Instructor’s Resource Manual and Test Bank
#er #er #er #er #er
for
Adapting Early Childhood Curricula for
#er #er #er #er
Children with Disabilities
#er #er #er
and Special Needs #er #er
Tenth Edition #er
Ruth E. Cook
#er #er
#er Professor #erEmerita
#erSanta #erClara
#erUniversity
M. Diane Klein
#er #er
Professor #erEmerita
#erCalifornia #erState
#erUniversity
Deborah Chen #er
Professor #erEmerita
California #erState #erUniversity #er-
# e r
#erNorthridge
Prepared # e r by
Ruth #erE. #erCook #erand #erLaurie #erNielsen #erDotso
SCHOLARVAULT
, INTRODUCTION
This #erinstructor’s #ermanual #erand #ertest #erbank #er were #erdeveloped #eras #eran #erinstructional #erresource
#er for #er use #er with #erAdapting #erEarly #erChildhood #erCurricula #erfor #erChildren #erwith #erDisabilities #erand
#erSpecial #erNeeds. # e r How #erthis #er guide #eris #erused #erwill #erdepend #eron #erthe #erpurpose #erof #erthe #ercourse,
#erintended #erpedagogy #erfor #erclass #erlearning, #erand #er the #er philosophy #er of #er the #er instructor.
Classes #ercomposed #erprimarily #erof #erstudents #er with #erspecial #ereducation #erbackgrounds #erpossibly
#er will #er focus #er on #er contributions #er from #er early #er childhood #er education #er to #er complement #er students’
#er knowledge #er and #er skills. #er Alternatively, #erclasses #erof #erearly #erchildhood #ereducation #ermajors #ermay
#errequire #ersupplementary #erinstruction #er in #erspecial #ereducation #ertheory #erand #erpractice.
# e r Undergraduates #ermay #erneed #eradditional #erattention #erto #er theory #er while #er graduates #er may
#er appreciate #er the #er practical #er orientation #er of #er the #er book.
Regardless #erof #erthe #erreader’s #erbackground, #erthroughout #erthe #ertext #erthe #erauthors #erhave #erattempted
#erto #erachieve #er a #er balance #er between #er theory #er and #er practice #er and #er between #er special #er education
#er and #er early #er childhood #er education. # e r The #erinstructor’s #ermanual #erincorporates #erthis #erbalance
#eralso. # e r The #eraim #eris #erto #ermake #erteaching #era #er challenge; #er not #er a #er chore. #er The #er manual #er contains
#er the #er following #er sections #er for #er each #er of #er the #er ten #er chapters:
Outline: # e r Highlights #erof #ereach #erchapter #erare #erpresented #erin #ertopical #eroutline #erform.
Essential #erconcepts #erand #ervocabulary: # e r A #erlist #erof #erwords #erindicating #er what #er might #er be
#er considered #er critical #er concepts #er and #er vocabulary #er for #er students #er to #er master.
Discussion #ertopics #erand #eractivities: #erThe #erdiscussion #ertopics #erand #eractivities #er provided
#er designed #er to #er stimulate #er student #er involvement #er and #er group #er discussion.
Course #erassignments: #erA #ercomprehensive #ercourse #erassignment #eris #erexplained #er with #erdetailed
#er directions. #er Each #er assignment #er has #er a #er corresponding #er grading #er rubric #er outlining
#er expected #er standards. #er The #er assignment #er and #er grading #er rubric #er can #er be #er adapted #er to
#er facilitate #er group #er or #er individual #erlearning.
Test #erquestions: # e r Multiple-choice, #ertrue-false, #erand #ershort #eranswer #erquestions #erare #erprovided #erto
#er check #er for #er knowledge #er and #er understanding. #er The #er essay #er questions #er encourage
#er students #er to #er synthesize #er content #er and #er apply #er what #er they #er have #er learned. # e r Several
#er expect #er students #er to #er indicate #er what #er they #er would #er do #er when #er placed #er in #er a #er teaching
#er situation. #er All #er the #er questions #er are #er intended #er as #er samples, #er with #er adaptation #er by
#er instructors #er as #er necessary #er to #er meet #er their #er individual #er needs.
Instructors #erare #erurged #erto #erreview #erthe #erKey #erConcepts #erat #erthe #erbeginning #erof #ereach #erchapter.
# e r These #er serve #er as #er a #er brief #er synopsis #er of #er the #er major #er components #er of #er each #er chapter.
# e r Likewise, #er the #er summary #er at #erthe #er end #er of #er each #er chapter #er highlights #er the #er learning #er that
#er has #er taken #er place.
Above #erall, #erthis #erguide #eris #erthe #erauthors’ #er way #erof #ersharing #erinstructional #erideas #er with #erothers
#er in #er the #er field. #er The #er authors #erand #er publisher #erwelcome #ersuggestions #erwhich #er enhance #er and
#er increase #er the #ereffectiveness #erof #er this #er text. # e r The #er authors #er hope #er that #eryou #er enjoy #er teaching
#er this #er subject #erand #er using #er the #er companion #er text #er as #er much #eras #erthey #erenjoyed #erresearching
SCHOLARVAULT
,#erand #erwriting #erAdapting #erEarly #erChildhood #erCurricula #erfor #erChildren #erwith #erDisabilities #erand
#erSpecial #erNeeds.
SCHOLARVAULT
, CONTENTS
Introduction .......................................................................................................................................... iii
Instructor’s # e r Resource # e r Manual
Chapter # e r 1 Educating # e r Young # e r Children # e r with # e r Disabilities: # e r The # e r Challenge .................. 1
Chapter # e r 2 In # e r Partnership # e r with # e r Families...............................................................................10
Chapter # e r 3 Developing # e r Individualized # e r Intervention # e r Plans # e r and # e r Programs
and # e r Monitoring # e r Progress ...................................................................................... 15
Chapter # e r 4 Designing # e r Instructional # e r Programs ...................................................................... 22
Chapter # e r 5 Considerations # e r for # e r Teaching # e r Children # e r with # e r Specific # e r Disabilities .......... 32
Chapter # e r 6 Promoting # e r Emotional # e r and # e r Social # e r Development ............................................ 40
Chapter # e r 7 Helping # e r Young # e r Children # e r Develop # e r Motor # e r and # e r Self-Care # e r Skills.......... 46
Chapter # e r 8 Nurturing # e r Communication # e r Skills ...................................................................... 54
Chapter # e r 9 Encouraging # e r the # e r Development # e r of # e r Cognitive # e r Skills # e r and # e r Literacy....... 63
Chapter # e r 10 Teaming: # e r Collaboration, # e r Problem # e r Solving, # e r and # e r Inclusion # e r Support ..... 70
Test #er Bank ...........................................................................................................................................77
Test # e r Bank # e r Answer # e r Key ............................................................................................................. 108
SCHOLARVAULT
#er #er #er #er #er
for
Adapting Early Childhood Curricula for
#er #er #er #er
Children with Disabilities
#er #er #er
and Special Needs #er #er
Tenth Edition #er
Ruth E. Cook
#er #er
#er Professor #erEmerita
#erSanta #erClara
#erUniversity
M. Diane Klein
#er #er
Professor #erEmerita
#erCalifornia #erState
#erUniversity
Deborah Chen #er
Professor #erEmerita
California #erState #erUniversity #er-
# e r
#erNorthridge
Prepared # e r by
Ruth #erE. #erCook #erand #erLaurie #erNielsen #erDotso
SCHOLARVAULT
, INTRODUCTION
This #erinstructor’s #ermanual #erand #ertest #erbank #er were #erdeveloped #eras #eran #erinstructional #erresource
#er for #er use #er with #erAdapting #erEarly #erChildhood #erCurricula #erfor #erChildren #erwith #erDisabilities #erand
#erSpecial #erNeeds. # e r How #erthis #er guide #eris #erused #erwill #erdepend #eron #erthe #erpurpose #erof #erthe #ercourse,
#erintended #erpedagogy #erfor #erclass #erlearning, #erand #er the #er philosophy #er of #er the #er instructor.
Classes #ercomposed #erprimarily #erof #erstudents #er with #erspecial #ereducation #erbackgrounds #erpossibly
#er will #er focus #er on #er contributions #er from #er early #er childhood #er education #er to #er complement #er students’
#er knowledge #er and #er skills. #er Alternatively, #erclasses #erof #erearly #erchildhood #ereducation #ermajors #ermay
#errequire #ersupplementary #erinstruction #er in #erspecial #ereducation #ertheory #erand #erpractice.
# e r Undergraduates #ermay #erneed #eradditional #erattention #erto #er theory #er while #er graduates #er may
#er appreciate #er the #er practical #er orientation #er of #er the #er book.
Regardless #erof #erthe #erreader’s #erbackground, #erthroughout #erthe #ertext #erthe #erauthors #erhave #erattempted
#erto #erachieve #er a #er balance #er between #er theory #er and #er practice #er and #er between #er special #er education
#er and #er early #er childhood #er education. # e r The #erinstructor’s #ermanual #erincorporates #erthis #erbalance
#eralso. # e r The #eraim #eris #erto #ermake #erteaching #era #er challenge; #er not #er a #er chore. #er The #er manual #er contains
#er the #er following #er sections #er for #er each #er of #er the #er ten #er chapters:
Outline: # e r Highlights #erof #ereach #erchapter #erare #erpresented #erin #ertopical #eroutline #erform.
Essential #erconcepts #erand #ervocabulary: # e r A #erlist #erof #erwords #erindicating #er what #er might #er be
#er considered #er critical #er concepts #er and #er vocabulary #er for #er students #er to #er master.
Discussion #ertopics #erand #eractivities: #erThe #erdiscussion #ertopics #erand #eractivities #er provided
#er designed #er to #er stimulate #er student #er involvement #er and #er group #er discussion.
Course #erassignments: #erA #ercomprehensive #ercourse #erassignment #eris #erexplained #er with #erdetailed
#er directions. #er Each #er assignment #er has #er a #er corresponding #er grading #er rubric #er outlining
#er expected #er standards. #er The #er assignment #er and #er grading #er rubric #er can #er be #er adapted #er to
#er facilitate #er group #er or #er individual #erlearning.
Test #erquestions: # e r Multiple-choice, #ertrue-false, #erand #ershort #eranswer #erquestions #erare #erprovided #erto
#er check #er for #er knowledge #er and #er understanding. #er The #er essay #er questions #er encourage
#er students #er to #er synthesize #er content #er and #er apply #er what #er they #er have #er learned. # e r Several
#er expect #er students #er to #er indicate #er what #er they #er would #er do #er when #er placed #er in #er a #er teaching
#er situation. #er All #er the #er questions #er are #er intended #er as #er samples, #er with #er adaptation #er by
#er instructors #er as #er necessary #er to #er meet #er their #er individual #er needs.
Instructors #erare #erurged #erto #erreview #erthe #erKey #erConcepts #erat #erthe #erbeginning #erof #ereach #erchapter.
# e r These #er serve #er as #er a #er brief #er synopsis #er of #er the #er major #er components #er of #er each #er chapter.
# e r Likewise, #er the #er summary #er at #erthe #er end #er of #er each #er chapter #er highlights #er the #er learning #er that
#er has #er taken #er place.
Above #erall, #erthis #erguide #eris #erthe #erauthors’ #er way #erof #ersharing #erinstructional #erideas #er with #erothers
#er in #er the #er field. #er The #er authors #erand #er publisher #erwelcome #ersuggestions #erwhich #er enhance #er and
#er increase #er the #ereffectiveness #erof #er this #er text. # e r The #er authors #er hope #er that #eryou #er enjoy #er teaching
#er this #er subject #erand #er using #er the #er companion #er text #er as #er much #eras #erthey #erenjoyed #erresearching
SCHOLARVAULT
,#erand #erwriting #erAdapting #erEarly #erChildhood #erCurricula #erfor #erChildren #erwith #erDisabilities #erand
#erSpecial #erNeeds.
SCHOLARVAULT
, CONTENTS
Introduction .......................................................................................................................................... iii
Instructor’s # e r Resource # e r Manual
Chapter # e r 1 Educating # e r Young # e r Children # e r with # e r Disabilities: # e r The # e r Challenge .................. 1
Chapter # e r 2 In # e r Partnership # e r with # e r Families...............................................................................10
Chapter # e r 3 Developing # e r Individualized # e r Intervention # e r Plans # e r and # e r Programs
and # e r Monitoring # e r Progress ...................................................................................... 15
Chapter # e r 4 Designing # e r Instructional # e r Programs ...................................................................... 22
Chapter # e r 5 Considerations # e r for # e r Teaching # e r Children # e r with # e r Specific # e r Disabilities .......... 32
Chapter # e r 6 Promoting # e r Emotional # e r and # e r Social # e r Development ............................................ 40
Chapter # e r 7 Helping # e r Young # e r Children # e r Develop # e r Motor # e r and # e r Self-Care # e r Skills.......... 46
Chapter # e r 8 Nurturing # e r Communication # e r Skills ...................................................................... 54
Chapter # e r 9 Encouraging # e r the # e r Development # e r of # e r Cognitive # e r Skills # e r and # e r Literacy....... 63
Chapter # e r 10 Teaming: # e r Collaboration, # e r Problem # e r Solving, # e r and # e r Inclusion # e r Support ..... 70
Test #er Bank ...........................................................................................................................................77
Test # e r Bank # e r Answer # e r Key ............................................................................................................. 108
SCHOLARVAULT
