Instructor’s Resource Manual & Test Bank for Adapting Early Childhood Curricula for Children with Disabilities and Special Needs (10th Edition) by Ruth Cook

Adapting Early Childhood Curricula for
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Children with Disabilities and Special
Needs – 10th Edition
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INSTRUCTOR’S
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RESOURCE
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MANUAL & TEST
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BANK
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Ruth Cook
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Complete Test Bank for Instructors and Students
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© Ruth Cook
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All rights reserved. Reproduction or distribution without permission is prohibited.



©Medexcellence ✅��

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

Instructor’s Resource Manual

Chapter 1 Educating Young Children with Disabilities: The Challenge …………….………1
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Chapter 2 In Partnership with Families …………………………………………....……… 10
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Chapter 3 Developing Individualized Intervention Plans and Programs
and Monitoring Progress ……………………….…………….….….…....….…. 15

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

Chapter 6 Promoting Emotional and Social Development ……………………………...… 40
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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
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Chapter 10 Teaming: Collaboration, Problem Solving, and Inclusion Support ……….…… 70

Test Bank …………………………………………………………………………………….… 77
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Test Bank Answer Key ……………………………………………………………………..… 108
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, Chapter 1

EDUCATING YOUNG CHILDREN WITH DISABILITIES
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THE CHALLENGE


OUTLINE
I. Viewing the Child with Disabilities as a Child First
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A. Person-First Language

II. Inclusion of Young Children with Disabilities in Community-Based Settings
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III. Philosophy of This Text

IV. Early Childhood Special Education: An Evolving Field
A. Pioneering Influences and History of Early Childhood Special Education
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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
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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
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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
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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
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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
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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
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M. Universal Design for Learning (UDL)

, VI. Building on Recommended Practices
A. Collaboration Between Early Childhood Education and Early Childhood Special
Education Professionals
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B. The Importance of Ongoing Pursuit of Evidence-Based Practices

VII. Service Delivery
A. Services for Infants and Toddlers
B. Services for Preschoolers
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VIII. Educating Young Children with Disabilities in Inclusive Settings
A. Unique Challenges Involved in Supporting Early Childhood Inclusion
B. Key Findings from Research on Preschool Inclusion
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C. The Role of the Early Childhood Special Educator
D. The Case for Specific Training Related to Inclusion Support

IX. Summary
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X. Reflect and Apply



ESSENTIAL CONCEPTS AND VOCABULARY
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Activity-based intervention
Americans with Disabilities Act
Americans with Disabilities Act Amendments Act
Developmentally Appropriate Practices (DAP)
Early Intervention
Embedded intervention
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Evidence-based practices
Family-centered approach
Free appropriate public education
Inclusion
Inclusion support
Inclusive settings
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Individuals with Disabilities Education Act
Individuals with Disabilities Education Improvement Act
Interdisciplinary team approach
Least restrictive environment
Natural environments
Person-first language
Recognition and response
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Recommended practices
Relationship-focused intervention model
Response to Intervention (RTI)
Routines-based intervention
Section 504 of the Rehabilitation Act of 1973
Tiered instruction
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Transactional
Transdisciplinary approach
Universal Design for Learning (UDL)
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