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Adapting Early Childhood Curricula for Children with Special Needs, 9th Edition
Here are practical, realistic curricular adaptations for ensuring successful inclusion of students with special needs. This highly readable, well researched, and current resource uses a developmental focus, rather than a disability orientation, to discuss typical and atypical child development and curricular adaptations, and encourage the treatment of students as children first, without regard to their learning differences. This integrated but non-categorical approach assumes that children are more alike than different in their development, and avoids the negative impact of labeling children with disability categorical names. The inclusive focus assumes that attitudes, environments, and intervention strategies can be accepted so that all young children with special needs can be included. Combining systematic instruction with naturalistic instruction embedded in daily activities, Adapting Early Childhood Curricula for Children with Special Needs, 9/e provides numerous how-to strategies derived from evidence-based practices, making it invaluable as a text today and a resource to take into the classroom tomorrow. Future professionals get examples of practical, realistic curricular adaptations that make inclusive education successful; see how to deal effectively with families and others by developing essential skills in listening, communication, conflict resolution problem solving, and biases and prejudices. Unique to this text is a section including practical recommendations for working effectively with paraprofessionals. Comprehensive without being overwhelming, the book encourages reflective practice. The Enhanced Pearson eText features embedded video and internet resources.
This book is written with you, the student of either early childhood or special education, in mind. Whether you are studying to become a teacher of young children with special needs or are an early interventionist with a related background who wishes to develop greater versatility in your chosen field, we have designed this to be an easy-to-read, interesting, and comprehensive resource for you. It provides extensive use of examples, dialogues, practical illustrations, vignettes, and a focus on the best practices in the field.
When this text was originally published, intervention with young children with special needs was in its formative years. Since that time the field has expanded, and this book has successfully grown with it. Young children with special needs are now enrolled in a variety of settings and are served by professionals and paraprofessionals with diverse backgrounds. Our objective now, as it was in the first eight editions, is to present a text that will play a major role in the development of all who serve young children. The focus is on the skills necessary to assist infants, young children, and their families to meet their special challenges and develop to their fullest potential.
This book has four main strengths that make it a compelling self-teaching resource:
1. It emphasizes the importance of understanding the natures of all young children and how they learn. Adapting curricula and intervention approaches for children with special needs works effectively only when professionals build on a strong foundation of understanding what is common to all young children. On the basis of this necessary foundation, students can consider strategies for meeting the developmental and educational needs of infants and young children who have disabilities or who experience circumstances and conditions that potentially interfere with optimal growth and adjustment.
2. The approach taken in this text stresses the absolute necessity of understanding young children within the context of the family. Every family is unique and complex, reflecting the many influences of history, culture or ethnicity, economics, and family dynamics. Early interventionists must focus not on the detailed analysis of these many factors but on ways of supporting families that will maximize their dayto-day fulfillment as caregivers of their young. As explained in the text, your job, in part, is to help parents develop a sense of competence in their own abilities to nurture their children regardless of family circumstances. Appreciation of families’ roles in the development of children and respect for families’ concerns and priorities are critical to effective curriculum design and program development.
3. A significant portion of the text is organized according to traditional developmental domains: social-emotional, motor, communication, and cognitive skills. As an early childhood special education professional, you will seek to develop these growth areas in the children entrusted to you. Thus, you must develop a thorough understanding of each of these complex domains.
4. Finally, you must ultimately understand that all the growth areas and individual and family background factors must be synthesized into a view of the whole child. As in any other form of synergy, the whole child is much greater than the sum of his or her parts. This holistic view relates directly to the book’s emphasis on activity-based and play-based approaches to intervention. You will learn how to integrate goals
and objectives for all domains into developmentally appropriate and motivating activities in inclusive, community-based settings. You will also learn how to work collaboratively with others in inclusive community-based settings in an itinerant consultation role. Throughout, best practices are explained for home, center, or classroom application. The four points just mentioned suggest the framework and approach that have consistently made this book appealing to readers of eight previous editions. They have beentime tested and consistently found to be helpful.
NEW IN THIS EDITION
• Throughout the text, links to short video examples further explain key concepts.
• References to relevant web sites are included in selected chapters.
• Colorful photos as well as color enhanced text contribute to the readability of the text.
• Evidence-based practices were updated along with additional examples of embedding interventions in daily activities and routines.
• In depth coverage of development of communications skills includes AAC
• Consideration of the importance of principles of universal design for learning (UDL), with suggestions for application to preschool settings
• Expanded discussion of interventions strategies with special consideration of specific disabilities such as autism
• Discussion of dialogic reading as an evidence-based practice for supporting language and literacy development
• Information on effective means of supporting emergent writing and math skills.