- Impact of a Disability /Developmental Delay on Parents -- Impact of a Disability /Developmental Delay on Siblings -- Impact of a Disability /Developmental Delay on Extended Family -- A Family-Based Approach -- Communicating with Parents and Professionals -- Nonverbal Communication Skills -- Verbal Communication Skills -- The Family Systems Approach -- Family Characteristics -- Family Interaction -- Family Functions -- Developing Professional-Family Partnerships in Planning -- Servings Families from Culturally /Ethnically /Linguistically Diverse Backgrounds -- Parents' Personal Rights -- The Right to Feel Angry -- The Right to Seek Another Opinion -- The Right to Stop Trying -- The Right to Be Annoyed with Their Child -- The Right to Be a Parent -- Building Effective Teams -- Types of Teams -- Developing Effective Teams -- Conclusion -- Assessment and Individualized Interventions -- Overview -- Case Study -- Assessment -- Norm-Referenced Assessments -- Criterion-Referenced Assessments -- Play-Based Assessments -- Judgment-Based Assessments -- The Purposes of Assessment -- Developing Individualized Programs -- Developing an Individualized Family Service Plan -- Developing an Individualized Education Program -- Monitoring Skill Acquisition -- Individualized Instruction for Primary-Aged Students -- Conclusion -- Effective Instructional and Accommodative Practices -- Overview -- Case Study -- Designing and Managing the Physical Space -- Using Staff Effectively -- Organizing Learning Centers -- Planning for Instruction -- Using Thematic /Unit Curricular Organization -- Understanding the Stages of Learning -- Instructional Approaches -- Direct Instruction -- Naturalistic Instruction -- Embedded Learning Opportunities /Routine-Based Instruction -- Instructional Strategies -- Prompting -- Modeling -- Response-Contingent Feedback -- Mand-Model Procedure -- Active Student Responding -- Increasing Engagement in Young Children -- Providing Sufficient Skill Practice -- Using Activity Mini-Schedules -- Using Scaffolding -- Using Computers to Support Learning -- Inclusive and Accommodative Practices -- Program and Assessment Accommodations -- Coplanning and Collaboration -- Consultation -- Inclusion of Infants, Toddlers, and Preschoolers -- Inclusion of Primary-Aged Students -- Writing Section 504 Accommodation Plans -- Conclusion -- Techniques for Promoting Development and Learning -- Promoting Communication Development -- Overview -- Case Study -- Overview of Communication and Language Development -- Communication, Speech, and Language -- Language Delay -- Language Disorder -- Communication Development in Infants and Toddlers -- Semantic Development: The First Words -- Pragmatic Development -- The Role of Parents and Caregivers -- The Role of the Speech-Language Pathologist (SLP) -- General Principles of Communication Intervention with Young Children -- General Approaches to Communication Intervention -- Facilitative Strategies for Promoting Communication in Young Children -- Communication Development in Toddlers -- Late Talkers Versus Late Bloomers -- Assessment of Language Delays in Toddlers -- Strategies for Promoting Communication in Toddlers with Language Delays -- Communication Development in Preschoolers with Specific Language Impairment -- Limitations in Language Content: Semantics -- Limitations in Language Form: Phonology, Morphology, and Syntax -- Limitations in Language Use: Pragmatics -- Language and Communication Assessment of Preschoolers -- Strategies for Promoting Communication in Preschoolers -- Language Characteristics of Primary-Aged Students with Language Impairments -- Phonological Characteristics of Students with LLD -- Syntactic Characteristics of Students with LLD -- Semantic Characteristics of Students with LLD -- Pragmatic Characteristics of Students with LLD -- Communication and Language Assessment of Primary-Aged Students -- Strategies for Promoting Communication in School-Age Children with Language and Learning Impairments -- Augmentative-Alternative Communication -- Types of AAC Systems -- Conclusion -- Promoting Cognitive and Literacy Development -- Overview -- Case Study -- Theories of Cognitive Development and Learning -- Behavioral Theory of Learning -- Information-Processing Theory of Learning -- Cognitive-Development Theory of Learning -- The Effects of Early Experience -- Infants and Toddlers -- Preschoolers -- Cognitive Milestones and Intervention Implications Assessment -- Infants and Toddlers -- Preschoolers -- Primary-Aged Students -- Assessment of Cognitive Development -- Formal Cognitive Assessment -- Informal Assessments -- Promoting Cognitive Development and Learning in Infants, Toddlers, and Preschoolers -- Promoting Cognitive Development and Academic Learning in Primary-Aged Students -- Reading Instruction -- Models of Reading Instruction -- Monitoring Reading Progress -- Teaching Mathematics -- Approaches to Teaching Mathematics -- Conclusion -- Promoting Fine and Gross Motor and Adaptive Skills Development -- Overview -- Case Study -- Theories of Fine and Gross Motor Development -- Neuromaturational Theory -- Motor Learning Theory -- Sensorimotor Theory -- Treatment Models -- Approaches to Intervention -- Activity-Based /Routine-Based Intervention -- Supports to Therapy -- Service Delivery Models -- Direct Service Delivery -- Monitoring Service Delivery -- Consultation Service Delivery -- Assessment Practices -- Screening -- Diagnosis -- Program Planning -- Characteristics of Children with Physical Disabilities -- Cerebral Palsy -- Spina Bifida -- Down Syndrome -- Other Conditions that Impact Neuromotor Development -- Therapeutic Intervention Strategies -- Positioning -- Play with People and Objects -- Promoting Gross Motor Skills --

Promoting Fine Motor Development -- Adapting Curricula -- Promoting Adaptive Skills Development -- Feeding -- Dressing -- Personal Hygiene -- Assistive technology -- Conclusion -- Promoting Social and Emotional Development -- Overview -- Case Study -- Social and Emotional Development in Infants and Toddlers -- Attachment -- Social and Emotional Development in Preschoolers -- Peer Interactions and Friendships -- The Development of Play -- Development of Emotional Regulation -- Social and Emotional Development in Primary-Aged Students -- Play in Kindergarten and the Primary Grades -- Peer Interactions and Friendships in the Primary Grades -- Managing Challenging Behavior -- Principles of Behavior Management -- Relationship Building with Young Children -- Assessment of Undesirable Behavior -- Intervention with Infants and Toddlers -- Intervention with Preschoolers -- Intervention with Primary-Aged Students -- Conducting Functional Behavior Assessments and Developing Interventions -- General Strategies for Promoting Appropriate Social and Emotional Skills -- Promoting Appropriate Social and Emotional Skills in Infants and Toddlers -- Promoting Appropriate Social and Emotional Skills in Preschoolers -- Promoting Appropriate Social and Emotional Skills in Primary-Aged Students -- Conclusion -- Interventions with Specific Populations -- Techniques for Teaching Young Children with Mild Learning and Behavior Problems -- Overview -- Case Study -- The Identification Process -- Infants, Toddlers, and Preschoolers -- Primary-Aged Students -- Characteristics of Young Children with Mild Learning and Behavior Problems -- Infants, Toddlers, and Preschoolers -- Primary-Aged Students with Mild Mental Retardation -- Primary-Aged Students with Learning Disabilities -- Primary-Aged Students with Behavior Disorders /Emotional Disturbance -- Individualizing Instruction and Tracking Learning -- Primary-Aged Students -- Strategies for Promoting Skill Development -- Task Analysis -- Time Delay -- Instructional Adaptation -- Developing Communication Skills -- Developing Social Skills -- Developing Preliteracy Skills -- Developing Literacy Skills in Primary-Aged Students -- Conclusion -- Techniques for Teaching Young Children with Moderate /Severe or Multiple Disabilities -- Overview -- Case Study -- Definitions of Moderate /Severe and Multiple Disabilities -- General Characteristics of Children with Moderate /Severe and Multiple Disabilities -- Neuromotor Impairments -- Degenerative Diseases -- Infectious Diseases -- Orthopedic and Musculoskeletal Disorders -- Sensory Impairments -- Major Health Impairments -- Neurodevelopmental Disorders -- Using a Needs-Based Approach to Intervention -- Medical Needs -- Physical Needs -- Educational Needs -- Social-Emotional Needs -- Forming Educational Teams for Children with Severe and Multiple Disabilities -- Roles and Responsibilities of Team Members -- Early Interventionist /Early Childhood Special Education Professional -- General Early Childhood Educator -- Physical Therapist -- Occupational Therapist -- Speech-Language Pathologist -- Assistive Technology Specialist -- Educator for Students with Visual Impairments and Orientation and Mobility Specialist -- Audiologist -- Other Specialists -- Assessment Considerations -- Alternative Assessments for Young Children with Moderate /Severe and Multiple Disabilities -- Identify Standards or Expected Learning Outcomes -- Determine the Assessment Format -- Using Continuous Monitoring and Data Collection -- Curriculum Development for Children with Moderate /Severe and Multiple Disabilities -- Desired Life Outcomes -- Supporting Access to the General Curriculum -- Conclusion -- Techniques for Teaching Young Children with Hearing Loss -- Overview -- Case Study -- Definitions -- Causes and Types of Hearing Loss -- Causes of Hearing Loss -- Types of Hearing Loss -- Severity of Hearing Loss -- Taking a Visual Perspective -- A Life-Span Developmental Framework for Intervention -- Impact of Hearing Loss on Development and Learning -- Communication Approaches -- Monolingual Approaches -- Language-Mixing Approaches -- Cued Speech Approach -- Bilingual Approaches -- Technologies that Supplement and Support Sound -- Hearing Aids and Group FM Systems -- Cochlear Implants -- Involving Families -- Strategies for Promoting Auditory Development -- Environmental Modifications for Improving Auditory Communication and Learning -- Sound Localization Skills -- Responding to Sounds -- Imitation of Sounds -- Promote Spoken Language Within Home Routines -- Strategies for Promoting Visual Communication -- Infants, Toddlers, and Preschoolers -- Promoting Preliteracy Development -- Storytime Activities -- Promoting Literacy Development -- Strategies for Teaching Literacy in a Bilingual Environment -- Teaching Literacy in a Language-Mixing Communication Environment -- Effective Inclusion Practices -- Conclusion -- Techniques for Teaching Young Children with Low Vision and Blindness -- Overview -- Case Study -- Definitions of Vision Problems and Visual Impairment -- Prevalence of Visual Impairment -- Specialized Related-Services Professionals -- Types and Causes of Vision Problems and Visual Impairment -- Causes of Visual Impairment -- The Impact of Vision Loss on Development -- Characteristics of Children with Vision Loss -- Cognitive Development -- Social-Emotional Development -- Language Development -- Fine and Gross Motor Development -- Preliteracy and Literacy Development -- Assessment -- Vision Screening -- Functional Vision Assessment -- Learning Media Assessment -- Developmental and Academic Assessment -- State- and DistrictWide Assessments for Primary-Aged Students -- Specialized Areas of Instruction -- Continuum of Placement and Inclusionary Practices -- Conclusion -- AppendicesDEC Recommended Practices Strand: Child-Focused Competencies -- DEC Recommended Practices Strand: Inclusion Competencies -- Websites for Professionals and Families -- Author Index -- Subject Index.

Machine converted from AACR2 source record.