ERIC Number: ED463899
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Children with Special Needs: Lessons for Early Childhood Professionals. Early Childhood Education Series.
Kostelnik, Marjorie J.; Onaga, Esther; Rohde, Barbara; Whiren, Alice
Bridging the gap between child development and strategies for inclusion, this book is intended to help early childhood practitioners and pre-service teachers feel better equipped to meet the needs of all the children in their early childhood setting. Each chapter of the book is a case study introducing a child (ages birth to 8 years) with one or more special needs, including Autism, Cerebral Palsy, emotional/behavior disorders, giftedness, ADHD, and Down Syndrome. Advocating a holistic view of working with children, each profile includes: (1) a description of the child; (2) an interview with a family member or early childhood professional describing essential facts and historical incidents in the child's life; (3) information for educators about the special needs covered in the profile; (4) hints for success--teaching strategies for working with children in inclusive classrooms; and (5) a list of resources for educators and parents. The concluding chapter offers reflections on the teacher's roles in serving children with special needs, the affective side of serving children with special needs, and developmentally appropriate practices. The book's appendices present guidelines for an IEP (Individualized Education Program). (HTH)
Descriptors: Autism, Behavior Disorders, Childhood Needs, Diabetes, Disabilities, Down Syndrome, Early Childhood Education, Inclusive Schools, Mainstreaming, Special Needs Students, Teacher Role, Teacher Student Relationship, Young Children
Teachers College Press, P.O. Box 20, Williston, VT 05495-0020 (hardback: ISBN-0-8077-4160-4, $46; paperback: ISBN-0-8077-4159-0, $21.95). Tel: 800-575-6566 (Toll Free); Fax: 802-864-7626; Web site: http://www.tcpress.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Parents; Practitioners; Teachers
Authoring Institution: N/A