Instructor’s Resource Manual and Test Bank
%vc %vc %vc %vc %vc
for
Adapting Early Childhood Curricula for
%vc %vc %vc %vc
Children with Disabilities
%vc %vc %vc
and Special Needs %vc %vc
Tenth Edition %vc
Ruth E. Cook %vc %vc
%vc Professor %vcEmerita
%vcSanta %vcClara
%vcUniversity
M. Diane Klein
%vc %vc
Professor %vcEmerita
%vc California %vcState
%vcUniversity
Deborah Chen %vc
Professor %vcEmerita
% v c California %vcState %vcUniversity %vc-
%vcNorthridge
Prepared % v c by
Ruth %vcE. %vcCook %vcand %vcLaurie %vcNielsen %vcDotso
TestBanksAdept
, INTRODUCTION
This %vcinstructor’s %vcmanual %vcand %vctest %vcbank %vcwere %vcdeveloped %vcas %vcan %vcinstructional
%vcresource %vc for %vc use %vc with %vcAdapting %vcEarly %vcChildhood %vcCurricula %vcfor %vcChildren %vcwith
%vc Disabilities %vcand %vcSpecial %vcNeeds. % v c How %vcthis %vc guide %vcis %vcused %vcwill %vcdepend %vcon %vcthe
%vcpurpose %vcof %vcthe %vccourse, %vcintended %vcpedagogy %vcfor %vcclass %vclearning, %vcand %vcthe
%vc philosophy %vc of %vcthe %vc instructor.
Classes %vccomposed %vcprimarily %vcof %vcstudents %vcwith %vcspecial %vceducation %vcbackgrounds
%vc possibly %vc will %vcfocus %vc on %vccontributions %vcfrom %vc early %vc childhood %vc education %vcto
%vccomplement %vc students’ %vc knowledge %vcand %vc skills. %vc Alternatively, %vcclasses %vcof %vcearly
%vcchildhood %vceducation %vcmajors %vcmay %vcrequire %vcsupplementary %vcinstruction %vcin %vcspecial
%vceducation %vctheory %vcand %vcpractice. % v c Undergraduates %vcmay %vcneed %vcadditional %vcattention %vcto
%vctheory %vc while %vc graduates %vc may %vc appreciate %vcthe %vc practical %vc orientation %vc of %vcthe %vc book.
Regardless %vcof %vcthe %vcreader’s %vcbackground, %vcthroughout %vcthe %vctext %vcthe %vcauthors %vchave
%vcattempted %vcto %vcachieve %vc a %vc balance %vc between %vctheory %vc and %vc practice %vc and %vc between
%vc special %vceducation %vc and %vc early %vc childhood %vceducation. % v c The %vcinstructor’s %vcmanual
%vcincorporates %vcthis %vcbalance %vcalso. % v c The %vcaim %vcis %vcto %vcmake %vcteaching %vca %vc challenge; %vc not
%vca %vc chore. %vcThe %vc manual %vccontains %vcthe %vcfollowing %vc sections %vcfor %vceach %vc of %vcthe %vcten
%vcchapters:
Outline: %v c Highlights %vcof %vceach %vcchapter %vcare %vcpresented %vcin %vctopical %vcoutline %vcform.
Essential %vcconcepts %vcand %vcvocabulary: % v c A %vclist %vcof %vcwords %vcindicating %vcwhat %vcmight %vcbe
%vcconsidered %vc critical %vc concepts %vc and %vc vocabulary %vc for %vc students %vcto %vc master.
Discussion %vctopics %vcand %vcactivities: %vcThe %vcdiscussion %vctopics %vcand %vcactivities %vc provided
%vc designed %vcto %vc stimulate %vc student %vcinvolvement %vcand %vc group %vc discussion.
Course assignments: %vcA %vccomprehensive %vccourse %vcassignment %vcis %vcexplained %vcwith
%vc
%vc detailed %vcdirections. %vcEach %vcassignment %vchas %vca %vccorresponding %vcgrading %vcrubric
%vc outlining %vc expected %vc standards. %vc The %vcassignment %vc and %vc grading %vc rubric %vccan %vc be
%vcadapted %vcto %vc facilitate %vc group %vc or %vcindividual %vclearning.
Test questions: % v c Multiple-choice, %vctrue-false, %vcand %vcshort %vcanswer %vcquestions %vcare
%vc
%vcprovided %vcto %vc check %vc for %vc knowledge %vcand %vc understanding. %vcThe %vc essay %vc questions
%vcencourage %vc students %vcto %vc synthesize %vc content %vc and %vc apply %vc what %vcthey %vc have
%vclearned. % v c Several %vc expect %vc students %vcto %vcindicate %vc what %vcthey %vc would %vc do %vc when
%vc placed %vcin %vca %vcteaching %vc situation. %vc All %vcthe %vc questions %vc are %vcintended %vc as
%vc samples, %vc with %vc adaptation %vc by %vcinstructors %vcas %vc necessary %vcto %vc meet %vctheir
%vcindividual %vc needs.
Instructors %vcare %vcurged %vcto %vcreview %vcthe %vcKey %vcConcepts %vcat %vcthe %vcbeginning %vcof %vceach
%vcchapter. % v c These %vc serve %vc as %vc a %vc brief %vc synopsis %vc of %vcthe %vc major %vccomponents %vc of
%vceach %vcchapter. % v c Likewise, %vcthe %vc summary %vc at %vcthe %vcend %vc of %vc each %vcchapter %vc highlights
%vcthe %vclearning %vcthat %vc has %vctaken %vc place.
Above %vcall, %vcthis %vcguide %vcis %vcthe %vcauthors’ %vcway %vcof %vcsharing %vcinstructional %vcideas %vcwith
TestBanksAdept
,%vc others %vcin %vcthe %vcfield. %vcThe %vcauthors %vcand %vcpublisher %vcwelcome %vcsuggestions %vcwhich
%vcenhance %vc and %vcincrease %vcthe %vceffectiveness %vcof %vcthis %vctext. % v c The %vc authors %vc hope %vcthat
%vc you %vc enjoy %vcteaching %vcthis %vc subject %vc and %vc using %vcthe %vc companion %vctext %vcas %vc much %vcas
%vcthey %vcenjoyed %vcresearching %vcand %vcwriting %vc Adapting %vcEarly %vcChildhood %vcCurricula %vcfor
%vcChildren %vc with %vc Disabilities %vc and %vc Special %vc Needs.
TestBanksAdept
, CONTENTS
Introduction .......................................................................................................................................... iii
Instructor’s % v c Resource % v c Manual
Chapter % v c 1 Educating % v c Young % v c Children % v c with % v c Disabilities: % v c The % v c Challenge ............. 1
Chapter % v c 2 In % v c Partnership % v c with % v c Families ............................................................................10
Chapter % v c 3 Developing % v c Individualized % v c Intervention % v c Plans % v c and % v c Programs
and % v c Monitoring % v c Progress .................................................................................... 15
Chapter % v c 4 Designing % v c Instructional % v c Programs .................................................................... 22
Chapter % v c 5 Considerations % v c for % v c Teaching % v c Children % v c with % v c Specific % v c Disabilities ..... 32
Chapter % v c 6 Promoting % v c Emotional % v c and % v c Social % v c Development ........................................ 40
Chapter % v c 7 Helping % v c Young % v c Children % v c Develop % v c Motor % v c and % v c Self-Care % v c Skills.... 46
Chapter % v c 8 Nurturing % v c Communication % v c Skills .................................................................... 54
Chapter % v c 9 Encouraging % v c the % v c Development % v c of % v c Cognitive % v c Skills % v c and % v c Literacy. 63
Chapter % v c 10 Teaming: % v c Collaboration, % v c Problem % v c Solving, % v c and % v c Inclusion % v c Support 70
Test %vc Bank ..........................................................................................................................................77
Test % v c Bank % v c Answer % v c Key ........................................................................................................... 108
TestBanksAdept
%vc %vc %vc %vc %vc
for
Adapting Early Childhood Curricula for
%vc %vc %vc %vc
Children with Disabilities
%vc %vc %vc
and Special Needs %vc %vc
Tenth Edition %vc
Ruth E. Cook %vc %vc
%vc Professor %vcEmerita
%vcSanta %vcClara
%vcUniversity
M. Diane Klein
%vc %vc
Professor %vcEmerita
%vc California %vcState
%vcUniversity
Deborah Chen %vc
Professor %vcEmerita
% v c California %vcState %vcUniversity %vc-
%vcNorthridge
Prepared % v c by
Ruth %vcE. %vcCook %vcand %vcLaurie %vcNielsen %vcDotso
TestBanksAdept
, INTRODUCTION
This %vcinstructor’s %vcmanual %vcand %vctest %vcbank %vcwere %vcdeveloped %vcas %vcan %vcinstructional
%vcresource %vc for %vc use %vc with %vcAdapting %vcEarly %vcChildhood %vcCurricula %vcfor %vcChildren %vcwith
%vc Disabilities %vcand %vcSpecial %vcNeeds. % v c How %vcthis %vc guide %vcis %vcused %vcwill %vcdepend %vcon %vcthe
%vcpurpose %vcof %vcthe %vccourse, %vcintended %vcpedagogy %vcfor %vcclass %vclearning, %vcand %vcthe
%vc philosophy %vc of %vcthe %vc instructor.
Classes %vccomposed %vcprimarily %vcof %vcstudents %vcwith %vcspecial %vceducation %vcbackgrounds
%vc possibly %vc will %vcfocus %vc on %vccontributions %vcfrom %vc early %vc childhood %vc education %vcto
%vccomplement %vc students’ %vc knowledge %vcand %vc skills. %vc Alternatively, %vcclasses %vcof %vcearly
%vcchildhood %vceducation %vcmajors %vcmay %vcrequire %vcsupplementary %vcinstruction %vcin %vcspecial
%vceducation %vctheory %vcand %vcpractice. % v c Undergraduates %vcmay %vcneed %vcadditional %vcattention %vcto
%vctheory %vc while %vc graduates %vc may %vc appreciate %vcthe %vc practical %vc orientation %vc of %vcthe %vc book.
Regardless %vcof %vcthe %vcreader’s %vcbackground, %vcthroughout %vcthe %vctext %vcthe %vcauthors %vchave
%vcattempted %vcto %vcachieve %vc a %vc balance %vc between %vctheory %vc and %vc practice %vc and %vc between
%vc special %vceducation %vc and %vc early %vc childhood %vceducation. % v c The %vcinstructor’s %vcmanual
%vcincorporates %vcthis %vcbalance %vcalso. % v c The %vcaim %vcis %vcto %vcmake %vcteaching %vca %vc challenge; %vc not
%vca %vc chore. %vcThe %vc manual %vccontains %vcthe %vcfollowing %vc sections %vcfor %vceach %vc of %vcthe %vcten
%vcchapters:
Outline: %v c Highlights %vcof %vceach %vcchapter %vcare %vcpresented %vcin %vctopical %vcoutline %vcform.
Essential %vcconcepts %vcand %vcvocabulary: % v c A %vclist %vcof %vcwords %vcindicating %vcwhat %vcmight %vcbe
%vcconsidered %vc critical %vc concepts %vc and %vc vocabulary %vc for %vc students %vcto %vc master.
Discussion %vctopics %vcand %vcactivities: %vcThe %vcdiscussion %vctopics %vcand %vcactivities %vc provided
%vc designed %vcto %vc stimulate %vc student %vcinvolvement %vcand %vc group %vc discussion.
Course assignments: %vcA %vccomprehensive %vccourse %vcassignment %vcis %vcexplained %vcwith
%vc
%vc detailed %vcdirections. %vcEach %vcassignment %vchas %vca %vccorresponding %vcgrading %vcrubric
%vc outlining %vc expected %vc standards. %vc The %vcassignment %vc and %vc grading %vc rubric %vccan %vc be
%vcadapted %vcto %vc facilitate %vc group %vc or %vcindividual %vclearning.
Test questions: % v c Multiple-choice, %vctrue-false, %vcand %vcshort %vcanswer %vcquestions %vcare
%vc
%vcprovided %vcto %vc check %vc for %vc knowledge %vcand %vc understanding. %vcThe %vc essay %vc questions
%vcencourage %vc students %vcto %vc synthesize %vc content %vc and %vc apply %vc what %vcthey %vc have
%vclearned. % v c Several %vc expect %vc students %vcto %vcindicate %vc what %vcthey %vc would %vc do %vc when
%vc placed %vcin %vca %vcteaching %vc situation. %vc All %vcthe %vc questions %vc are %vcintended %vc as
%vc samples, %vc with %vc adaptation %vc by %vcinstructors %vcas %vc necessary %vcto %vc meet %vctheir
%vcindividual %vc needs.
Instructors %vcare %vcurged %vcto %vcreview %vcthe %vcKey %vcConcepts %vcat %vcthe %vcbeginning %vcof %vceach
%vcchapter. % v c These %vc serve %vc as %vc a %vc brief %vc synopsis %vc of %vcthe %vc major %vccomponents %vc of
%vceach %vcchapter. % v c Likewise, %vcthe %vc summary %vc at %vcthe %vcend %vc of %vc each %vcchapter %vc highlights
%vcthe %vclearning %vcthat %vc has %vctaken %vc place.
Above %vcall, %vcthis %vcguide %vcis %vcthe %vcauthors’ %vcway %vcof %vcsharing %vcinstructional %vcideas %vcwith
TestBanksAdept
,%vc others %vcin %vcthe %vcfield. %vcThe %vcauthors %vcand %vcpublisher %vcwelcome %vcsuggestions %vcwhich
%vcenhance %vc and %vcincrease %vcthe %vceffectiveness %vcof %vcthis %vctext. % v c The %vc authors %vc hope %vcthat
%vc you %vc enjoy %vcteaching %vcthis %vc subject %vc and %vc using %vcthe %vc companion %vctext %vcas %vc much %vcas
%vcthey %vcenjoyed %vcresearching %vcand %vcwriting %vc Adapting %vcEarly %vcChildhood %vcCurricula %vcfor
%vcChildren %vc with %vc Disabilities %vc and %vc Special %vc Needs.
TestBanksAdept
, CONTENTS
Introduction .......................................................................................................................................... iii
Instructor’s % v c Resource % v c Manual
Chapter % v c 1 Educating % v c Young % v c Children % v c with % v c Disabilities: % v c The % v c Challenge ............. 1
Chapter % v c 2 In % v c Partnership % v c with % v c Families ............................................................................10
Chapter % v c 3 Developing % v c Individualized % v c Intervention % v c Plans % v c and % v c Programs
and % v c Monitoring % v c Progress .................................................................................... 15
Chapter % v c 4 Designing % v c Instructional % v c Programs .................................................................... 22
Chapter % v c 5 Considerations % v c for % v c Teaching % v c Children % v c with % v c Specific % v c Disabilities ..... 32
Chapter % v c 6 Promoting % v c Emotional % v c and % v c Social % v c Development ........................................ 40
Chapter % v c 7 Helping % v c Young % v c Children % v c Develop % v c Motor % v c and % v c Self-Care % v c Skills.... 46
Chapter % v c 8 Nurturing % v c Communication % v c Skills .................................................................... 54
Chapter % v c 9 Encouraging % v c the % v c Development % v c of % v c Cognitive % v c Skills % v c and % v c Literacy. 63
Chapter % v c 10 Teaming: % v c Collaboration, % v c Problem % v c Solving, % v c and % v c Inclusion % v c Support 70
Test %vc Bank ..........................................................................................................................................77
Test % v c Bank % v c Answer % v c Key ........................................................................................................... 108
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