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Table of Contents:
Preface
Part 1 Foundations
Chapter 1 Philosophy of Early Education
The Importance of an Attitude of Science
What Is an Attitude of Science?
The History of Disability Rights
Individualization
Inclusion
Personalization
What Is Meant by Personalization in Early Education and Intervention?
The Implications of Personalization
The 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
Close Up: The 2011 Annual Report of the Children’s Defense Fund
Teaming Models
Collaboration in Early Intervention
Infants and Toddlers with Disabilities: Relationship-Based Approaches
The Importance of Ethical Conduct and Advocacy
Advocacy Issues
How to Get Involved in Advocacy
In Conclusion
Study Guide Questions
CHAPTER 2 Relationship-Based Teaming with Families
Close Up: Paraeducators in Special Education Programs
Relationship-Based Services to Families
Facts Related to Understanding Families
Parental Responses to the Diagnosis of a Disability
Family Hardiness
Barriers to Relationships
Communication Between Parents and Professionals
Active Listening
Communicating Well
Special Skills for Communicating with Parents at the Time of Diagnosis
Conferencing with Parents
Responses to Family Priorities
Constraints and Conflicts
Cultural Constraints
Close Up: The Journey to Accepting Support
Formation of Collaborative Teams
Teaming and IDEIA
Responsibilities of Collaborative Teams
In Conclusion
Study Guide Questions
Part 2 Human Development, Typical and Atypical
CHAPTER 3 Principles of Human Development
Importance and Use of Knowledge of Human Development
Prenatal Growth and Development
Child Growth and Development
Close Up: The Effect of War on Children in Iraq
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 Is a Phenomenon of Brain Development
Critical Learning Periods Exist in Normal Development
Infant Relationships Are the Key to Cognitive Development
Children Undergo Several Transitions
Individual Differences Exist Among Children
Factors Influencing Development
Family Structure
Childcare
Psychological Factors
Education
Culture
Technology
In Conclusion
Study Guide Questions
CHAPTER 4 Human Development: Birth to Six
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
Cognitive Development
Theories of Cognition
Social-Emotional Development
Social Play
Self-Help Development
Independent Eating and Drinking Skills
Dressing Skills
Toileting Skills
Personal Responsibility
In Conclusion
Study Guide Questions
CHAPTER 5 Development and Risk During Prenatal, Natal, and Postnatal Stages
Prenatal Growth and Development
Effects of Prematurity on Body Systems
Maternal Conditions Affecting Pregnancy Outcomes
Preconceptual Maternal Conditions
Prenatal Maternal Conditions
Common Conditions of Gestation
Maternal/Infant Natal Complications
Prolapsed Cord/Entangled Cord
Neonatal Conditions
Hypoxic—Ischemic Perinatal Brain Injury
Meconium Aspiration Syndrome
Close Up: Why Does the United States Have Such a High Infant Mortality Rate?
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 Born Prematurely
In Utero Toxins and Pregnancy Outcomes
Fetal Alcohol Syndrome
Prenatal Exposure to Drugs
Implications for Infants and Children Prenatally Exposed to Drugs
Chemical Toxic Exposure in Fetal Environment
In Conclusion
Study Guide Questions
CHAPTER 6 Conditions Affecting the Neurological Function
Diagnostic Tools
X rays
Computerized Axial Tomography
Magnetic Resonance Imaging
Near-Infrared Spectroscopy
Functional Imaging
Ultrasonography
Electroencephalography
Neurological Disabilities
Cerebral Palsy
Seizures
Attention Deficit Hyperactivity Disorder (ADHD)
Traumatic Brain Injury
Close Up: The Promise of Stem Cell Research
Congenital Physical Malformations
Neural Tube Defects
Microcephaly
Hydrocephalus
In Conclusion
Study Guide Questions
CHAPTER 7 Inborn Variations of Development
Genetics
Cellular Activity of Genetics
Single Gene Disorders
Chromosome Disorders
Multifactorial Disorders
Prenatal Testing
Gene Therapy
Genetic Variations in Development
Cystic Fibrosis
Close Up: Designer Babies
Down Syndrome
Fragile X Syndrome
Muscular Dystrophy
Phenylketonuria
Sickle Cell Disease
Turner Syndrome
Syndromes with Unknown Causes
Autism Spectrum Disorder
Tourette Syndrome
Physical Anomalies
Congenital Heart Defects
Cleft Lip and Cleft Palate
In Conclusion
Study Guide Questions
CHAPTER 8 Sensory Impairments and Infections
Hearing Impairments
Hearing Process
Hearing Loss
Identification of Hearing Loss
Developmental Implications and Resolutions
Informing and Working with Parents
Visual Impairments
Visual Process
Causes of Visual Impairment
Close Up: Childhood Epidemics of the 21st Century
Developmental Implications and Resolutions
Informing and Working with Parents
Infections in Early Childhood
Bacterial Infections
Viral Infections
Meningitis and Encephalitis
In Conclusion
Study Guide Questions
Part 3 Educational Programs and Services
CHAPTER 9 Discretionary Programs for Infants and Toddlers with Special Needs
The Individuals with Disabilities Education Improvement Act: Public Law 108-446
IDEIA, Part C Regulations
Family-Centered Early Intervention
Service Coordination
Interagency Services
Eligible Children
Developmental Delay
Procedural Safeguards
Assessment
IDEIA Guidelines for Assessment
Eligibility Determination
Program Planning
Close Up: Randomized Trial of Intensive Early Intervention for Children with Pervasive Developmental Disorder
Family Assessment
Individualized Family Service Plan ( IFSP) Development
Selecting IFSP Family-Centered Outcomes
A Sample IFSP
Effective Family-Centered Early Intervention
Evidence-Based Practice
In Conclusion
Study Guide Questions
CHAPTER 10 Mandated Services for Young Children
A Change of Perspective
Parent Rights and Responsibilities
The Individualized Education Program
Present Levels of Academic and Functional Performance
Annual Goals and Short-Term Objectives
Guidelines for Developing Good Objectives
Special Education and Related Services
Least Restrictive Environment
Other Considerations
Instructional Methods
Experiences and Activities
Generalization
The Physical Environment
Material Adaptations
Data Collection and Evaluation
Assistive Technology
Close Up: The Changing Culture of Childhood: A Perfect Storm
Supplementary Aids and Services
Challenging Behavior
Creating Quality IEPS
Best Practices in Preschool Intervention
Successful Inclusion
In Conclusion
Study Guide Questions
Glossary
References
Author Index
Subject Index
About the Author :
Vikki F. Howard began her career working with families with infants and toddlers in Eastern Ohio. Later she served as a Peace Corps volunteer in Jamaica, serving families with very young children and school aged children with disabilities. As a professor at Gonzaga University, Dr. Howard collaborated with Dr. Williams to develop an ECSE program. She is author of many articles, chapters and funded grants associated with infants, toddlers and preschoolers with disabilities and their families. Currently, she teaches at the University of Montana Western where she directs the special education program and collaborates with tribal colleges in Montana to deliver special education pre-service education.
Betty Fry Williams has over 30 years teaching in schools with very young children with disabilities and in higher education. She is professor of education at Whitworth University in Spokane Washington, where she chairs the Special Education program and teaches courses in early childhood special education. Her body of professional work reflect her interests in behavior analysis, methods of teaching infants, toddlers and preschoolers with disabilities and autism.
Denielle Miller retired from public school teaching after 25 years of serving children with special needs. She taught students ages 3-21. Denielle received her BS and MA from Montana State University-Billings. She is currently working for Side-by-Side K-12 Consulting and for the Office of Public Instruction as a consultant for the Montana Behavior Initiative (MBI) and Response to Intervention (RTI). In addition, she provides professional development to Headstart teachers on several of Montana's Native American reservations. Denielle trains and assists schools in setting up school-wide positive behavior interventions and supports and creating literacy rich environments. She is an adjunct professor in the special education department at the U of M Western.
Estee Aiken has worked in early childhood education for more than a decade across numerous states. She has spent the last five years educating pre-service teachers, predominantly in preparation for careers in the field of early childhood. In addition to her interest in the education of very young children, she also works with and conducts research with gifted children. Estee currently teaches in the Education Department at the University of Montana Western.
