An Introduction to Young Children With Special Needs: Birth Through Age Eight

An Introduction to Young Children with Special Needs: Birth Through Age Eight is a comprehensive introduction to educational policies, programs, practices, and services for future practitioners serving young children with delays or disabilities in early intervention-early childhood special education (EI-ECSE). Thoughtfully addressing the needs of children at risk for learning or development delays or disabilities, revered authors Richard M. Gargiulo and Jennifer L. Kilgo offer evidence-based interventions and instructional techniques that provide students with a broad understanding of important theoretical and philosophical foundations, including evidence-based decision making, developmentally appropriate practices, cultural responsiveness, and activity-based intervention. The Fifth Edition includes the latest developments in and influences on the field of early intervention and early childhood special education, including the Division for Early Childhood’s (DEC)Recommended Practices, which are infused throughout the text. With the support of this current and innovative book, readers will gain a firm understanding of the complex field of EI-ECSE to assist them in their future study and careers.  A Complete Teaching & Learning Package SAGE Premium Video Included in the interactive eBook! SAGE Premium Video tools and resources boost comprehension and bolster analysis. Interactive eBook Your students save when you bundle the print version with the Interactive eBook (Bundle ISBN: 978-1-5443-6571-8), which includes access to SAGE Premium Video and other multimedia tools. SAGE coursepacks SAGE coursepacks makes it easy to import our quality instructor and student resource content into your school’s learning management system (LMS). Intuitive and simple to use, SAGE coursepacks allows you to customize course content to meet your students’ needs. SAGE edge This companion website offers both instructors and students a robust online environment with an impressive array of teaching and learning resources.

Table of Contents:
Preface Acknowledgments About the Authors Part 1: Perspectives, Policies, and Practices of Early Childhood Special Education Chapter 1: Foundations of Early Childhood Special Education The Origins of Early Childhood Special Education The Development of Special Education: Historical Perspectives on Children with Delays or Disabilities Compensatory Education Programs Chapter 2: The Context of Early Childhood Special Education Definitions and Terminology Litigation and Legislation Affecting Children with Delays or Disabilities Prevalence of Young Children with Delays or Disabilities The Importance of Early Intervention/Education An Ecological Perspective on Young Children with Delays or Disabilities and Their Families Chapter 3: Family-Centered Approach to Early Childhood Special Education Historical and Legal Perspectives The Changing American Family Family Reactions to Young Children With Delays or Disabilities Family Systems Theory Applications of Family Systems Theory A Family-Centered Philosophy Family–Professional Partnerships Key Components of Family–Professional Collaboration Chapter 4: Delivering Services to Young Children with Delays or Disabilities Inclusive Learning Environments Service Delivery Models Professional Teaming and Collaboration Cooperative Teaching Delivering Individualized Services Transition PART 2: Assessment and Planning for Young Children With Delays or Disabilities Chapter 5: Assessment of Young Children with Delays or Disabilities Overview of Assessment in Early Childhood Special Education Guidelines in the Assessment of Young Children with Delays or Disabilities Assessment Purposes and Processes in Early Childhood Special Education Screening Young Children Determining Eligibility for Early Childhood Special Education Services Assessment for Individual Program Planning and Implementation Progress Monitoring and Program Evaluation Chapter 6: Curriculum for Young Children with Delays or Disabilities Overview of Curriculum Interrelated Developmental Domains and Content Areas of the Curriculum Theoretical Influences on Curriculum Development Curriculum Models Historical and Legislative Influences on Curriculum The Influences of General Early Childhood Education and Early Childhood Special Education Recommended Practices on Curriculum The Relevance and Sufficiency of Developmentally Appropriate Practice for Children With Delays or Disabilities Curriculum Framework for Early Childhood Special Education Part 3: Organization and Intervention for Young Children With Delays or Disabilities Chapter 7: Designing Learning Environments for Young Children with Delays or Disabilities Organizing the Learning Environment Creating Activity Areas or Learning Centers Outdoor Learning Environments Designing the Learning Environment Selecting Learning Materials Chapter 8: Adapting Learning Environments for Young Children with Delays or Disabilities Young Children with Cognitive Delays or Disabilities Young Children with Social and Emotional Delays or Disabilities Young Children with Autism Spectrum Disorders Young Children with Communication and Language Delays or Disabilities Young Children with Sensory Impairments: Vision Young Children with Sensory Impairments: Hearing Young Children with Physical Delays or Disabilities and Health Impairments Chapter 9: Intervention and Instructional Strategies for Supporting Young Children with Delays or Disabilities Practices and Processes Appropriate for Young Children with Delays or Disabilities Teacher-Mediated Strategies Peer-Mediated Strategies Routine-Based Strategies Specific Naturalistic (Milieu) Strategies Part 4: Contemporary Issues and Challenges in Early Childhood Special Education Chapter 10: Emerging Issues and Contemporary Challenges in Early Childhood Special Education Celebrating Cultural Diversity Emerging Populations of Young Children with Delays or Disabilities Contemporary Issues in Early Childhood Special Education Appendices English Glossary Glosario (Spanish Glossary) Index

About the Author :
I have always desired to be an educator. I guess I am a rarity in that I never changed my undergraduate major or left the field of education. My undergraduate education began at Hiram Scott College in Scottsbluff, Nebraska. Three years later, I was teaching fourth graders in the Milwaukee public schools while working toward my master’s degree in intellectual disability at the University of Wisconsin–Milwaukee. At the conclusion of my first year of teaching, I was asked to teach a class of young children with intellectual disability. I jumped at the opportunity and for the next three years essentially became an early childhood special educator. It was at this point in my career that I decided to earn my doctorate. I resigned my teaching position and moved to Madison, where I pursued a PhD in the areas of human learning, child development, and behavioral disabilities. Upon receiving my degree, I accepted a faculty position in the Department of Special Education at Bowling Green State University (Ohio), where for the next eight years I was a teacher educator. In 1982, I moved to Birmingham, Alabama, and joined the faculty of the University of Alabama at Birmingham (UAB), where, until my retirement, I served as a professor in the Department of Curriculum and Instruction. In November 2014, I was awarded professor emeritus status by the board of trustees of the University of Alabama system. I have enjoyed a rich and rewarding professional career spanning more than four decades. During the course of this journey, I have had the privilege of twice serving as president of the Alabama Federation, Council for Exceptional Children (CEC); serving as president of the Division of International Special Education and Services (DISES), CEC; and serving as president of the Division on Autism and Developmental Disabilities (DADD), CEC. I mostly served as the Southeast representative to the board of directors of DADD. I have lectured abroad extensively and was a Fulbright Scholar to the Czech Republic in 1991. In 2007, I was invited to serve as a Distinguished Visiting Professor at Charles University in Prague, Czech Republic. Teaching has always been my passion. In 1999, I was fortunate to receive UAB’s President’s Award for Excellence in Teaching. In 2007, I received the Jasper Harvey Award from the Alabama Federation of CEC in recognition of being named the outstanding special education teacher educator in the state. With a background in both educational psychology and special education, my research has appeared in a wide variety of professional journals including Child Development, Journal of Educational Research, Journal of Learning Disabilities, American Journal of Mental Deficiency, Childhood Education, Journal of Visual Impairment and Blindness, British Journal of Developmental Psychology, Journal of Special Education, Early Childhood Education Journal, International Journal of Clinical Neuropsychology, and International Journal of Special Education, among a host of others. In addition to the present text, I have authored or coauthored more than ten books, several enjoying multiple editions, ranging in topics from counseling parents of children with disabilities to child abuse, early childhood education, teaching in inclusive classrooms, and, most recently, instructional strategies for students with intellectual disability.   Personal experience and unforeseen opportunities led me to a career in early intervention and early childhood special education (EI/ECSE). When I was a young child, my sibling was born with multiple medical complications and died shortly after birth. This tragic event sparked my interest in early childhood disabilities and set me on a path toward a career in EI/ECSE. While I was studying psychology as an undergraduate, Congress passed Public Law 94-142, the Education for All Handicapped Children Act, which provided services for children with developmental delays and disabilities. This legislation opened new opportunities for me and solidified my passion for improving opportunities for infants and young children with delays and disabilities, as well as their families. I have pursued this passion in higher education. Currently, I am a professor of early intervention/early childhood special education at the University of Alabama at Birmingham (UAB). I hold a BS in psychology from Auburn University; teacher certification in general early childhood education; an MA in special education and certification in administration from UAB; and a doctoral degree in EI/ECSE from the University of Alabama (Tuscaloosa). Prior to my appointment to the faculty at UAB, I taught at Virginia Commonwealth University and the University of Hawaii. As a professor at UAB, I enjoy interprofessional teaching of graduate students representing a variety of disciplines (e.g., ECSE, physical therapy, occupational therapy) who are learning to collaboratively provide team-based services to young children with delays and disabilities and their families. My involvement in EI/ECSE has extended for many years. Before becoming a higher education faculty member, I provided direct services to young children with delays and disabilities and their families in various community agencies and school settings. Also, I worked as a teacher at an EI/ECSE program at the University of Alabama, the RISE Center. My experience with young children and their families has informed my ability to teach others, as well as my interest in various scholarly activities. My involvement at the state and national/international levels in service, scholarship, and personnel preparation activities has been a highlight of my career. For example, my leadership positions have included serving as the president of the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC). Additionally, I have been a member of the editorial review board for leading national journals, served as the principal investigator of numerous federally funded grants, and delivered presentations at conferences throughout the country. My research has focused on teamwork and interprofessional education. Through a series of federally funded grants spanning more than 25 years at UAB, my work has focused on teaming and collaboration as professionals representing multiple disciplines learn to work as members of transdisciplinary teams in early intervention and early childhood special education throughout the community. Collaboration with community partners is central to the success of my career. The recognition and accolades I have been fortunate to receive have primarily highlighted my dedication to teaching and my collaborative endeavors. In 2013, I received the honor of being designated a University Professor by the UAB Board of Trustees. The criteria for this appointment includes “numerous achievements and extensive recognition in the individual’s chosen professional field, and academic competence to enable her to undertake cross-departmental, cross-disciplinary activities in research and teaching and community service.” I also was presented with the Sam Brown Bridge Builder Award for my collaborative efforts with multiple disciplines at UAB and within the community. In 2020, I received the Ingalls Award for Lifetime Achievement in Teaching Excellence at UAB. Being acknowledged by my students and colleagues has held significant value for me throughout my rewarding career. I aspire to have made meaningful contributions to interprofessional education within higher education and to have played a role in enhancing services for infants and young children with delays and disabilities, as well as their families.

Review :
"An Introduction to Young Children with Special Needs provides practical ready-to-implement strategies for teaching children with a variety of needs in inclusive environments for both new and seasoned teachers. The authors provide multimedia support to reinforce the rationale for curriculum, adaptations, and environmental design for classroom and home instruction of young children." "I think this text is one that an educator would find invaluable as a resource throughout their career." "A ‘go to book’ for introduction to early childhood special education."