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
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)
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
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)
