A practical, activity-based approach to early childhood special education built on a foundation of theory and research.
This comprehensive text on early childhood special education emphasizes a developmental focus over a disability focus. The authors believe that children are more alike than different in their developmental processes and avoid the negative impact of labeling children with disability categorical names. The authors have produced a book that offers educators a practical and effective guide to finding learning opportunities within daily curriculum activities and routine. The current edition maintains the focus on inclusive, family-centered, real-world approaches that are also theoretically based. The text also provides ample detail related to specific intervention strategies that enhance teachers’ ability to work with young children with special needs and their families. Readable and practical, the illustrations of techniques and strategies throughout make this text a valuable resource long after students leave their formal education.
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Since the first edition, this readable, comprehensive text has consistently met the needs of students seeking practical and evidence-based strategies for working with young children with special needs in a school environment. The eighth edition of Adapting Early Childhood Curricula for Children with Special Needs, continues to combine systematic instruction with naturalistic instruction embedded in daily life. This text is extremely practical and full of specific instructions derived from evidence-based practices.
Detailed, but not overwhelming, this book enhances its focus on child and family strengths, relationship-focused interventions, family-centered approaches, standards, evidence-based practices and coordinated, interdisciplinary services, all which enable students to enter their field with a wealth of knowledge, tools, and strategies for success.
New To This Edition
· Vignette features located throughout the text further assist students in applying theory to practice.
· Updated legal requirements related to IDEIA and RTI (Chapter 1) prepares students to understand the legal requirements of their profession.
· A new chapter devoted to low incidence disabilities (Chapter 8) increases competencies of students to include children with less common disabilities and special needs.
· Increased emphasis on linking assessment to intervention and progress monitoring (Chapter 3) assists students in understanding how to utilize assessment information to build intervention into daily activities.
About the Author:
Ruth E. Cook is a Professor of Early Childhood Special Education, at Santa Clara Univeristy in Santa Clara, California.
Dr. M. Diane Klein is a speech and language pathologist, as well as a professor of early childhood special education. She is a member of various professional organizations including the Council on Exceptional Children, the American Speech Language Hearing Association, and the Division for Childhood Communication Disorders. She is a frequent lecturer at conventions and seminars and is the keynote speaker for the Southwest Los Angeles County Special Education Preschool Staff Development conference in April 2000.
Deborah Chen, Ph.D., Professor, Department of Special Education, California State University, Northridge (CSUN), teaches in the Early Childhood Special Education (ECSE) programs. She also supervises ECSE credential candidates in early intervention and early childhood special education programs located in highly diverse communities in Los Angeles and surrounding counties. As an immigrant to the United States from Jamaica (West Indies) with Chinese roots, Dr. Chen has a personal and professional interest in working with families of diverse cultural and linguistic backgrounds.
Dr. Chen has extensive experience serving with families and their children with sensory impairments and multiple disabilities as an early interventionist, teacher, program administrator, teacher trainer, and researcher. She has directed projects of significance, model demonstration, outreach, research-to-practice, and personnel development projects funded by the U.S. Department of Education. These projects have focused on working with families and children of diverse cultural and linguistic backgrounds, home-based early intervention, interdisciplinary training, caregiver-child interactions, and early communication and tactile communication strategies with children who are deaf-blind. Her publications reflect these professional efforts and interests.
Dr. Chen has disseminated her work at local, state, national, and international conferences. In addition, she has been invited to conduct professional development courses and to present at international conferences in Australia, Canada, Italy, the Netherlands, Qatar, Taiwan, and Thailand.
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Book Description Pearson, 2011. Paperback. Book Condition: New. 8. Bookseller Inventory # DADAX0132596784
Book Description Pearson, 2011. Paperback. Book Condition: New. Never used!. Bookseller Inventory # P110132596784
Book Description Pearson. PAPERBACK. Book Condition: New. 0132596784 New US Edition Textbook, Ships with Emailed Tracking from USA. Bookseller Inventory # Z0132596784ZN