Study Guide Adapting Early Childhood Curricula Children Disabilities Special Needs 10th Edition Cook Special Education Inclusion

Instructor’s Resource Manual and Test Bank for Adapting Early Childhood Curricula for Children with Disabilities and Special Needs Tenth Edition Ruth E. Cook Professor Emerita Santa Clara University M. Diane Klein Professor Emerita California State University Deborah Chen Professor Emerita California State University - Northridge Prepared by Ruth E. Cook and Laurie Nielsen Dotso INTRODUCTION This instructor’s manual and test bank were developed as an instructional resource for use with Adapting Early Childhood Curricula for Children with Disabilities and Special Needs. How this guide is used will depend on the purpose of the course, intended pedagogy for class learning, and the philosophy of the instructor. Classes composed primarily of students with special education backgrounds possibly will focus on contributions from early childhood education to complement students’ knowledge and skills. Alternatively, classes of early childhood education majors may require supplementary instruction in special education theory and practice. Undergraduates may need additional attention to theory while graduates may appreciate the practical orientation of the book. Regardless of the reader’s background, throughout the text the authors have attempted to achieve a balance between theory and practice and between special education and early childhood education. The instructor’s manual incorporates this balance also. The aim is to make teaching a challenge; not a chore. The manual contains the following sections for each of the ten chapters: Outline: Highlights of each chapter are presented in topical outline form. Essential concepts and vocabulary: A list of words indicating what might be considered critical concepts and vocabulary for students to master. Discussion topics and activities: The discussion topics and activities provided designed to stimulate student involvement and group discussion. Course assignments: A comprehensive course assignment is explained with detailed directions. Each assignment has a corresponding grading rubric outlining expected standards. The assignment and grading rubric can be adapted to facilitate group or individual learning. Test questions: Multiple-choice, true-false, and short answer questions are provided to check for knowledge and understanding. The essay questions encourage students to synthesize content and apply what they have learned. Several expect students to indicate what they would do when placed in a teaching situation. All the questions are intended as samples, with adaptation by instructors as necessary to meet their individual needs. Instructors are urged to review the Key Concepts at the beginning of each chapter. These serve as a brief synopsis of the major components of each chapter. Likewise, the summary at the end of each chapter highlights the learning that has taken place. Above all, this guide is the authors’ way of sharing instructional ideas with others in the field. The authors and publisher welcome suggestions which enhance and increase the effectiveness of this text. The authors hope that you enjoy teaching this subject and using the companion text as much as they enjoyed researching and writing Adapting Early Childhood Curricula for Children with Disabilities and Special Needs. CONTENTS Introduction ……………………………………………………………………………...…… iii Instructor’s Resource Manual Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Educating Young Children with Disabilities: The Challenge …………….………1 In Partnership with Families …………………………………………....……… 10 Developing Individualized Intervention Plans and Programs and Monitoring Progress ……………………….…………….….….…....….…. 15 Designing Instructional Programs ……………………………………………… 22 Considerations for Teaching Children with Specific Disabilities ……………… 32 Promoting Emotional and Social Development ……………………………...… 40 Helping Young Children Develop Motor and Self-Care Skills………………… 46 Nurturing Communication Skills …………………………………………….… 54 Encouraging the Development of Cognitive Skills and Literacy ……………… 63 Teaming: Collaboration, Problem Solving, and Inclusion Support ……….…… 70 Test Bank …………………………………………………………………………………….… 77 Test Bank Answer Key ……………………………………………………………………..… 108 Chapter 1 EDUCATING YOUNG CHILDREN WITH DISABILITIES THE CHALLENGE OUTLINE I. II. III. Viewing the Child with Disabilities as a Child First A. Person-First Language Inclusion of Young Children with Disabilities in Community-Based Settings Philosophy of This Text IV. Early Childhood Special Education: An Evolving Field A. Pioneering Influences and History of Early Childhood Special Education B. Casa dei Bambini C. Piaget’s Theory of Cognitive Development D. Recognition of the Role of Early Experiences E. Project Head Start: A Breakthrough F. Doubts G. Impact of Early Education H. Early Education for Children with Disabilities V. Changing Policies: The Impact of Public Pressure and Legislation A. Development of Professional Groups B. The Power of Private Citizens C. The First Chance Program D. Civil Rights Legislation E. Public Law 94-142: The Education for All Handicapped Children Act of 1975 F. Public Law 99-457: The Education of the Handicapped Act Amendments of 1986 G. Public Law 101-336: The Americans with Disabilities Act of 1990 H. Public Law 101-476: The Education of the Handicapped Act Amendments of 1990 I. Public Law102-119: The Individuals with Disabilities Education Act Amendments of 1991 J. Public Law 105-17: The individuals with Disabilities Education Act Amendments of 1997 K. Public Law 108-446: The Individuals with Disabilities Act of 2004 VI. Foundational Principles of Early Childhood Special Education A. Relationship-Focused Models of Early Intervention B. Family-Centered Services C. Community-Based Inclusive Settings D. Interdisciplinary Collaboration E. Culturally Responsive Practices F. Coordinated, Comprehensive Services G. Evidence-based Practices H. Routine-Based and Embedded Interventions I. Standards-Based Curriculum J. Child Outcomes K. Response to Intervention (RTI) or Tiered Instruction L. Pre-K Response to Intervention M. Universal Design for Learning (UDL) VI. Building on Recommended Practices A. Collaboration Between Early Childhood Education and Early Childhood Special Education Professionals B. The Importance of Ongoing Pursuit of Evidence-Based Practices VII. Service Delivery A. Services for Infants and Toddlers B. Services for Preschoolers VIII. Educating Young Children with Disabilities in Inclusive Settings A. Unique Challenges Involved in Supporting Early Childhood Inclusion B. Key Findings from Research on Preschool Inclusion C. The Role of the Early Childhood Special Educator D. The Case for Specific Training Related to Inclusion Support IX. Summary X. Reflect and Apply ESSENTIAL CONCEPTS AND VOCABULARY Activity-based intervention Americans with Disabilities Act Americans with Disabilities Act Amendments Act Developmentally Appropriate Practices (DAP) Early Intervention Embedded intervention Evidence-based practices Family-centered approach Free appropriate public education Inclusion Inclusion support Inclusive settings Individuals with Disabilities Education Act Individuals with Disabilities Education Improvement Act Interdisciplinary team approach Least restrictive environment Natural environments Person-first language Recognition and response Recommended practices Relationship-focused intervention model Response to Intervention (RTI) Routines-based intervention Section 504 of the Rehabilitation Act of 1973 Tiered instruction Transactional Transdisciplinary approach Universal Design for Learning (UDL)