TY  - BOOK
AU  - Raver,Sharon A.
TI  - Early childhood special education, 0 to 8 years: strategies for positive outcomes 
SN  - 0131745980
AV  - LC4019.3 .R38 2009
U1  - 371.90472 22
PY  - 2009///]
CY  - Upper Saddle River, N.J.
PB  - Merill/Pearson
KW  - Children with disabilities
KW  - Education (Early childhood)
KW  - United States
N1  - 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
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