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INSTRUCTOR’S MANUAL & TEST BANK
Adapting Early Childhood Curricula for Children with
Disabilities and Special Needs 10th Edition
by Ruth Cook,M. Klein & Deborah Chen
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CONTENTS
Introduction .......................................................................................................................................... iii
Instructor’s Resource Manual
Chapter 1 Educating Young Children with Disabilities: The Challenge .................................... 1
Chapter 2 In Partnership with Families ......................................................................................10
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Chapter 3 Developing Individualized Intervention Plans and Programs
and Monitoring Progress ............................................................................................ 15
Chapter 4 Designing Instructional Programs.............................................................................. 22
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Chapter 5 Considerations for Teaching Children with Specific Disabilities ............................. 32
Chapter 6 Promoting Emotional and Social Development ........................................................ 40
Chapter 7 Helping Young Children Develop Motor and Self-Care Skills ............................... 46
Chapter 8 Nurturing Communication Skills ............................................................................... 54
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Chapter 9 Encouraging the Development of Cognitive Skills and Literacy ............................ 63
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Chapter 10 Teaming: Collaboration, Problem Solving, and Inclusion Support ......................... 70
Test Bank .............................................................................................................................................77
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Test Bank Answer Key...................................................................................................................... 108
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Chapter 1 ALL CHAPTERS INCLUDED ⬛⬛
EDUCATING YOUNG CHILDREN WITH DISABILITIES
THE CHALLENGE
OUTLINE
I. Viewing the Child with Disabilities as a Child First
A. Person-First Language
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II. Inclusion of Young Children with Disabilities in Community-Based Settings
III. Philosophy of This Text
IV. Early Childhood Special Education: An Evolving Field
A. Pioneering Influences and History of Early Childhood Special Education
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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
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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
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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
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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
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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
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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)
Zxcvbnhjmk,l
INSTRUCTOR’S MANUAL & TEST BANK
Adapting Early Childhood Curricula for Children with
Disabilities and Special Needs 10th Edition
by Ruth Cook,M. Klein & Deborah Chen
TU
TO
R
G
U
R
U
Zxcvbnhjmk,l
, dfghjkl
CONTENTS
Introduction .......................................................................................................................................... iii
Instructor’s Resource Manual
Chapter 1 Educating Young Children with Disabilities: The Challenge .................................... 1
Chapter 2 In Partnership with Families ......................................................................................10
TU
Chapter 3 Developing Individualized Intervention Plans and Programs
and Monitoring Progress ............................................................................................ 15
Chapter 4 Designing Instructional Programs.............................................................................. 22
TO
Chapter 5 Considerations for Teaching Children with Specific Disabilities ............................. 32
Chapter 6 Promoting Emotional and Social Development ........................................................ 40
Chapter 7 Helping Young Children Develop Motor and Self-Care Skills ............................... 46
Chapter 8 Nurturing Communication Skills ............................................................................... 54
R
Chapter 9 Encouraging the Development of Cognitive Skills and Literacy ............................ 63
G
Chapter 10 Teaming: Collaboration, Problem Solving, and Inclusion Support ......................... 70
Test Bank .............................................................................................................................................77
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Test Bank Answer Key...................................................................................................................... 108
R
U
Zxcvbnhjmk,l
,TU
TO
The page is intentionally left blank
R
G
U
R
U
, dfghjkl
Chapter 1 ALL CHAPTERS INCLUDED ⬛⬛
EDUCATING YOUNG CHILDREN WITH DISABILITIES
THE CHALLENGE
OUTLINE
I. Viewing the Child with Disabilities as a Child First
A. Person-First Language
TU
II. Inclusion of Young Children with Disabilities in Community-Based Settings
III. Philosophy of This Text
IV. Early Childhood Special Education: An Evolving Field
A. Pioneering Influences and History of Early Childhood Special Education
TO
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
R
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
G
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
U
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
R
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
U
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)
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