Adapting Early Childhood Curricula for Children with Special Needs

<p>Contents</p> <p>&nbsp;</p> <p>Chapter 1 Educating Young Children with Special Needs: The Challenge</p> <p>&nbsp;</p> <p>Viewing the Child with Special Needs as a Child First</p> <p>Inclusion of Young Children with Special Needs in Community-Based Settings</p> <p>Philosophy of This Text</p> <p>Early Childhood Special Education: An Evolving Field</p> <p>&nbsp;&nbsp; Pioneering Influences</p> <p>&nbsp;&nbsp; Casa dei Bambini</p> <p>&nbsp;&nbsp; Piaget’s Theory of Cognitive Development</p> <p>&nbsp;&nbsp; Recognition of the Role of Early Experiences</p> <p>&nbsp;&nbsp; Project Head Start: A Breakthrough</p> <p>&nbsp;&nbsp; Doubts</p> <p>&nbsp;&nbsp; Impact of Early Intervention</p> <p>&nbsp;&nbsp; Early Intervention for Children with Disabilities</p> <p>&nbsp;&nbsp; Relationship-Focused Models of Early Intervention</p> <p>Changing Policies: The Enabling Impact of Public Pressure and Legislation</p> <p>&nbsp;&nbsp; Development of Professional Groups</p> <p>&nbsp;&nbsp; The Power of Private Citizens</p> <p>&nbsp;&nbsp; The First Chance Program</p> <p>&nbsp;&nbsp; Public Law 94-142: The Education for All Handicapped Children Act of 1975</p> <p>&nbsp;&nbsp; Public Law 99-457: The Education of the Handicapped Act Amendments of 1986</p> <p>&nbsp;&nbsp; Public Law 101-476: The Education of the Handicapped Act Amendments of 1990</p> <p>Public Law 102-119: The Individuals with Disabilities Education Act Amendments of 1991</p> <p>Public Law 105-17: The Individuals with Disabilities Education Act Amendments of 1997</p> <p>Public Law 108-446: The Individuals with Disabilities Education Improvement Act of 2004</p> <p>Public Law 101-336: The Americans with Disabilities Act of 1990</p> <p>Evolving Trends in Early Childhood Special Education</p> <p>&nbsp;&nbsp; Family-Centered Services</p> <p>&nbsp;&nbsp; Community-Based Inclusive Services</p> <p>&nbsp;&nbsp; Interdisciplinary Collaboration</p> <p>&nbsp;&nbsp; Culturally Responsive Practices</p> <p>&nbsp;&nbsp; Coordinated, Comprehensive Services</p> <p>&nbsp;&nbsp; Evidence-Based Practices</p> <p>&nbsp;&nbsp; Routines-Based or Embedded Interventions</p> <p>&nbsp;&nbsp; Standards-Based Curriculum</p> <p>&nbsp;&nbsp; Child Outcomes</p> <p>&nbsp;&nbsp; Recognition and Response</p> <p>Building on Recommended Practices</p> <p>Collaboration Between Early Childhood Education and Early Childhood Special Education Professionals</p> <p>&nbsp;&nbsp; A Cautionary Note</p> <p>Service Delivery</p> <p>&nbsp;&nbsp; Child-Focused Approaches</p> <p>&nbsp;&nbsp; Caregiver-Focused Approaches</p> <p>&nbsp;&nbsp; Services for Infants and Toddlers</p> <p>&nbsp;&nbsp; Services for Preschoolers</p> <p>Meeting Young Children’s Needs in Inclusive Settings</p> <p>&nbsp;&nbsp; Unique Challenges Involved in Supporting Early Childhood Inclusion</p> <p>&nbsp;&nbsp; Redefining the Role of the Early Childhood Special Educator</p> <p>&nbsp;&nbsp; The Case for Specific Training Related to Inclusion Support</p> <p>Summary</p> <p>Discussion Topics and Activities</p> <p>&nbsp;</p> <p>Chapter2: In Partnership with Families</p> <p>&nbsp;</p> <p>A Personal Perspective on Raising a Child with Developmental Challenges</p> <p>Emotional Supports for Families with Children Who Have Special Needs</p> <p>&nbsp;&nbsp; Basic Needs</p> <p>&nbsp;&nbsp; Failure to Consider Basic Needs</p> <p>&nbsp;&nbsp; The Need for Emotional Support</p> <p>Parental Reactions; Dealing with Grief and Other Feeling States</p> <p>&nbsp;&nbsp; Shock, Disbelief, and Denial </p> <p>&nbsp;&nbsp; Anger and Resentment</p> <p>&nbsp;&nbsp; Bargaining</p> <p>&nbsp;&nbsp; Depression and Discouragement</p> <p>&nbsp;&nbsp; Adaptation and Adjustment</p> <p>&nbsp;&nbsp; A Father’s Perspective</p> <p>&nbsp;&nbsp; Transitions</p> <p>The Family as a System</p> <p>Extended Family and Sibling Needs and Reactions</p> <p>&nbsp;&nbsp; Siblings</p> <p>Parents as Team Members</p> <p>&nbsp;&nbsp; Family Outcomes</p> <p>Options for Family Involvement</p> <p>&nbsp;&nbsp; A Continuum</p> <p>&nbsp;&nbsp; What Fathe</p>