Instructor’s Resource Manual & Test Bank for Adapting Early Childhood Curricula for Children with Disabilities and Special Needs, 10th Edition (Cook, 2019) | All Chapters 1–10 Covered

R?
EU
SS
OI
NN
CO
ED
M
IA_
UV
ST

, TABLE OF CONTENTS
Instructor's Resource Manual & Test Bank: Adapting Early
ST

Childhood Curricula for Children with Disabilities and Special
Needs, 10th Edition
UV

Author: Ruth Cook (2019)


Chapter 1. Educating Young Children with Disabilities: The Challenge
I

Chapter 2. In Partnership with Families
A_

Chapter 3. Developing Individualized Intervention Plans and Programs and Monitoring
Progress
M

Chapter 4. Designing Instructional Programs
Chapter 5. Considerations for Teaching Children with Specific Disabilities
ED

Chapter 6. Promoting Emotional and Social Development
Chapter 7. Helping Young Children Develop Motor and Self-Care Skills
Chapter 8. Nurturing Communication Skills
CO

Chapter 9. Encouraging the Development of Cognitive Skills and Literacy
Chapter 10. Teaming: Collaboration, Problem Solving, and Inclusion Support
NN
OI
SS
EU
R?

, CONTENTS
ST
Introduction ……………………………………………………………………………...…… iii

Instructor’s Resource Manual
UV

Chapter 1 Educating Young Children with Disabilities: The Challenge …………….………1

Chapter 2 In Partnership with Families …………………………………………....……… 10
I
Chapter 3 Developing Individualized Intervention Plans and Programs
A_
and Monitoring Progress ……………………….…………….….….…....….…. 15

Chapter 4 Designing Instructional Programs ……………………………………………… 22
M
Chapter 5 Considerations for Teaching Children with Specific Disabilities ……………… 32

Chapter 6 Promoting Emotional and Social Development ……………………………...… 40
ED

Chapter 7 Helping Young Children Develop Motor and Self-Care Skills………………… 46

Chapter 8 Nurturing Communication Skills …………………………………………….… 54
CO

Chapter 9 Encouraging the Development of Cognitive Skills and Literacy ……………… 63

Chapter 10 Teaming: Collaboration, Problem Solving, and Inclusion Support ……….…… 70
NN

Test Bank …………………………………………………………………………………….… 77

Test Bank Answer Key ……………………………………………………………………..… 108
OI
SS
EU
R?

, Chapter 1

EDUCATING YOUNG CHILDREN WITH DISABILITIES
ST
THE CHALLENGE


OUTLINE
UV

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
I A_
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
M
C. Piaget’s Theory of Cognitive Development
D. Recognition of the Role of Early Experiences
E. Project Head Start: A Breakthrough
ED
F. Doubts
G. Impact of Early Education
H. Early Education for Children with Disabilities

V. Changing Policies: The Impact of Public Pressure and Legislation
CO
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
NN
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
OI
1997
K. Public Law 108-446: The Individuals with Disabilities Act of 2004

VI. Foundational Principles of Early Childhood Special Education
SS
A. Relationship-Focused Models of Early Intervention
B. Family-Centered Services
C. Community-Based Inclusive Settings
D. Interdisciplinary Collaboration
EU
E. Culturally Responsive Practices
F. Coordinated, Comprehensive Services
G. Evidence-based Practices
H. Routine-Based and Embedded Interventions
I. Standards-Based Curriculum
R?
J. Child Outcomes
K. Response to Intervention (RTI) or Tiered Instruction
L. Pre-K Response to Intervention
M. Universal Design for Learning (UDL)