,Solution manual for The Exceptional Child Inclusion
in Early Childhood Education, 9th Edition Eileen K.
Allen
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel
sheet if it exists.
4- We have all what you need, we make
update at every time. There are many new
editions waiting you.
5- If you think you purchased the wrong file
You can contact us at every time, we can
replace it with true one.
Our email:
, Solution and Answer Guide: Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693; Chapter 1: An
Inclusive Approach to Early Education
Solution and Answer Guide
Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693;
Chapter 1: An Inclusive Approach to Early Education
Table of Contents
Content Type................................................................................................................................................. 1
Did You Get It? .......................................................................................................................................... 1
Case Study ................................................................................................................................................. 2
Student Activities ...................................................................................................................................... 3
Review Questions ...................................................................................................................................... 3
Content Type
Did You Get It?
1. Why is the concept of “goodness of fit” considered essential when developing inclusive programs?
a. The family identifies the community to which it belongs and in which the child is to be included.
b. Goodness of fit is the concept of an inclusive program that considers the uniqueness of every
child and family and considers how it can address the child’s strengths and needs as well as
family priorities.
c. The term implies compatibility.
d. Inclusion reflects the cultural influences of the family.
Answer: b
Feedback: The concept of “goodness of fit” (Thomas & Chess, 1977) is essential when developing
inclusive programs. An inclusive program must consider the uniqueness of every child and family and
how it can address the child’s strengths and needs as well as family priorities.
2. What created the period of “identify-and-help,” as identified by Caldwell?
a. President John F. Kennedy’s family’s acceptance of disabilities
b. Custodial care of the first special education classes
c. Report by Madeline Will
d. Political and social activities
Answer: d
Feedback: The identify-and-help period came about during the 1960s as a result of political and social
activities. Caldwell summed up this period thus: “We have not abandoned concern with screening,
with trying to find children who need help…We now try to make the search earlier in hopes of
affording early remediation or more accurately, secondary prevention.”
3. What issue is raised by Haring and McCormick regarding the separation of children with disabilities?
a. Awareness will be minimized.
b. Healthy development by playing with typically developing children is required.
c. Separating young people from the real world means that reentry is required, and reentry
problems can be avoided by not removing the child from normal settings.
d. Children who are typically developing need to get to know children with disabilities.
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 1
website, in whole or in part.
, Solution and Answer Guide: Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693; Chapter 1: An
Inclusive Approach to Early Education
Answer: b
Feedback: As Haring and McCormick (1994) point out, “separating young children with handicaps
[disabilities] from normal experiences creates distance, misunderstanding, and rejection. . . .
Moreover, separating these youngsters from the real world means that there must be reentry.
Reentry problems can be avoided by not removing the child from normal settings.”
4. What significant children to children outcome was visible in the Devoney study?
a. When the teacher structured the environment, the children with and without disabilities played
together.
b. When the children with disabilities played with typically developing children, they played in a
more organized and mature way than had been characteristic of their earlier play.
c. It demonstrated that children can learn to imitate their peers during small-group activities.
d. The amount of time that children with and without disabilities played together in small groups
during free-choice time increased.
Answer: b
Feedback: An interesting sidenote in the Devoney study was that children with disabilities who were
playing with children who are typically developing played in a more organized and mature way than
had been characteristic of their earlier play.
5. What implicit attitude displayed by typically developing children toward children with disabilities results
in an increased learning benefit?
a. Motivation to “try a little harder”
b. More stimulating and varied experience
c. Curriculum activities focusing on strengths
d. Imitation of skills
Answer: a
Feedback: Children with developmental problems are likely to benefit from a quality inclusive
preschool experience because these programs feature an implicit motivation to “try a little harder”
because children who are typically developing often expect and encourage improved behaviors from
children with disabilities.
6. In addition to caring about the values and beliefs of each child in an inclusive setting, what is essential to
provide?
a. Adequate support to succeed
b. Fun
c. Insistence on inclusion at all costs
d. Physical presence
Answer: a
Feedback: Inclusion is about values and beliefs, but it also must be about what works best for each
child. Care must be taken to ensure that when a child is placed in an inclusive setting, the child is also
provided with adequate support to succeed. When a child is not able to learn in an inclusive setting, it
is because planning and support were not provided.
Case Study
1. How much to share? One of the challenges faced by parents of children with special needs is how much
information to share about their child with potential early childhood programs. Some parents have faced
rejection from care providers when they hear the child has special needs, often before the care providers
have even met the child. On the other hand, once parents have found a program, it is critical that the staff
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 2
website, in whole or in part.
, Solution and Answer Guide: Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693; Chapter 1: An
Inclusive Approach to Early Education
have the information needed to provide proper care and effective teaching. Think about how you would
approach this issue as a parent.
a. What types of questions could you ask a program to determine whether it is a good fit?
Answers may vary: Successful inclusion can look different for each child. One child might be able
to learn in a neighborhood preschool without extra support or specialized services, while another
might require the assistance of a shadow aide or paraprofessional for all or part of the day. Ask
questions specific to your child’s need. Will an aide be available? What accessibility
accommodations do they have for children that use mobility aids?
b. What are the potential problems, if any, of not sharing enough information or sharing too much
information?
Answers may vary: If information regarding the child and their disability is not clearly presented
to the educators, there could be many severe consequences. Most significantly, the program will
not be equipped to adequately educate the child, resulting in further issues.
Student Activities
Refer to the Standard Writing Rubric at the end of the Instructor Manual for assessment of these activities.
1. Arrange a panel discussion on the pros and cons of inclusion. What are your beliefs and values concerning
the law of inclusion? Do you think there are situations where inclusion might not be the best option? If so,
identify some examples.
2. Talk with a teacher in an infant center or early childhood center. Ask about the types and numbers of
children with disabilities in the program. What accommodations have they made for these students?
3. Observe an early childhood setting. Record any episodes of a child learning through observing, imitating,
or peer tutoring.
4. Set up a simulated parent conference with three other students. Two of you play the child’s parents and
two the child’s teachers. The parents’ concern is that their typically developing three-year-old may not get
enough attention because a child who is blind is scheduled to be included in the program. Role-play a
discussion of the situation.
5. Review the DEC/NAEYC Joint Position Statement on Inclusion. How do you think this statement can be
used to encourage the development of quality inclusive programs?
6. Do some research to determine the possible services that could play a part in supporting a child with
special needs in an inclusive environment. Determine whether any of these services are being provided by
your local school district.
Review Questions
Part 1. Brief responses to the following items
1. Define inclusion.
Answer: Inclusion means that children with disabilities should be educated with typically developing
children to the maximum extent possible while, at the same time, providing for their special needs.
2. What are some possible outcomes of inclusion?
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 3
website, in whole or in part.
, Solution and Answer Guide: Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693; Chapter 1: An
Inclusive Approach to Early Education
Answer: Some of the possible outcomes of inclusion include growth in the areas of relationships,
membership, and development as a result of more active participation in the rituals and routines of the
classroom.
3. Name and briefly describe the four stages of public perception regarding children with disabilities.
Answer: The four stages of public perception regarding children with disabilities are:
a. Forget and Hide: Until the mid-twentieth century, children with disabilities were kept out of sight and
often institutionalized.
b. Screen and Segregate: In the 1950s, public schools began custodial care of children with disabilities.
c. Identify and Help: In the 1960s, political and social movements began an attempt to find children
with disabilities and provide necessary assistance.
d. Include and Support: In the 1980s and 1990s, there was an increase in case law as well as research to
support the inclusion of children with disabilities in their neighborhood classrooms.
4. What do inclusion and culturally unbiased curricula have in common?
Answer: Inclusion and anticultural bias both call for all children (all individuals) to have equal social status,
educational rights, and privileges appropriate to their individual differences, backgrounds, and
experiences.
5. Define and give an example of a teachable moment.
Answer: Teachable moments are those brief periods when a child seems especially interested and able to
learn a particular skill. Learning to skip is nearly impossible for most three-year-olds, but somewhere
during kindergarten or first grade, most children suddenly seem to become highly motivated to learn to
skip and will practice indefatigably until the skill is mastered.
6. What is peer tutoring?
Answer: Peer tutoring is one child teaching another; it can be spontaneous, as when a child says, “I can
show you how it works,” or it can be teacher planned and initiated (but always with the interest and
consent of the child who will serve as a tutor and the child with disabilities).
7. Of what benefit to society is inclusion?
Answer: Inclusion in early childhood serves society in three major ways:
a. promoting a better ethical and moral climate by respecting the legal and constitutional rights of all
citizens
b. building a more accepting and tolerant future generation by allowing young children to grow up
accepting other young children who are different
c. increasing the number of early childhood programs: there is no mandate to provide early education
for typically developing children as there is for children with developmental problems who are to be
served in an inclusive setting; hence, there could be many more preschool slots available for all
children as PL 99-457 comes into full implementation.
Part 2. Responses to the following items in the list (Other correct answers are possible, many of which are both
explicit and implicit in the text.)
1. List five responsibilities of the teacher in an inclusive preschool.
Answer: Teacher responsibilities in an inclusive preschool:
a. to individualize children’s programs
b. to avoid labeling children on the basis of their disability (stereotyping)
c. to provide a balance of curriculum activities
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 4
website, in whole or in part.
, Solution and Answer Guide: Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693; Chapter 1: An
Inclusive Approach to Early Education
d. to consciously structure interactions between children with developmental disabilities and typically
developing children
e. to reinforce imitation of appropriate behaviors
2. List three major concerns that parents and teachers have about inclusion.
Answer: Parents and teachers in an integrated classroom sometimes express concern that
a. the special needs of children with disabilities will not be met adequately
b. there will not be enough teacher time or attention to go around
c. children may learn maladaptive behaviors through imitation
3. List five arguments in favor of inclusion for young children with developmental problems.
Answer: Arguments in favor of the inclusion for children with developmental disabilities include
a. more stimulating and responsive learning environment
b. developmental curriculum model in contrast to a deficit model
c. opportunities to work and play with typically developing children who provide good models for basic
developmental skills
d. motivation to try a little harder
e. opportunities to learn from children who are closer in skill levels and motor dexterity than adult
teachers
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 5
website, in whole or in part.
, Solution and Answer Guide: Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693; Chapter 2: Federal
Legislation: Early Intervention and Prevention
Solution and Answer Guide
Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693;
Chapter 2: Federal Legislation: Early Intervention and Prevention
Table of Contents
Content Type................................................................................................................................................. 1
Did You Get It? .......................................................................................................................................... 1
Case Study ................................................................................................................................................. 2
Student Activities ...................................................................................................................................... 3
Review Questions ...................................................................................................................................... 3
Content Type
Did You Get It?
1. What was the significance of Bloom’s (1964) and Hunt’s (1961) research studies?
a. Indicated genetic predeterminism to be the deciding factor in the distribution of intelligence
among individuals
b. Showed that intelligence was fixed at the time of birth
c. Instead of intelligence being fixed at the time of birth or solely determined by genetics,
intelligence was shown to be greatly influenced by environment and experience.
d. Children did not need to grow up significantly delayed if provided with appropriate stimulation
early in life.
Answer: c
Feedback: Intelligence was shown to be greatly influenced by environment and experience (Bloom,
1964; Hunt, 1961).
2. What was the significance of the change of name of the Education for All Handicapped Children Act of
1975 (popularly referred to as The Bill of Rights for Handicapped Children) to the latest title of Individual
with Disabilities Education Improvement Act?
a. Reflect changes from 1975 to the current day
b. Name has to be changed every ten years
c. Reflects focus on people-first terminology
d. Guarantees the right to a free and appropriate public education
Answer: c
Feedback: The name was changed to reflect people-first terminology.
3. How is it determined whether children with disabilities or developmental delays require test
accommodations?
a. The teacher decides.
b. The child decides.
c. The school decides.
d. The answer is provided in the children’s IEPs.
Answer: d
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 1
website, in whole or in part.
,Solution and Answer Guide: Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693; Chapter 2: Federal
Legislation: Early Intervention and Prevention
Feedback: Under NCLB, children with disabilities or delays in development were to be tested along
with children without disabilities beginning in the third grade, with few exceptions. The major issue
for early childhood special education professionals was whether these children required test
accommodations. The answer was provided in the children’s IEPs: If a child’s IEP called for
accommodations in assessments, these must be offered; if it did not, accommodations cannot be
provided.
4. What educational reason is cited for the relevance of the Brown v. Board of Education case?
a. Race
b. Ability
c. Landmark case for the inclusion of all children
d. Fourteenth Amendment
Answer: c
Feedback: Case law has played an important role in school reform and in advancing the rights of
students with disabilities in the public school system since the Brown v. Board of Education ruling in
1954. The court found that segregated schools violated the Fourteenth Amendment of the
Constitution. Although this case involved race, not ability, it is often noted as a landmark case for the
inclusion of all children.
5. What are the distinguishing features between traditional and contemporary views of identifying
giftedness?
a. The traditional view of giftedness relies solely on a child’s intelligence as measured by IQ tests;
the contemporary view builds on theories of multiple intelligence.
b. The traditional view builds on theories of multiple intelligence; the contemporary view relies
solely on a child’s intelligence as measured by IQ tests.
c. There are different levels of interest in identifying giftedness.
d. States were not required to have special programs for children who are gifted or talented; states
are now required to have special programs for children who are gifted or talented.
Answer: a
Feedback: A major barrier to identifying children who are gifted or talented or both is overcoming the
traditional view of giftedness that relied solely on a child’s intelligence as measured by IQ tests
(Feldman, 1993). A more contemporary view of giftedness builds on theories of multiple intelligences
(Gardner, 1993, 1999).
6. What term applies to the escalation of developmental problems related to the disability?
a. Developmental delay
b. Cumulative deficits
c. Secondary disabilities
d. Primary disabilities
Answer: c
Feedback: When a disabling condition does occur, before, during, or after birth, prevention continues
to be the watchword, specifically, the prevention of secondary disabilities. These are developmental
disabilities that come about because of the primary disability.
Case Study
1. Helping an At-Risk Child: You operate a family day care and notice that a boy, age two years, seven
months, does not respond to his name, has limited language for his age, and has daily tantrums lasting
thirty minutes or more.
a. Based on the information in this chapter, what laws and federal programs could help this child?
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 2
website, in whole or in part.
, Solution and Answer Guide: Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693; Chapter 2: Federal
Legislation: Early Intervention and Prevention
Answers may vary.
Head Start Act
• Head Start had always been an “open door” policy: all children who met the economic
requirement, regardless of their developmental status, were to be included in Head Start
programs.
• Incorporate findings from scientific research, reflect best practices and lessons from program
innovation, and integrate recommendations from the Secretary’s Advisory Committee’s Final
Report on Head Start Research and Evaluation.
No Child Left Behind Act
• Intended to improve reading and math testing in public schools
• Reauthorize education reform using federal funds
• If there is little or no growth, then schools and school systems are at risk of losing funding and
teachers.
Every Student Succeeds Act
• Every Student Succeeds Act (ESSA) is the nation’s main education law for all public schools.
• ESSA affects all kids, including those with IEPs and 504 plans.
• The law holds schools accountable for how students learn and achieve.
• ESSA encourages states to expand personalized learning and aims to provide an equal
opportunity for students who get special education services.
• The Act requires states to involve parents in the accountability process for schools.
Student Activities
Refer to the grading rubrics at the end of the Instructor Manual for assessment of these activities.
1. Use the Internet to find your state’s department of education and search for information regarding early
education programs for exceptional children in your state. Inquire about programs for gifted children and
about Part C in particular.
2. Speak with a parent of a child with a developmental disability. Ask the parent to identify how the family
has been able to access services authorized by public law for their child.
3. Contact your local Department of Social and Health Services (DSHS) or comparable agency to learn about
the implementation of the WIC program in your community.
4. Call or e-mail one of your representatives in Congress or do a web search for an update on federal
legislation related to young children with disabilities and their families.
5. Form several small groups. Select one of the pieces of legislation described in this chapter. Advocate for
that law—that is, convince the rest of the class why they should have voted for that law.
6. Visit the websites of two different local school districts to learn how they are meeting the requirements of
ESSA. Review their Local Accountability Plan and School Accountability Report Cards and compare and
contrast the two different school district’s plans.
Review Questions
1. People-first terminology refers to the change in the way we refer to people with disabilities. The person
is referred to as a person first before the disability. For example, the term “autistic child” is changed to “a
child with autism.”
2. An advocacy group is a formally or informally organized group of people who work together for a
common cause, such as early intervention with children at risk for developmental disabilities. For
example, the Division for Early Childhood (an affiliate organization of the CEC) started out with a few
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 3
website, in whole or in part.
in Early Childhood Education, 9th Edition Eileen K.
Allen
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel
sheet if it exists.
4- We have all what you need, we make
update at every time. There are many new
editions waiting you.
5- If you think you purchased the wrong file
You can contact us at every time, we can
replace it with true one.
Our email:
, Solution and Answer Guide: Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693; Chapter 1: An
Inclusive Approach to Early Education
Solution and Answer Guide
Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693;
Chapter 1: An Inclusive Approach to Early Education
Table of Contents
Content Type................................................................................................................................................. 1
Did You Get It? .......................................................................................................................................... 1
Case Study ................................................................................................................................................. 2
Student Activities ...................................................................................................................................... 3
Review Questions ...................................................................................................................................... 3
Content Type
Did You Get It?
1. Why is the concept of “goodness of fit” considered essential when developing inclusive programs?
a. The family identifies the community to which it belongs and in which the child is to be included.
b. Goodness of fit is the concept of an inclusive program that considers the uniqueness of every
child and family and considers how it can address the child’s strengths and needs as well as
family priorities.
c. The term implies compatibility.
d. Inclusion reflects the cultural influences of the family.
Answer: b
Feedback: The concept of “goodness of fit” (Thomas & Chess, 1977) is essential when developing
inclusive programs. An inclusive program must consider the uniqueness of every child and family and
how it can address the child’s strengths and needs as well as family priorities.
2. What created the period of “identify-and-help,” as identified by Caldwell?
a. President John F. Kennedy’s family’s acceptance of disabilities
b. Custodial care of the first special education classes
c. Report by Madeline Will
d. Political and social activities
Answer: d
Feedback: The identify-and-help period came about during the 1960s as a result of political and social
activities. Caldwell summed up this period thus: “We have not abandoned concern with screening,
with trying to find children who need help…We now try to make the search earlier in hopes of
affording early remediation or more accurately, secondary prevention.”
3. What issue is raised by Haring and McCormick regarding the separation of children with disabilities?
a. Awareness will be minimized.
b. Healthy development by playing with typically developing children is required.
c. Separating young people from the real world means that reentry is required, and reentry
problems can be avoided by not removing the child from normal settings.
d. Children who are typically developing need to get to know children with disabilities.
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 1
website, in whole or in part.
, Solution and Answer Guide: Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693; Chapter 1: An
Inclusive Approach to Early Education
Answer: b
Feedback: As Haring and McCormick (1994) point out, “separating young children with handicaps
[disabilities] from normal experiences creates distance, misunderstanding, and rejection. . . .
Moreover, separating these youngsters from the real world means that there must be reentry.
Reentry problems can be avoided by not removing the child from normal settings.”
4. What significant children to children outcome was visible in the Devoney study?
a. When the teacher structured the environment, the children with and without disabilities played
together.
b. When the children with disabilities played with typically developing children, they played in a
more organized and mature way than had been characteristic of their earlier play.
c. It demonstrated that children can learn to imitate their peers during small-group activities.
d. The amount of time that children with and without disabilities played together in small groups
during free-choice time increased.
Answer: b
Feedback: An interesting sidenote in the Devoney study was that children with disabilities who were
playing with children who are typically developing played in a more organized and mature way than
had been characteristic of their earlier play.
5. What implicit attitude displayed by typically developing children toward children with disabilities results
in an increased learning benefit?
a. Motivation to “try a little harder”
b. More stimulating and varied experience
c. Curriculum activities focusing on strengths
d. Imitation of skills
Answer: a
Feedback: Children with developmental problems are likely to benefit from a quality inclusive
preschool experience because these programs feature an implicit motivation to “try a little harder”
because children who are typically developing often expect and encourage improved behaviors from
children with disabilities.
6. In addition to caring about the values and beliefs of each child in an inclusive setting, what is essential to
provide?
a. Adequate support to succeed
b. Fun
c. Insistence on inclusion at all costs
d. Physical presence
Answer: a
Feedback: Inclusion is about values and beliefs, but it also must be about what works best for each
child. Care must be taken to ensure that when a child is placed in an inclusive setting, the child is also
provided with adequate support to succeed. When a child is not able to learn in an inclusive setting, it
is because planning and support were not provided.
Case Study
1. How much to share? One of the challenges faced by parents of children with special needs is how much
information to share about their child with potential early childhood programs. Some parents have faced
rejection from care providers when they hear the child has special needs, often before the care providers
have even met the child. On the other hand, once parents have found a program, it is critical that the staff
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 2
website, in whole or in part.
, Solution and Answer Guide: Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693; Chapter 1: An
Inclusive Approach to Early Education
have the information needed to provide proper care and effective teaching. Think about how you would
approach this issue as a parent.
a. What types of questions could you ask a program to determine whether it is a good fit?
Answers may vary: Successful inclusion can look different for each child. One child might be able
to learn in a neighborhood preschool without extra support or specialized services, while another
might require the assistance of a shadow aide or paraprofessional for all or part of the day. Ask
questions specific to your child’s need. Will an aide be available? What accessibility
accommodations do they have for children that use mobility aids?
b. What are the potential problems, if any, of not sharing enough information or sharing too much
information?
Answers may vary: If information regarding the child and their disability is not clearly presented
to the educators, there could be many severe consequences. Most significantly, the program will
not be equipped to adequately educate the child, resulting in further issues.
Student Activities
Refer to the Standard Writing Rubric at the end of the Instructor Manual for assessment of these activities.
1. Arrange a panel discussion on the pros and cons of inclusion. What are your beliefs and values concerning
the law of inclusion? Do you think there are situations where inclusion might not be the best option? If so,
identify some examples.
2. Talk with a teacher in an infant center or early childhood center. Ask about the types and numbers of
children with disabilities in the program. What accommodations have they made for these students?
3. Observe an early childhood setting. Record any episodes of a child learning through observing, imitating,
or peer tutoring.
4. Set up a simulated parent conference with three other students. Two of you play the child’s parents and
two the child’s teachers. The parents’ concern is that their typically developing three-year-old may not get
enough attention because a child who is blind is scheduled to be included in the program. Role-play a
discussion of the situation.
5. Review the DEC/NAEYC Joint Position Statement on Inclusion. How do you think this statement can be
used to encourage the development of quality inclusive programs?
6. Do some research to determine the possible services that could play a part in supporting a child with
special needs in an inclusive environment. Determine whether any of these services are being provided by
your local school district.
Review Questions
Part 1. Brief responses to the following items
1. Define inclusion.
Answer: Inclusion means that children with disabilities should be educated with typically developing
children to the maximum extent possible while, at the same time, providing for their special needs.
2. What are some possible outcomes of inclusion?
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 3
website, in whole or in part.
, Solution and Answer Guide: Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693; Chapter 1: An
Inclusive Approach to Early Education
Answer: Some of the possible outcomes of inclusion include growth in the areas of relationships,
membership, and development as a result of more active participation in the rituals and routines of the
classroom.
3. Name and briefly describe the four stages of public perception regarding children with disabilities.
Answer: The four stages of public perception regarding children with disabilities are:
a. Forget and Hide: Until the mid-twentieth century, children with disabilities were kept out of sight and
often institutionalized.
b. Screen and Segregate: In the 1950s, public schools began custodial care of children with disabilities.
c. Identify and Help: In the 1960s, political and social movements began an attempt to find children
with disabilities and provide necessary assistance.
d. Include and Support: In the 1980s and 1990s, there was an increase in case law as well as research to
support the inclusion of children with disabilities in their neighborhood classrooms.
4. What do inclusion and culturally unbiased curricula have in common?
Answer: Inclusion and anticultural bias both call for all children (all individuals) to have equal social status,
educational rights, and privileges appropriate to their individual differences, backgrounds, and
experiences.
5. Define and give an example of a teachable moment.
Answer: Teachable moments are those brief periods when a child seems especially interested and able to
learn a particular skill. Learning to skip is nearly impossible for most three-year-olds, but somewhere
during kindergarten or first grade, most children suddenly seem to become highly motivated to learn to
skip and will practice indefatigably until the skill is mastered.
6. What is peer tutoring?
Answer: Peer tutoring is one child teaching another; it can be spontaneous, as when a child says, “I can
show you how it works,” or it can be teacher planned and initiated (but always with the interest and
consent of the child who will serve as a tutor and the child with disabilities).
7. Of what benefit to society is inclusion?
Answer: Inclusion in early childhood serves society in three major ways:
a. promoting a better ethical and moral climate by respecting the legal and constitutional rights of all
citizens
b. building a more accepting and tolerant future generation by allowing young children to grow up
accepting other young children who are different
c. increasing the number of early childhood programs: there is no mandate to provide early education
for typically developing children as there is for children with developmental problems who are to be
served in an inclusive setting; hence, there could be many more preschool slots available for all
children as PL 99-457 comes into full implementation.
Part 2. Responses to the following items in the list (Other correct answers are possible, many of which are both
explicit and implicit in the text.)
1. List five responsibilities of the teacher in an inclusive preschool.
Answer: Teacher responsibilities in an inclusive preschool:
a. to individualize children’s programs
b. to avoid labeling children on the basis of their disability (stereotyping)
c. to provide a balance of curriculum activities
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 4
website, in whole or in part.
, Solution and Answer Guide: Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693; Chapter 1: An
Inclusive Approach to Early Education
d. to consciously structure interactions between children with developmental disabilities and typically
developing children
e. to reinforce imitation of appropriate behaviors
2. List three major concerns that parents and teachers have about inclusion.
Answer: Parents and teachers in an integrated classroom sometimes express concern that
a. the special needs of children with disabilities will not be met adequately
b. there will not be enough teacher time or attention to go around
c. children may learn maladaptive behaviors through imitation
3. List five arguments in favor of inclusion for young children with developmental problems.
Answer: Arguments in favor of the inclusion for children with developmental disabilities include
a. more stimulating and responsive learning environment
b. developmental curriculum model in contrast to a deficit model
c. opportunities to work and play with typically developing children who provide good models for basic
developmental skills
d. motivation to try a little harder
e. opportunities to learn from children who are closer in skill levels and motor dexterity than adult
teachers
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 5
website, in whole or in part.
, Solution and Answer Guide: Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693; Chapter 2: Federal
Legislation: Early Intervention and Prevention
Solution and Answer Guide
Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693;
Chapter 2: Federal Legislation: Early Intervention and Prevention
Table of Contents
Content Type................................................................................................................................................. 1
Did You Get It? .......................................................................................................................................... 1
Case Study ................................................................................................................................................. 2
Student Activities ...................................................................................................................................... 3
Review Questions ...................................................................................................................................... 3
Content Type
Did You Get It?
1. What was the significance of Bloom’s (1964) and Hunt’s (1961) research studies?
a. Indicated genetic predeterminism to be the deciding factor in the distribution of intelligence
among individuals
b. Showed that intelligence was fixed at the time of birth
c. Instead of intelligence being fixed at the time of birth or solely determined by genetics,
intelligence was shown to be greatly influenced by environment and experience.
d. Children did not need to grow up significantly delayed if provided with appropriate stimulation
early in life.
Answer: c
Feedback: Intelligence was shown to be greatly influenced by environment and experience (Bloom,
1964; Hunt, 1961).
2. What was the significance of the change of name of the Education for All Handicapped Children Act of
1975 (popularly referred to as The Bill of Rights for Handicapped Children) to the latest title of Individual
with Disabilities Education Improvement Act?
a. Reflect changes from 1975 to the current day
b. Name has to be changed every ten years
c. Reflects focus on people-first terminology
d. Guarantees the right to a free and appropriate public education
Answer: c
Feedback: The name was changed to reflect people-first terminology.
3. How is it determined whether children with disabilities or developmental delays require test
accommodations?
a. The teacher decides.
b. The child decides.
c. The school decides.
d. The answer is provided in the children’s IEPs.
Answer: d
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 1
website, in whole or in part.
,Solution and Answer Guide: Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693; Chapter 2: Federal
Legislation: Early Intervention and Prevention
Feedback: Under NCLB, children with disabilities or delays in development were to be tested along
with children without disabilities beginning in the third grade, with few exceptions. The major issue
for early childhood special education professionals was whether these children required test
accommodations. The answer was provided in the children’s IEPs: If a child’s IEP called for
accommodations in assessments, these must be offered; if it did not, accommodations cannot be
provided.
4. What educational reason is cited for the relevance of the Brown v. Board of Education case?
a. Race
b. Ability
c. Landmark case for the inclusion of all children
d. Fourteenth Amendment
Answer: c
Feedback: Case law has played an important role in school reform and in advancing the rights of
students with disabilities in the public school system since the Brown v. Board of Education ruling in
1954. The court found that segregated schools violated the Fourteenth Amendment of the
Constitution. Although this case involved race, not ability, it is often noted as a landmark case for the
inclusion of all children.
5. What are the distinguishing features between traditional and contemporary views of identifying
giftedness?
a. The traditional view of giftedness relies solely on a child’s intelligence as measured by IQ tests;
the contemporary view builds on theories of multiple intelligence.
b. The traditional view builds on theories of multiple intelligence; the contemporary view relies
solely on a child’s intelligence as measured by IQ tests.
c. There are different levels of interest in identifying giftedness.
d. States were not required to have special programs for children who are gifted or talented; states
are now required to have special programs for children who are gifted or talented.
Answer: a
Feedback: A major barrier to identifying children who are gifted or talented or both is overcoming the
traditional view of giftedness that relied solely on a child’s intelligence as measured by IQ tests
(Feldman, 1993). A more contemporary view of giftedness builds on theories of multiple intelligences
(Gardner, 1993, 1999).
6. What term applies to the escalation of developmental problems related to the disability?
a. Developmental delay
b. Cumulative deficits
c. Secondary disabilities
d. Primary disabilities
Answer: c
Feedback: When a disabling condition does occur, before, during, or after birth, prevention continues
to be the watchword, specifically, the prevention of secondary disabilities. These are developmental
disabilities that come about because of the primary disability.
Case Study
1. Helping an At-Risk Child: You operate a family day care and notice that a boy, age two years, seven
months, does not respond to his name, has limited language for his age, and has daily tantrums lasting
thirty minutes or more.
a. Based on the information in this chapter, what laws and federal programs could help this child?
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 2
website, in whole or in part.
, Solution and Answer Guide: Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693; Chapter 2: Federal
Legislation: Early Intervention and Prevention
Answers may vary.
Head Start Act
• Head Start had always been an “open door” policy: all children who met the economic
requirement, regardless of their developmental status, were to be included in Head Start
programs.
• Incorporate findings from scientific research, reflect best practices and lessons from program
innovation, and integrate recommendations from the Secretary’s Advisory Committee’s Final
Report on Head Start Research and Evaluation.
No Child Left Behind Act
• Intended to improve reading and math testing in public schools
• Reauthorize education reform using federal funds
• If there is little or no growth, then schools and school systems are at risk of losing funding and
teachers.
Every Student Succeeds Act
• Every Student Succeeds Act (ESSA) is the nation’s main education law for all public schools.
• ESSA affects all kids, including those with IEPs and 504 plans.
• The law holds schools accountable for how students learn and achieve.
• ESSA encourages states to expand personalized learning and aims to provide an equal
opportunity for students who get special education services.
• The Act requires states to involve parents in the accountability process for schools.
Student Activities
Refer to the grading rubrics at the end of the Instructor Manual for assessment of these activities.
1. Use the Internet to find your state’s department of education and search for information regarding early
education programs for exceptional children in your state. Inquire about programs for gifted children and
about Part C in particular.
2. Speak with a parent of a child with a developmental disability. Ask the parent to identify how the family
has been able to access services authorized by public law for their child.
3. Contact your local Department of Social and Health Services (DSHS) or comparable agency to learn about
the implementation of the WIC program in your community.
4. Call or e-mail one of your representatives in Congress or do a web search for an update on federal
legislation related to young children with disabilities and their families.
5. Form several small groups. Select one of the pieces of legislation described in this chapter. Advocate for
that law—that is, convince the rest of the class why they should have voted for that law.
6. Visit the websites of two different local school districts to learn how they are meeting the requirements of
ESSA. Review their Local Accountability Plan and School Accountability Report Cards and compare and
contrast the two different school district’s plans.
Review Questions
1. People-first terminology refers to the change in the way we refer to people with disabilities. The person
is referred to as a person first before the disability. For example, the term “autistic child” is changed to “a
child with autism.”
2. An advocacy group is a formally or informally organized group of people who work together for a
common cause, such as early intervention with children at risk for developmental disabilities. For
example, the Division for Early Childhood (an affiliate organization of the CEC) started out with a few
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website, in whole or in part.
