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Inclusion Strategies for Young Children
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Inclusion Strategies for Young Children
A Resource Guide for Teachers, Child Care Providers, and Parents

Second Edition
Edited by:


April 2009 | 152 pages | Corwin
Written for adults who work with children inthe Early Years, this user-friendly resource provides more than 350 proven strategies to promote success for young learners. Comprehensive in its approach, Inclusion Strategies for Working With Young Children offers the latest brain research about learning and behaviour challenges and provides teachers with developmentally appropriate practices to help children:

- Increase large and small motor skills

- Develop emotionally and socially

- Acquire better communication, listening, and attending skills

- Work towards self-management of behaviors

- Develop preparatory reading, writing, and math skills

 
Preface
 
Acknowledgments
 
About the Author
 
Introduction
 
1. Working With Young Children
Major Findings From Brain Research

 
"Whole Child" Perspective

 
Developmentally Appropriate Practice

 
Cycles of Learning

 
Phase I: Awareness

 
Phase II: Exploration

 
Phase III: Inquiry

 
Phase IV: Utilization or Application

 
Environmental Considerations

 
Testing and Labeling of Young Children

 
Working With Parents

 
Teaching From the Heart

 
 
2. Inclusion: The Right to Equal Educational Experiences
Children With Special Needs

 
Types of Special Needs

 
Labeling of Young Children

 
Legislation That Supports Inclusion

 
Inclusion

 
Benefits of Inclusive Education

 
Barriers to Inclusive Education

 
Summary

 
 
3. General Strategies for Working With Young Children
Expectations

 
Time

 
Environmental Conditions

 
Nutrition and Learning

 
Multi-Sensory Activities

 
Basic Categories of Modification

 
Brain Balancing

 
 
4. Communication Strategies
Basic Communication Strategies

 
Attending Strategies

 
Listening Strategies

 
Attaching Meaning to Print and Words

 
Strategies for Children With a Hearing Impairment

 
Strategies for Children With a Visual Impairment

 
Strategies and Information for Children With Limited Speech and Expressive Language

 
 
5. Large and Small Motor Development
Strategies for Large Motor Development

 
Strategies for Small Motor Development

 
 
6. Emotional/Social Development
Strategies for Supporting Emotional Development

 
Strategies for Supporting Social Development

 
 
7. Guiding and Modifying Children's Behavior
General Strategies for Guiding Children's Behavior

 
Strategies for Modifying Children's Behavior

 
Strategies for Children With Attention Problems

 
Strategies for Aggressive and Withdrawn Behaviors

 
Strategies for Problem Solving

 
 
8. Preparatory Writing, Reading, and Math Skills
Preparatory Writing and Reading Skills

 
Preparatory Math Skills

 
 
9. Assessing Young Children
Characteristics of Young Children That Affect Assessment

 
Developmental Patterns

 
Purposes for Assessing Young Children

 
Assessment Tools and Techniques

 
Observation

 
Interviews

 
Standardized Tests

 
Other Assessment Procedures

 
Assessment of Children With Special Needs

 
Summary

 
 
10. Learning in the 21st Century
Brain Research

 
Nutrition and Learning

 
Other Needs of the Brain and Body

 
Environmental Factors and Learning

 
Expanded View of Intelligence

 
Responsibility

 
 
Appendix A: Forms and Activities
Form 1: Profile of Development

 
Form 2: Cycles of Learning

 
Form 3: Behavior as a Function of the Interaction of the Child in His Environment

 
Form 4: General Strategies for Working With Young Children

 
Form 5: Categories of Modifications

 
Form 6: Creating a Personal Dictionary of Familiar Objects

 
Form 7: Mazes

 
Form 8: Learning About Feelings Through Working With Animals

 
Form 9: Sharing and Talking About Feelings

 
Form 10: Learning About Feelings Through Dramatic Play

 
Form 11: Learning About Empathy

 
Form 12: Settling Conflicts Peacefully

 
Form 13: Steps for Problem Solving

 
Form 14: Steps in Changing Behaviors

 
Form 15: Charting Frequency of Behaviors

 
Form 16: Child Observation Form

 
Form 17: Examples of Observation Forms

 
Form 18: Interview About the Child

 
 
Appendix B: Bibliography
 
Appendix C: Resources
 
Appendix D: Glossary
 
Index

"Takes a topic that many preservice teachers find intimidating and makes working with children with special needs doable. The easy-to-read lists inform teachers what they need to do to begin working with children with different needs."

Deborah Diffily, Associate Professor of Early Childhood Education
Southern Methodist University

"Provides insightful and useful strategies for all educators, no matter what the composition of their classroom. This book offers a plethora of hands-on and practical activities presented in a straightforward, user-friendly manner."

Denise Metiva Hernandez, Gifted Educator
Pontchartrain Elementary School, Mandeville, LA

"Professionals working with children will find the plethora of forms particularly useful and adaptable to address the assessment and activity needs of the children they work with. The recommendations address the specific needs of certain types of children as well as general recommendations that would be helpful for all children."

Diana D. Coyl, Assistant Professor of Child Development
California State University, Chico

"This book makes inclusion a much easier way to work with children than the resource room of the past. It places the responsibility of adaptation on the teachers and the school system versus the old method of pounding a square peg into a round hole. I truly appreciated the detailed description of the learning cycle and will use it in my own lesson plans beginning tomorrow!"

Stacey B. Ferguson, Multiage Teacher
North Bay Elementary School, Bay Saint Louis, MS
Key features

A unique feature of this book is the inclusion of many reproducible handout masters for students, parents, and record keeping options for educators. These can either be used as they appear or act as a springboard for creating other handouts.

Throughout this book an emphasis is given to working with children who have special needs. Special education teachers and regular education teachers find this up-to-date resource invaluable in helping them guide and support the needs of all young children as they journey through the learning process. Parents have also found this book helpful in supporting their child/ren in the learning process.

The revised edition of Inclusion Strategies for Working with Young Children provides several new strategies and an expanded resource section of books, Web sites, and organizations for all educators and parents to access. Clarification and update of the INDIVIDUALS WITH DISABILITIES ACT (IDEA) makes the revised edition more useful for adults in understanding and working with children with special needs.

The new sections appearing in this revised edition include: Categories of Development, Assistive Technology, How the Brain Works, and Mind/Body/Heart Interdependence. Other additions of new content throughout the book, along with reproducible forms for class and personal use, make this edition an invaluable resource for all adults who work and or live with children.

Sample Materials & Chapters

Preface

Chapter 1: Working With Young Children


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