| Description |
552 pages : illustrations ; 24 cm |
| Contents |
Machine derived contents note: New Table Of Contents -- Preface -- Dedication -- CHAPTER 1: Philosophy of Early Education -- The Importance of an Attitude of Science -- What Is an Attitude of Science? -- Personalization -- The History of Disability Rights. -- The LRE -- Inclusion -- Natural Environments. -- Challenges for Inclusion and the Natural Environments Approach. -- Professional specializations. -- Intensity of services. -- Individual needs. -- Family needs. -- Quality of community settings. -- Personalization, a Way to Move into the Next Century -- What is meant by personalization in early education and intervention? -- The Implications of Personalization -- Importance of Being Culturally Sensitive -- Population Trends -- Economics -- Family Composition -- Summary on Diversity -- The Importance of Serving Children in the Context of a Family -- What Is a Family? -- Empowerment -- The Importance of Working Collaboratively -- Teaming Models -- Collaboration in Early Intervention -- The Importance of Ethical Conduct And Advocacy -- Advocacy Issues -- How to Get Involved in Advocacy -- In Conclusion -- Study Guide Questions -- References -- CHAPTER 2: Early Childhood Services, Yesterday, Today, and Around the World -- An Historical Perspective -- The History Of Childhood In Western Civilization -- Stage 1: From Bad to Worse -- Stage 2: Children Will Be Children -- Stage 3: Church and State Mix -- Stage 4: Parents Know Best -- Stage 5: Children Know Best -- The "Trilemma" of Child Care -- The Future of Child care. -- The History of Special Education -- Families Bear All -- The Asylum Movement -- Social Darwinism -- First Generation Modern Era -- Second Generation of the Modern Era -- Communal Perspective -- Early Education for Children with Disabilities. -- IDEA of 1975 and Implications for Early Childhood. -- Current Philosophy of Early Intervention -- Cross-Cultural History Of Childhood Education -- International Research on Early Childhood Programs -- North America -- Western Europe -- The Pacific Rim -- Developing Nations -- Summary of World Cultures -- Issues And Challenges In Early Intervention -- In Conclusion -- Study Guide Questions -- References -- CHAPTER 3: Relationship-Based Teaming with Families -- Relationship-Based Services to Families -- Understanding Families -- Parental Responses to the Diagnosis of a Disability -- Family Hardiness -- Barriers to Relationships -- Communication Between Parents and Professionals -- Active Listening -- Use Descriptions of Behavior Rather than Descriptions of Feelings -- Conferencing with Parents -- Responding to Family Priorities -- Constraints and Conflicts -- Cultural Constraints -- Hispanic Families -- Asian Families -- African American Families -- Native American (American Indian) Families -- Caucasian (Anglo) Families -- Each Family is Unique -- Forming Collaborative Teams -- Teaming and IDEA -- Responsibilities of Collaborative Teams -- Summary on Building Collaborative Teams -- Study Guide Questions -- References -- CHAPTER 4: Human Development -- Importance and Use of Knowledge of Human Development -- Importance of Knowledge to Professionals -- Prenatal Growth And Development -- Child Growth And Development -- Patterns of Growth -- Size -- Developmental Patterns -- Physical Growth -- Theories Of Development -- Principles And Patterns Of Development -- Infants are highly competent organisms -- Infants are socially interactive -- Infants are active learners -- Infant development is multidimensional -- Developmental sequencing is universal -- Skills become more specialized -- Plasticity -- Critical learning periods -- Children undergo several transitions -- Individual differences among children -- Factors Influencing Development -- Family structure -- Childcare -- Psychological Factors -- Education -- Culture -- Technology -- Milestones Of Development -- Motor Development -- Gross Motor Development -- Fine Motor Skills -- Language Development -- Language Form -- Morphological Development -- Language Content -- Language Use -- Factors Affecting Language Development -- Cognition -- Theories of Cognition -- Social Development -- Social Play -- Self-Help Skills -- Dressing Skills -- Toileting Skills -- Personal Responsibility -- The Future of Human Development -- Study Guide Questions -- References -- CHAPTER 5: Development and Risking Conditions: Prenatal, Natal, and Postnatal -- Prenatal Growth And Development -- Effects of Prematurity on Body Systems -- Respiratory System -- Cardiovascular System -- Neurological System -- Renal and Gastrointestinal Systems -- Muscular System -- Skeletal System -- Integumentary System -- Indexes of Growth in Premature Infants -- Maternal Conditions Affecting Pregnancy Outcomes -- Preconceptual Maternal Conditions -- Prenatal Maternal Conditions -- Common Conditions of Gestation -- Placenta Previa -- Abruptio Placenta -- Pregnancy-Induced Hypertension and HELLP -- Maternal Diabetes -- Rh Sensitization -- Premature Rupture of the Membranes -- Premature Labor -- Maternal/Infant Natal Complications -- Prolapsed Cord/Entangled Cord -- Neonatal Conditions -- Hypoxic?Ischemic Perinatal Brain Injury -- Meconium Aspiration Syndrome -- Postnatal Conditions -- Prematurity -- Respiratory Distress Syndrome (RDS) -- Bronchopulmonary Dysplasia (BPD) -- Patent Ductus Arteriosus (PDA) -- Hyperbilirubinemia -- Neutral Thermoregulation -- Intraventricular Hemmorhage (IVH) -- Apnea of Prematurity -- Infections -- Retinopathy of Prematurity (ROP) -- Anemia -- Nutrition -- Failure to Thrive -- Intervention for Infants and Children Born Prematurely -- Substance Abuse and Pregnancy Outcomes -- Fetal Alcohol Syndrome -- Prenatal Exposure to Drugs -- Implications for Infants and Children Prenatally Exposed to Drugs -- In Conclusion -- Study Guide Questions -- References -- CHAPTER 6: Conditions Affecting the Neurological Function -- Diagnostic Tools -- X rays. -- Computerized Axial Tomography. -- Magnetic Resonance Imaging. -- Functional Imaging. -- Ultrasonography. -- Electroencephalography. -- Neurological Disabilities -- Cerebral Palsy -- Seizures -- Attention Deficit Hyperactivity Disorder (ADHD) -- Traumatic Brain Injury -- Congenital Physical Malformations -- Neural Tube Defects -- Microcephaly. -- Hydrocephalus. -- In Conclusion -- Study Guide Questions -- References -- CHAPTER 7: Inborn Variations of Development -- Genetics -- Cellular Activity of Genetics -- Single Gene Disorders -- Chromosome Disorders -- Multifactorial Disorders -- Genetic Testing -- Gene Therapy -- Genetic Variations In Development -- Cystic Fibrosis -- Down Syndrome -- Other Trisomy Disorders -- Fragile X Syndrome -- Muscular Dystrophy -- Phenylketonuria -- Sickle Cell Disease -- Turner Syndrome -- Syndromes With Unknown Causes -- Autism -- Tourette Syndrome -- Physical Anomalies -- Congenital Heart Defects -- Cleft Lip and Cleft Palate -- In Conclusion -- Study Guide Questions -- References -- CHAPTER 8: Sensory Impairments and Infections -- Hearing Impairments -- Hearing Process -- Identification of Hearing Loss -- Developmental Implications and Resolutions -- Informing and Working with Parents -- Visual Impairments -- Visual Process -- Causes of Visual Impairment -- Developmental Implications and Resolutions -- Informing and Working with Parents -- Infections in Early childhood -- Bacterial Infections -- Viral Infections -- Meningitis / Encephalitis -- In Conclusion -- Study Guide Questions -- References -- CHAPTER 9 WAS CHAPTER 8: Discretionary Programs for Infants and Toddlers with -- Special Needs -- IDEA, Part C Regulations -- Family-Centered Early Intervention -- Service Coordination -- Interagency Services -- Eligible Children -- Procedural Safeguards -- Assessment -- IDEA Guidelines for Assessment. -- Eligibility Determination -- Program Planning -- Family Assessment -- IFSP Development -- Services Delivered -- A Sample IFSP -- Effective Family-Centered Early Intervention -- Evidence-Based Practice -- Study Guide Questions -- References -- CHAPTER 10: Mandated Services for Young Children -- A Change of Perspective -- Parent Rights and Responsibilities -- The Individualized Education Program -- Present Levels of Performance -- Instructional Objectives -- Guidelines for Developing Good Objectives -- Special Education and Related Services -- Least Restrictive Environment -- Instructional Methods -- Experiences and Activities -- Generalization -- The Physical Environment -- Material Adaptations -- Data Collection and Evaluation -- Assistive Technology -- Supplementary Aids and Services -- Challenging Behavior -- Creating Quality IEPs -- Best Practices in Preschool Intervention -- Successful Inclusion -- In Conclusion -- Reauthorization of IDEA -- The President?s Commission on Excellence in Special Education -- Other Input -- Public Debate -- Summary -- Study Guide Questions -- References -- Glossary -- Index -- CASE STUDIES and CLOSE-UPS -- Chaper 1 -- Case Study: Family Hardship: Interview with Tammy Waritz -- Case Study: Living with Autism: Interview with Amy Finkel -- CLOSE-UP: Respite From Stress and Other Service Needs of Homeless Families -- CLOSE-UP: Infants and Toddlers with Dsabilities: Relationship-Based Approaches -- Chaper 2 -- Case Study: LIVING NATURALLY: INTERVIEW WITH DAVID DEWOLF -- Close-Up: The Best Day Care There Ever Was -- Case Study: A Native American Perspective: Interview with James Holden -- Close-Up: Who Cares For The Children? -- Case Study: Ad |
| Summary |
Very Young Children With Special Needs: A Formative Approach for the Twenty-First Century |
| Notes |
Rev. ed. of: Very young children with special needs / Vikki F. Howard ... [et al.]. 2nd ed. c2001 |
| Bibliography |
Includes bibliographical references and indexes |
| Subject |
Children with disabilities -- Education (Early childhood)
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Child development.
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Special education.
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| Author |
Williams, Betty Fry.
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Lepper, Cheryl.
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| LC no. |
2004003502 |
| ISBN |
0131127950 |
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