Very Young Children with Special Needs: A Foundation for Educators, Families, and Service Providers

This title is only available as a loose-leaf version with Pearson eText, or an electronic book.   Once again, the author team of Vikki F. Howard, Betty Fry Williams, Denielle Miller, and Estee Aiken have written a comprehensive introduction to early childhood special education and early intervention resource for professionals preparing to work with infants, toddlers and preschool children with disabilities and their families. Very Young Children with Special Needs: A Foundation for Educators, Families, and Service Providers, Loose Leaf Version, 5/e remains a foundational text that is practical, offering readers a thorough review of early intervention and early childhood special education, and the most detailed information available about the causes of disabling conditions in young children. Readers will be provided with “best practices” for supporting diverse families, five philosophical issues important to effective intervention and support to young children and their families, and unique coverage of typical child development across physical, emotional, language and cognitive domains.  

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.