[Ebook PDF] The Exceptional Child: Inclusion in Early Childhood Education, 8th Edition

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[Ebook PDF] The Exceptional Child: Inclusion in Early Childhood Education, 8th Edition

ISBN-13: 978-1285432373
ISBN-10: 1285432371

Author: Eileen K. Allen (Author), Glynnis Edwards Cowdery (Author)

Filled with classic and current research about all aspects of educating young children with special needs, THE EXCEPTIONAL CHILD: INCLUSION IN EARLY CHILDHOOD EDUCATION, 8th Edition, discusses key approaches and tools needed to provide an optimal setting for young exceptional children with special needs and their families. Many checklists and forms are included for use within the classroom to aid teachers and caregivers in developing a developmentally appropriate environment. The book’s friendly and easy-to-use format is useful whether you are an educator or parent/caregiver.

PREFACE
A Comprehensive and
Accessible Guide
This eighth edition of The Exceptional Child: Inclusion in Early Childhood Education provides a comprehensive guide for teachers, two- and four-year college students, and for early childhood teachers and child care personnel in in-service training programs—all of whom will be working in inclusive early childhood settings. It is an equally valuable guide for parents, as well as for clinicians working with
teachers to provide a viable setting for children both with and without special needs. The clinicians most commonly involved with teachers are speech and language therapists, audiologists, physical and occupational therapists, nutritionists, psychologists, social workers, behavior analysts, pediatricians, and nurses.
The combination of theory, philosophy, and best practices that comprise this text will help to ensure that inclusion in early childhood programs is carried out in the best sense of the concept:
That children with special needs attend school, child care, and recreational programs with their typically developing peers; that inclusion is much more than a place, a curriculum, or teaching strategy; that inclusion is about belonging, being valued, and having options; that inclusion is about accepting and valuing human diversity and providing the necessary support so that all children and their families can participate in programs of their choice. In this edition of The Exceptional Child: Inclusion in Early Childhood Education, we address many basic issues facing teachers, parents, and individuals working in an inclusive setting. These issues include how to: work effectively with a group of young children, one or more of whom may be significantly challenged in physical, cognitive, language, social, or behavioral development. apply the developmental-behavioral approach to make classroom management effective and positive.
arrange the environment so that every child has developmentally appropriate learning opportunities. translate significant research findings about the relationship of early brain and language development into classroom practices. ensure that every child, with his or her own interests and capabilities, is both included with and accepted by other children. arrange optimal learning activities at both the individual and the group levels. include parents and caregivers in ways that incorporate and value their firsthand knowledge in planning for their child’s learning. facilitate optimum speech, language, and communication development. facilitate pre-academics and cognitive learning, as well as overall intellectual development. facilitate adaptive, self-care, and independence skills. plan and facilitate transitions to other programs in ways that support inclusion.
Text Philosophy
Developmentally appropriate practice (DAP) is emphasized as basic to effective teaching. Research findings in reinforcement theory and early childhood special education give teachers well-tested and developmentally appropriate teaching strategies. The focus of these strategies is on the intentional teaching of skills that put a child’s physical, cognitive, or social development back on track. For these strategies to be DAP-compatible, teachers must use them in the context of ongoing assessment of a child’s developmental status, interests, and learning styles.
Language Usage
Both vocabulary and language in this text will be familiar to most teachers and students, despite overlapping terms. For example, terms such as exceptional, special, and atypical are used interchangeably, reflecting the mixed usage within the field. The same holds true for words commonly used, such as normal and typical, to describe the vast majority of children who are more similar than different in
their development.
Words that may be unfamiliar, or that have special meaning, appear in boldface in the text and are defined in the glossary. Use of person-first language reflects respect for individuals with developmental disabilities.
Both the acronyms of IDEA and IDEIA are used interchangeably in this text to refer the Individuals with Disabilities Education Act Amendment of 1997, and most recently renamed as the Individuals with Disabilities Education Improvement Act of 2004, PL 108-446.
Text Organization
The nineteen chapters that comprise the eighth edition are grouped by content into four major sections.
Section 1 gives an overview of early intervention and public policy, providing the background and foundation material for the text as a whole. Chapters 1, 2, and 3 set the scene for the chapters that follow by defining inclusion. These chapters also provide an updated review of public policy related to early intervention and describe the major types of inclusive early childhood programs.
Section 2 concentrates on children and their similarities, as well as their differences. Chapters 4 and 5 offer a detailed exploration of typical and atypical development; an overview of types and causes of developmental disabilities; and an expanded look at genetic, chromosomal, and metabolic disorders.
Section 3 concentrates on planning for inclusion. The chapters focus on partnerships with parents and their participation in the inclusion process, as well as their participation in the writing of the individualized education program and/or individualized family services plan (IEP/IFSP). This section also includes information on the preparation of teachers for working in inclusive classrooms and functioning on an interdisciplinary child-study team.
Section 4, comprising most of the second half of the text, focuses on what teachers do in their classrooms on a day-to-day basis. This is the heart of the book—the “how to”—and it provides teachers with information they need in order to apply the philosophy, principles, and strategies that make inclusion work for all children.