Creating Inclusive Learning Environments for Young Children: What to Do on Monda

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This book provides information on common disabilities and practical strategies for creating inclusive environments, building student relationships, and teaching all young children, including those at risk.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

This accessible, reader-friendly resource provides important information and helpful strategies for preschool & kindergarten teachers in inclusive environments who have little or no training in special education and assisting students with special needs. A true introductory guide to inclusive early education, Creating Inclusive Learning Environments for Young Children explains relevant terminology, illustrates how to create appropriate environments, covers building relationships among peers with and without disabilities, and explores how children with disabilities respond to stressful circumstances such as divorce or death. Additional chapters focus on working positively and productively with both families and colleagues who can offer help and support. Each chapter offers a glossary of terms and recommended books.

Author Biography

Clarissa A. Willis is the associate director of the Center of Excellence at East Tennessee State University and an associate professor of special education in the Department of Human Development and Learning. She is the author of Teaching Young Children with Autism Spectrum Disorders and coauthor of Inclusive Literacy Lessons with Special Education Adaptations. Willis has over 30 years of experience working with children with special needs as a speech pathologist, early interventionist, teacher, and grant administrator. As a consultant, she has provided workshops and keynote addresses to schools and organizations across the country and abroad.

Table of Contents

AcknowledgmentsAbout the AuthorIntroductionPart I. Children With Special Needs in the Inclusive Classroom1. Working With Children With Special NeedsWhat Do I Need to Know to Work With Children With Special Needs?Setting the Stage for InclusionInclusion, Blending, and Reverse MainstreamingWhy Is Inclusion Important?What Is "Meaningful" Inclusion?How Do I Develop a Philosophy of Meaningful Inclusion?General Strategies for Working With Children With Special NeedsHow Do I Get the Child's Family Involved?Resources for FamiliesWorking to "Enable" and "Empower" FamiliesTerms Used in This ChapterResources Used in This ChapterSuggested ReadingThe Research Says...Developmentally Appropriate Practices Must Apply to Everyone2. Blending the World of Special Education With General Education ServicesBest Practices According to NAEYC and DECConstructivism vs. Behaviorism: Blending Without Ignoring Best PracticeUsing Observation Skills to Guide InstructionPlanning for an IEP MeetingThe Teacher's Rules of the RoadRelated ServicesThe Role of the Special Education TeacherWorking With Paraprofessionals and Instructional AssistantsTerms Used in This ChapterResources Used in This ChapterSuggested ReadingThe Research Says...What Early Childhood Practitioners Think About InclusionPart II. Who Are the Children With Special Needs?3. Children With Vision ImpairmentsHow Do Young Children Develop Vision?What Causes Visual Impairments in Young Children?How Are Vision Impairments Classified?What Resources Are Available to Help the Child Function in My Classroom?How Do Children With Vision Impairments Learn?Preparing the Early Childhood EnvironmentSuggestions for Children With Low VisionSuggestions for Children Who Are Blind or Severely Vision ImpairedSummaryTerms Used in This ChapterResources Used in This ChapterSuggested ReadingThe Research Says...Play Behaviors in Young Children Who Are Blind4. Children With Hearing LossDefining Hearing LossWhat Determines the Degree of Hearing Loss?So, What About Hearing Aids?Cochlear ImplantHow Will Hearing Loss Affect Children in My Classroom?Social IsolationEffects of Hearing Loss on Speech (Oral Language)Reduced Academic AchievementSuggestions for the ClassroomTerms Used in This ChapterResources Used in This ChapterSuggested ReadingThe Research Says...Cochlear Implants Can Result in Better Prosody5. Children With Cognitive ChallengesUnderstanding the Challenges for Children With Cognitive DelaysCharacteristics of Children With Cognitive ChallengesEducational ImplicationsWhat Are Functional Skills and Why Are They Important?How Do I Teach Everyday Tasks (Functional Skills)?What Do I Do First, Before Teaching a New Skill?How Exactly Does This All Fit Together?Classroom Suggestions for Children With Cognitive ChallengesSummaryTerms Used in This ChapterResources Used in This ChapterSuggested ReadingThe Research Says...Social Development Across Time6. Children With Atypical Motor DevelopmentCauses of Atypical Motor DevelopmentMuscle ToneCerebral PalsyFine and Gross Motor SkillsPositioning and HandlingAdaptive EquipmentSummaryTerms Used in This ChapterResources Used in This ChapterSuggested ReadingThe Research Says...Children With Motor Delays Are At-Risk for Social Isolation7. Children With Communication DelaysWhat Is Communication?Understanding the Child's "Form" of CommunicationFunction and Content of CommunicationThe Nonverbal ChildCleft Lip and PalateChildhood Apraxia of Speech (CAS)Terms Used in This ChapterResources Used in This ChapterSuggested ReadingThe Research Says...Communication Is More Than Just Imitation8. Children With Emotional/Behavior DisordersWhat Are Challenging Behaviors?Young Children and Mental HealthAnxiety DisordersClassroom Suggestions for Children with Anxiety DisordersSeparation AnxietyClassroom Suggestions for Children With Separation AnxietyPost-Traumatic Stress Disorder (PTSD)Classroom Suggestions for Children With PTSDOppositional Defiant Disorder (ODD)Classroom Suggestions for Children With ODDAttention Deficit/Hyperactivity Disorder (ADHD)Medication IssuesClassroom Suggestions for Children With ADHDSummaryTerms Used in This ChapterResources Used in This ChapterSuggested ReadingThe Research Says...Risk Factors for Future Challenging Behaviors9. Children With Autism Spectrum Disorder (ASD)What Is a Spectrum Disorder?What Is Autism?What Are the Five Types of Autism?Begin by Looking at the Child's BehaviorCommunication IssuesDeveloping Social SkillsSummaryTerms Used in This ChapterResources Used in This ChapterSuggested ReadingThe Research Says...The Role of Attention and Intention in Learning New Words10. Children With Sensory Integration DisorderWhat Exactly Is Sensory Integration?Sensory Integration DisorderWhat Can I Do to Make My Classroom Sensory "Friendly"?Materials for the "Sensory Friendly" ClassroomTerms Used in This ChapterResources Used in This ChapterSuggested ReadingThe Research Says...Trauma and Sensory Modulation Disorder11. Children At Risk for School FailureWho Are Children At Risk?Children Living in Extreme PovertyHomelessnessFamily FactorsChronic IllnessFuture Learning DisabilityClassroom Suggestions for Children At RiskTerms Used in This ChapterResources Used in This ChapterSuggested ReadingThe Research Says...Teen Mothers Living in Transitional Shelters Need SupportPart III. Strategies for the Inclusive Classroom12. Preparing the ChildrenBefore the First Day of SchoolHow Do I Prepare Children in a General Education Setting for a Child With Special Needs?What Kinds of Activities Teach Tolerance and Acceptance of Others?The Socially Competent ChildTerms Used in this ChapterSuggested Reading13. Preparing the EnvironmentThe Important Role of the EnvironmentMaintaining a Balance Between ActivitiesThe Daily ScheduleLarge Group TimeSmall Group TimeIndividualized InstructionFree Choice TimeTransitionsAssistive Technology--Adapting MaterialsSummaryTerms Used in This ChapterResources Used in This ChapterSuggested Reading14. The CurriculumWhat Role Does the Curriculum Play in Teaching Children With Special Needs?Is There a Special "Curriculum" for a Child With Special Needs?Curriculum ModelsDifferentiated Instruction (DI)Response to Intervention (RTI)Recognition and ResponseCurriculum Modifications for Children With Special NeedsContent Area InstructionTerms Used in This ChapterResources Used in This ChapterSuggested Reading15. Handling Challenging BehaviorsWhat Is Challenging Behavior?What Kinds of Behaviors Can I Tolerate?What Is a Functional Assessment?Identification of Positive BehaviorsTerms Used in This ChapterResources Used in This ChapterSuggested Reading16. Building CommunicationUnderstanding CommunicationLevels of Communication DevelopmentHow Do You Set Appropriate Goals for Communication?What About Children Who Are Nonverbal?Low-Tech Methods of CommunicationHow Do I Start Helping a Child With Special Needs Use Pictures to Communicate?What About Electronic Communication Devices?Picture SchedulesTerms Used in This ChapterResources Used in This ChapterSuggested ReadingAppendixChildren's Books That Feature Dynamic Characters With Special NeedsResources for Special Needs ProductsIndex

Review

"A blend of theory, research, and best practices, wrapped up with a bow that celebrates the diversity of our children with special needs. This book helps teachers better understand specific disabilities and intentional support mechanisms that encourage ALL children to learn and grow in inclusive early childhood environments. It is a resource that I will use for years to come!" -- Kim Hughes, Therapeutic Preschool Teacher "Invites teachers to apply appropriate strategies in classroom environments for young children with special needs, setting the stage for future school success!" -- Toby Karten, Author, Inclusion Strategies That Work!

Review Quote

SA blend of theory, research, and best practices, wrapped up with a bow that celebrates the diversity of our children with special needs. This book helps teachers better understand specific disabilities and intentional support mechanisms that encourage ALL children to learn and grow in inclusive early childhood environments. It is a resource that I will use for years to come!"

Details ISBN1412957192 Author Clarissa Willis Short Title CREATING INCLUSIVE LEARNING EN Pages 222 Publisher Corwin Press Language English ISBN-10 1412957192 ISBN-13 9781412957199 Media Book Format Paperback DEWEY 371.904 Illustrations Yes Year 2008 Publication Date 2008-08-31 Subtitle What to Do on Monday Morning Country of Publication United States Place of Publication Thousand Oaks Imprint SAGE Publications Inc DOI 10.1604/9781412957199 Audience Professional and Scholarly UK Release Date 2008-09-18 NZ Release Date 2008-09-18 US Release Date 2008-09-18 AU Release Date 2008-09-17 We've got this

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