Strategies for Including Children with Special Needs in Early Childhood Settings

Cover
Contents
Preface
Part 1: Special Education Foundations: Understanding
Special Needs and Universal Instructional Strategies
	Chapter 1: The Origin and Dimensions of Quality Inclusion
		Chapter-at-a-Glance
		Introduction
		Historical Overview of Special Education Law and Inclusion
			Americans with Disabilities Act: Provision of Equal Opportunity for All
			Head Start
			A Major Shift in Service Delivery
		Defining Features of High-Quality Early Childhood Inclusion
		Dimensions of Inclusion Support
		Delivery of Supports and Services in Inclusive Preschool Settings
			Direct versus Indirect (Consultative) Supports
			Collaboration: The Key to Successful Inclusion
			Pull-Out versus Push-In
			Examples of Inclusion Support “Models”
		Benefits of Inclusion
			Diversity Awareness
		Summary
		Read–Reflect–Discuss
			Welcoming Patricia
			Read–Reflect–Discuss Questions
		Key Terms
		Helpful Resources
	Chapter 2: Instructional Strategies Supporting the Inclusion of Young Children with Special Needs
		Chapter-at-a-Glance
		Introduction
		Adaptation Strategies: The Bridge to Facilitating Inclusion
			Levels of Support
			Tools that Facilitate Adaptations
		Universal Teaching Strategies: Specific Challenges
			Getting Their Attention
			Conducting a High-Preference Inventory
			Unique Ways of Expressing Interest and Attention
			Diversity Awareness
		Working in the Learning Zone: Understanding the Zone of Proximal Development
			Scaffolding
		Doing it Again and Again: The Importance of Repetition and Routine
			Creating Predictable Routines
			Planning Transitions
		One Step at a Time: Making Skills Easier to Learn Through Task Analysis
			Analyzing the Sequence
			Training Each Step
		Talking to Children Makes a Difference
			Follow the Child’s Lead
			Use Progressive Matching
			Use Labels and Specific Descriptors
			Repeat Key Words and Phrases
			Use Appropriate Pacing
			Give Children Ample Time to Respond
			Create the Need to Communicate
		Using an Ounce of Prevention: Managing Challenging Behavior
			Strategies to Head Off Behavior Challenges
		Instructional Strategies for Children with Mild to Moderate Disabilities
		Summary
		Read–Reflect–Discuss
			Helping Manuel Adjust
			Read–Reflect–Discuss Questions
		Key Terms
		Helpful Resources
	Chapter 3: Adaptations for Children with Specific Disabilities
		Chapter-at-a-Glance
		Introduction
		Children with Down Syndrome: A Common Example of Intellectual Disabilities
			Physical and Health Characteristics
			Teaching Strategies
		Children with Autism
			Characteristics of Autism
			Intervention/Treatment Approaches
			Behavior Challenges in Children with Autism
			Teaching Strategies for Children with Autism Spectrum Disorders
		Children with Cerebral Palsy and Other Motor Impairments
			Characteristics of Children with Cerebral Palsy (CP)
			Teaching Considerations for Children with Motor Disabilities
		Children with Visual Impairment
			Characteristics of Visual Impairment
			General Categories of Visual Impairment
			Strategies for Working with Children with Visual Impairments
			Diversity Awareness
		Children with Hearing Impairment
			Understanding Different Types of Hearing Loss
			Issues Related to Preferred Communication Modes: Signing versus Speech
			Learning Styles and Characteristics of Children with Hearing Loss
			Teaching Strategies for Children with Hearing Loss
		High-Incidence Disabilities
			Learning Disability
			Speech and Language Impairment
		Summary
		Read–Reflect–Discuss
			Ryan Goes to Preschool
			Read–Reflect–Discuss Questions
		Key Terms
		Helpful Resources
	Chapter 4: Arranging the Physical Environment to Support the Inclusion of Children with Special Needs
		Chapter-at-a-Glance
		Introduction
		Creating a Safe Environment
			Psychological Safety
			Physical Safety
			Encouraging Independent Access
		Floor Plan Considerations for Children with Special Needs
			Need for Quiet Area
			Avoidance of Large Open Areas
			Consideration of Some Children’s Preference for Enclosed Space
			Need for Acoustic Adaptations
			Visually Simple Presentation of Materials to Reduce Clutter
		Planning Activity Areas for Children with Special Needs
			Library Corner
			Art and Water Play Area
			Tabletop Manipulatives Center
			Building Area
			Dramatic Play Area
			Technology Center
		Arranging Materials within Activity Areas
			Visibility and Consistency
			Accessibility
			Labeling
			Traffic Management
			Noise Control
			Lighting
		Designing Specific Activity Centers
			Reading/Preliteracy Areas
			Sensory Experiences, Art, and Water Play Centers
			Small Manipulative Activity Centers
			Outdoor Play Areas
			Diversity Awareness
		Summary
		Read–Reflect–Discuss
			Boundaries for Sung and Rafik
			Read–Reflect–Discuss Questions
		Key Terms
		Helpful Resources
	Chapter 5: Preventing and Managing Challenging Behaviors
		Chapter-at-a-Glance
		Introduction
		What Is a Challenging Behavior Anyway?
		Behavior Challenges in Children with Special Needs
			Neurological Disorders
			Autism
			Communication Disorders
			Seizure Disorders
		Causes/Functions of Inappropriate Behavior
			Escape
			Attention Seeking
			Gaining Access
		The Impact of Language Differences on Behavior
		General Strategies for Preventing and Reducing the Occurrence of Challenging Behaviors
			Keep the Number of Rules/Expectations Small
			Select Rules/Expectations Carefully
			Be Clear and Consistent about Enforcement
			Avoid Overstimulating, Disorganized Environments
			Maintain a Predictable Daily Schedule with Regular Routines
			Carefully Plan Transitions
			Give Attention Before Inappropriate Behavior Occurs
			Use Touch to De-Escalate Behavior
		Multitiered Systems of Support
		Behavior Modification and the Use of Functional Behavior Assessment and Positive Behavior Support
			Identifying a Reinforcer
			Decreasing Undesirable Behaviors
			Use of Extinction
			Problems with the Use of Punishment/ Negative Consequences
		Designing Positive Behavior Support Plans
			Understanding Challenging Behaviors as Communication
		Assigning a One-to-One Aide
			A Word of Caution on the Use of One-to-One Aides
		Summary
		Read–Reflect–Discuss
			Julian’s Towel
			Read–Reflect–Discuss Questions
		Key Terms
		Helpful Resources
Part 2: Adapting Daily Activities in Inclusive
Early Childhood Settings
	Chapter 6: Monitoring Individual Child Progress
		Chapter-at-a-Glance
		Introduction
		The Individualized Family Service Plan (IFSP)
			Family Concerns
			Outcome Statements
		The Individualized Education Program (IEP)
			Identifying Individuals Responsible for Achievement of Goals
			Goals and Objectives
			Daily Instructional Objectives
		Monitoring Progress
			Implementation of the IEP and IFSP Goals and Objectives
			Rationale for Progress Monitoring
			Types of Data Recording
			Issues Related to Resources for Progress Monitoring
		Planning Inclusion Support
		Summary
		Read–Reflect–Discuss
			Lazaro’s Potty Learning Experience
			Read–Reflect–Discuss Questions
		Key Terms
		Helpful Resources
	Chapter 7: Managing Arrival, Departure, and Other Transitions
		Chapter-at-a-Glance
		Introduction
		Arrival
			Arrival: The Challenge of a New Experience
			Learning Opportunities during Arrival
			Useful Strategies during Arrival Time
			Diversity Awareness
		Planning Effective Departures
			Establish a Consistent Departure Routine
			Support Development of Time Concepts
			When Children Arrive and Depart via Bus Transportation
		Planning Other Transitions
			Challenges Posed by Transitions
			Learning Opportunities during Transitions
			Successful Transition Strategies
			Examples of Effective Transition Cues
		Summary
		Read–Reflect–Discuss
			Marta’s Dessert
			Read–Reflect–Discuss Questions
		Key Terms
		Helpful Resources
	Chapter 8: Engaging Children with Special Needs in Free Play
		Chapter-at-a-Glance
		Introduction
		Possible Challenges of Free Play for Children with Special Needs
		Special Opportunities to Assist Learning in Free Play
			An Opportunity for Self-Initiated Exploration
			Teaching Children How to Play with Toys
			Opportunities for One-on-One Interaction
			Building Language Skills during Free Play
			Demonstrating Interaction and Teaching Strategies to Families
			Encouraging Children to Play with Peers
			Helping to Develop Crowd Tolerance
			Diversity Awareness
		Selecting Toys and Materials for Free Play
			Toys That Appeal to Different Developmental Levels
			Considerations for Children who are Developmentally Young
			Common Toy and Activity Categories
		Summary
		Read–Reflect–Discuss
			Shopping Mini-Script for Raul
			Read–Reflect–Discuss Questions
		Key Terms
		Helpful Resources
	Chapter 9: Circle Time, Including Music and Rhythm Activities
		Chapter-at-a-Glance
		Introduction
		Learning Opportunities During Circle Time
			Opportunities for Creating a Sense of Community and a Sense of Self
			Opportunities to Encourage Speech and Language Skills
			Disability Awareness
			Opportunities to Enhance Physical Awareness
			Opportunities to Support and Reinforce Emergent Literacy
			Opportunities to Support Cognitive Development
		Types of Circle Time Activities and Adaptations for Children with Special Needs
			Attendance: Who Is Here Today?
			Classroom Schedules and Calendars
			Songs and Finger Plays
			Books and Stories
			Introduce New Activities or Concepts
			Transitions to Next Activity
			Final Considerations
		Key Dimensions of Circle Time
			Length
			Physical Setting
			Teacher Roles
			Circle Time Expectations
			Balance of Circle Time Activities
			Consistency with Flexibility at Circle Time
		Examples of Detailed Activity Plans
			Toddler Circle Time Activity: What’s in the Box?
			Preschool Circle Time Activity: Follow the Leader
		Summary
		Read–Reflect–Discuss
			Amy and Bartholomew
			Read–Reflect–Discuss Questions
		Key Terms
		Helpful Resources
	Chapter 10: Tabletop Activities
		Chapter-at-a-Glance
		Introduction
		Value of Tabletop Activities
			Fine Motor Skills for School Readiness
			Task Sequencing
			Demonstrating Cause and Effect
			Learning Key Vocabulary and Concepts
		Planning Tabletop Activities for Children with Special Needs
			Providing a Clear Transition
		Supporting Learning Objectives Through Tabletop Activities
			Fine and Gross Motor Skills
			Diversity Awareness
			Developing Cognitive Skills
			Learning Key Vocabulary and Concepts
			Development of Representational Skills
			Enhancing Early Math Skills
		Strategies for Children with Tactile Defensiveness
			Use Hand-Under-Hand Guidance
			Use the Premack Principle
			Incorporate the Child’s Security Object
			Provide Physical Boundaries
			Provide Role Models
		Summary
		Read–Reflect–Discuss
			Marciana’s Resistance
			Read–Reflect–Discuss Questions
		Key Terms
		Helpful Resources
	Chapter 11: Outside Play
		Chapter-at-a-Glance
		Introduction
		Opportunities for Learning in the Outdoor Environment
			Change of Environment
			Opportunities for Using Large Muscles
			Developing Play Skills
			Developing Social Skills
			Opportunities for Sand and Water Play
		Encouraging Peers to Play with Children with Special Needs
			Diversity Awareness
		Planning the Outdoor Environment
			Start with a Survey
			Selecting Materials for Outside Areas
		Sample Outside Lesson Plan: Discovery Walk
		Summary
		Read–Reflect–Discuss
			Creating Space for Leila
			Read–Reflect–Discuss Questions
		Key Terms
		Helful Resources
	Chapter 12: Mealtimes
		Chapter-at-a-Glance
		Introduction
		Learning Opportunities at Snack Times and Mealtimes
			Developing Self-Feeding Skills
			Teaching Other Self-Help Skills
			Developing Social Skills
			Encouraging Communication Skills
			Demonstrating Mealtime Techniques
		Special Nutritional Considerations
			Children with Cerebral Palsy
			Children with Epilepsy (Seizure Disorders)
			Children with Low Muscle Tone
			Children with Autism
			Diversity Awareness
			Children with Prader-Willi Syndrome
			Children with Pica
			Children who Require Tube Feeding
		A Word About Toileting
		Summary
		Read–Reflect–Discuss
			Aaron’s Fruity Os
			Read–Reflect–Discuss Questions
		Key Terms
		Helpful Resources
	Chapter 13: Supporting Language and Emergent Literacy in Children with Special Needs
		Chapter-at-a-Glance
		Introduction
		The Relationship Between Language and Literacy
		Supporting Literacy within Daily Routines
			Environmental Print
			Functional Print
			Play Activities
			Literacy Activities throughout the Daily Schedule
			Diversity Awareness
		Assisting Children with Special Needs by Using Pictures and Print
			Pictures and Print as Alternative Means of Expressive Language
			Using Pictures to Assist Comprehension and Memory
			Use of Technology Apps to Support Communication and Literacy
		Summary
		Read–Reflect–Discuss
			Dahlia’s Favorite Book
			Read–Reflect–Discuss Questions
		Key Terms
		Helpful Resources
Part 3: Working with the Early Childhood
Special Education Team
	Chapter 14: Communicating and Collaborating with Families
		Chapter-at-a-Glance
		Introduction
		Guidelines for Developing Parent-Professional Partnerships
			Development of Trust
			Recognizing Parents’ Knowledge and Expertise
			Families Are the Constant in Their Children’s Lives
			Making the Program Fit the Family’s Priorities
		Recognizing the Stresses Families Face
			Dealing with Multiple Needs and Multiple Agencies and Professionals
			Increased Time Demands and the Need to Set Priorities
		Understanding Families’ Emotional Reactions
			Strategies for Supporting Families’ Emotional Reactions
			Diversity Awareness
		Communication: The Key to Building Partnerships
			Providing Information
			Developing Effective Communication Skills
		Summary
		Read–Reflect–Discuss
			Alfredo’s Mother
			Read–Reflect–Discuss Questions
		Key Terms
		Helpful Resources
	Chapter 15: Collaborating with Disability Specialists and Paraprofessionals
		Chapter-at-a-Glance
		Introduction
		The Collaborative Intervention Team
			Early Childhood Special Educators (ECSEs)
			Inclusion Support Specialists
			Speech-Language Specialists (SLPs)
			Physical Therapists (PTs)
			Occupational Therapists (OTs)
			Visual Impairment (VI) Specialists
			Orientation and Mobility Specialists (O & M)
			Deaf and Hard of Hearing (DHH) Specialists
			Behavior Specialists
		Obtaining and Using Inclusion Support
		Working Effectively with Paraeducators
			Early Educators as Program Managers
			Early Educators as Coaches
			Early Educators as Communicators
		Early Educators, Paraeducators, and Disability Specialists as a Collaborative Team
			Collaborative Problem Solving
		Summary
		Read–Reflect–Discuss
			Mark’s Story
			Read–Reflect–Discuss Questions
		Key Terms
		Helpful Resources
Appendix A: Selected Questions from Commonly Asked Questions about Child Care Centers and the Americans with Disabilities Act (ADA)
Appendix B: Skill Profile (0–72 Months)
Appendix C: Sample Lesson Plan with Adaptations
Appendix D: Sample Individualized Education Program (IEP) and IEP Summary Form
Appendix E: Blank Recording Forms
Glossary
References
Index