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Creating Inclusive Learning Environments for Young Children : What to Do on Monday Morning.
This book provides information on common disabilities and practical strategies for creating inclusive environments and building student relationships.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
SAGE Publications,
2008.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn939262534 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr |n|---||||| | ||
| 008 | 160917s2008 xx o 000 0 eng d | ||
| 040 | |a EBLCP |b eng |e pn |c EBLCP |d OCLCQ |d MERUC |d OCLCQ |d AU@ |d OCLCQ |d UKAHL |d OCLCQ |d LOA |d OCLCO |d OCLCF |d K6U |d OCLCO |d OCLCQ |d OCL |d OCLCO |d OCLCL | ||
| 020 | |a 9781412957199 | ||
| 020 | |a 1412957192 | ||
| 029 | 1 | |a AU@ |b 000062535498 | |
| 035 | |a (OCoLC)939262534 | ||
| 050 | 4 | |a LC4015 |b .W55 2009 | |
| 082 | 0 | 4 | |a 371.9/0472 |2 22 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Willis, Clarissa Ann. | |
| 245 | 1 | 0 | |a Creating Inclusive Learning Environments for Young Children : |b What to Do on Monday Morning. |
| 260 | |a Thousand Oaks : |b SAGE Publications, |c 2008. | ||
| 300 | |a 1 online resource (241 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a This book provides information on common disabilities and practical strategies for creating inclusive environments and building student relationships. | ||
| 505 | 0 | |a Cover -- Contents -- Acknowledgments -- About the Author -- Introduction -- Part I -- Children with Special Needs in the Inclusive Classroom -- Chapter 1 -- Working with Children with Special Needs -- Setting the Stage for Inclusion -- Inclusion, Blending, and Reverse Mainstreaming -- Why is Inclusion Important? -- How Do I Develop a Philosophy of Meaningful Inclusion? -- General Strategies for Working with Children with Special Needs -- How Do I Get the Child's Family Involved? -- Resources for Families -- Working to "Enable" and "Empower" Families -- Terms Used in this Chapter -- Resources Used in this Chapter -- The Research Says ... Developmentally Appropriate Practices Must Apply to Everyone -- Chapter 2 -- Blending the World of Special Education with General Education Services -- Best Practices According to NAEYC and DEC -- Constructivism Versus Behaviorism: Blending without Ignoring Best Practice -- Using Observation Skills to Guide Instruction -- The Teacher's Rules of the Road -- Related Services -- The Role of the Special Education Teacher -- Working with Paraprofessionals and Instructional Assistants -- Terms Used in this Chapter -- Resources Used in this Chapter -- The Research Says ... What Early Childhood Practitioners Think about Inclusion -- Part II -- Who are the Children with Special Needs? -- Chapter 3 -- Children with Vision Impairments -- What Causes Visual Impairments in Young Children? -- How are Vision Impairments Classified? -- How Do Children with Vision Impairments Learn? -- Preparing the Early Childhood Environment -- Suggestions for Children with Low Vision -- Suggestions for Children Who are Blind or Severely Vision Impaired -- Summary -- Terms Used in this Chapter -- The Research Says ... Play Behaviors in Young Children Who are Blind -- Chapter 4 -- Children with Hearing Loss. | |
| 505 | 8 | |a What Determines the Degree of Hearing Loss? -- So, What about Hearing Aids? -- How will Hearing Loss Affect Children in My Classroom? -- Communicating in the Classroom -- Effects of Hearing Loss on Speech (Oral Language) -- Terms Used in this Chapter -- Suggested Reading -- The Research Says ... Cochlear Implants can Result in Better Prosody -- Chapter 5 -- Children with Cognitive Challenges -- Characteristics of Children with Cognitive Challenges -- Educational Implications -- What are Functional Skills and Why are They Important? -- What Do I Do First, Before Teaching a New Skill? -- How Exactly Does this All Fit Together? -- Classroom Suggestions for Children with Cognitive Challenges -- Terms Used in this Chapter -- The Research Says ... Social Development Across Time -- Chapter 6 -- Children with Atypical Motor Development -- Muscle Tone -- Cerebral Palsy -- Fine and Gross Motor Skills -- Positioning and Handling -- Adaptive Equipment -- Summary -- Suggested Reading -- Chapter 7 -- Children with Communication Delays -- Understanding the Child's "Form" of Communication -- Function and Content of Communication -- The Nonverbal Child -- Cleft Lip and Palate -- Childhood Apraxia of Speech (CAS) -- Terms Used in this Chapter -- The Research Says ... Communication is More Than Just Imitation -- Chapter 8 -- Children with Emotional/Behavior Disorders -- Young Children and Mental Health -- Classroom Suggestions for Children with Anxiety Disorders -- Classroom Suggestions for Children with Separation Anxiety -- Classroom Suggestions for Children with PTSD -- Classroom Suggestions for Children with ODD -- Attention-Deficit/Hyperactivity Disorder (ADHD) -- Medication Issues -- Summary -- Terms Used in this Chapter -- Resources Used in this Chapter -- Suggested Reading -- The Research Says ... Risk Factors for Future Challenging Behaviors. | |
| 505 | 8 | |a Chapter 9 -- Children with Autism Spectrum Disorder (ASD) -- What is Autism? -- What are the Five Types of Autism? -- Begin by Looking at the Child's Behavior -- Communication Issues -- Summary -- Terms Used in this Chapter -- Resources Used in this Chapter -- The Research Says ... The Role of Attention and Intention in Learning New Words -- Chapter 10 -- Children with Sensory Processing Disorder -- Sensory Integration Disorder -- What can I Do to Make My Classroom Sensory "Friendly"? -- Materials for the "Sensory Friendly" Classroom -- Terms Used in this Chapter -- Resources Used in this Chapter -- The Research Says ... Trauma and Sensory Modulation Disorder -- Chapter 11 -- Children at Risk for School Failure -- Children Living in Extreme Poverty -- Family Factors -- Chronic Illness -- Classroom Suggestions for Children at Risk -- Terms Used in this Chapter -- Suggested Reading -- The Research Says ... Teen Mothers Living in Transitional Shelters Need Support -- Part III -- Strategies for the Inclusive Classroom -- Chapter 12 -- Preparing the Children -- Before the First Day of School -- How Do I Prepare Children in a General Education Setting for a Child with Special Needs? -- What Kinds of Activities Teach Tolerance and Acceptance of Others? -- The Socially Competent Child -- Terms Used in this Chapter -- Suggested Reading -- Chapter 13 -- Preparing the Environment -- The Important Role of the Environment -- Maintaining a Balance between Activities -- The Daily Schedule -- Small Group Time -- Individualized Instruction -- Free Choice Time -- Transitions -- Assistive Technology-Adapting Materials -- Summary -- Terms Used in this Chapter -- Resources Used in this Chapter -- Chapter 14 -- The Curriculum -- Is There a Special "Curriculum" for a Child with Special Needs? -- Differentiated Instruction (DI) -- Recognition and Response. | |
| 505 | 8 | |a Curriculum Modifications for Children with Special Needs -- Content Area Instruction -- Terms Used in this Chapter -- Resources Used in this Chapter -- Suggested Reading -- Chapter 15 -- Handling Challenging Behaviors -- What Kinds of Behaviors can I Tolerate? -- What is a Functional Assessment? -- Identification of Positive Behaviors -- Terms Used in this Chapter -- Chapter 16 -- Building Communication -- Levels of Communication Development -- How Do You Set Appropriate Goals for Communication? -- What about Children Who are Nonverbal? -- How Do I Start Helping A Child with Special Needs Use Pictures to Communicate? -- Picture Schedules -- Terms Used in this Chapter -- Suggested Reading -- Appendix -- Children's Books that Feature Dynamic Characters with Special Needs -- Resources for Special Needs Products -- Index. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Children with disabilities |x Education. | |
| 650 | 0 | |a Early childhood special education. | |
| 650 | 0 | |a Inclusive education. | |
| 650 | 0 | |a Mainstreaming in education. | |
| 650 | 6 | |a Enfants handicapés |x Éducation. | |
| 650 | 6 | |a Éducation spéciale de la première enfance. | |
| 650 | 6 | |a Intégration scolaire. | |
| 650 | 7 | |a Mainstreaming in education |2 fast | |
| 650 | 7 | |a Children with disabilities |x Education |2 fast | |
| 650 | 7 | |a Early childhood special education |2 fast | |
| 650 | 7 | |a Inclusive education |2 fast | |
| 758 | |i has work: |a Creating inclusive learning environments for young children (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFCPKDBTVjBY9RHtVx3Hfq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Willis, Clarissa Ann. |t Creating Inclusive Learning Environments for Young Children : What to Do on Monday Morning. |d Thousand Oaks : SAGE Publications, ©2008 |z 9781412957199 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1367766 |z Texto completo |
| 936 | |a BATCHLOAD | ||
| 938 | |a Askews and Holts Library Services |b ASKH |n AH29994461 | ||
| 938 | |a Askews and Holts Library Services |b ASKH |n AH24989257 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL1993488 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL1367766 | ||
| 994 | |a 92 |b IZTAP | ||