ADAPTING EARLY CHILDHOOD CURRICULA FOR CHILDREN WITH
DISABILITIES AND SPECIAL NEEDS 10TH EDITION BY RUTH E. COOK
COMPLETE TESTBANK
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 EDUCATING YOUNG CHILDREN WITH DISABILITIES: THE CHALLENGE
…………….………1
CHAPTER 2 IN PARTNERSHIP WITH FAMILIES
…………………………………………....……… 10
CHAPTER 3 DEVELOPING INDIVIDUALIZED INTERVENTION PLANS AND PROGRAMS
AND MONITORING PROGRESS
……………………….…………….….….…....….…. 15
CHAPTER 4 DESIGNING INSTRUCTIONAL PROGRAMS
……………………………………………… 22
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
CHAPTER 9 ENCOURAGING THE DEVELOPMENT OF COGNITIVE SKILLS AND
LITERACY ……………… 63
, CHAPTER 10 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. VIEWING THE CHILD WITH DISABILITIES AS A CHILD FIRST
A. PERSON-FIRST LANGUAGE
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
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
DISABILITIES AND SPECIAL NEEDS 10TH EDITION BY RUTH E. COOK
COMPLETE TESTBANK
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 EDUCATING YOUNG CHILDREN WITH DISABILITIES: THE CHALLENGE
…………….………1
CHAPTER 2 IN PARTNERSHIP WITH FAMILIES
…………………………………………....……… 10
CHAPTER 3 DEVELOPING INDIVIDUALIZED INTERVENTION PLANS AND PROGRAMS
AND MONITORING PROGRESS
……………………….…………….….….…....….…. 15
CHAPTER 4 DESIGNING INSTRUCTIONAL PROGRAMS
……………………………………………… 22
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
CHAPTER 9 ENCOURAGING THE DEVELOPMENT OF COGNITIVE SKILLS AND
LITERACY ……………… 63
, CHAPTER 10 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. VIEWING THE CHILD WITH DISABILITIES AS A CHILD FIRST
A. PERSON-FIRST LANGUAGE
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
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
