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ERIC Number: ED517295
Record Type: Non-Journal
Publication Date: 2011
Pages: 288
Abstractor: ERIC
Reference Count: N/A
ISBN: ISBN-978-1-5985-7057-1
Assessing Young Children in Inclusive Settings: The Blended Practices Approach
Grisham-Brown, Jennifer; Pretti-Frontczak, Kristie
Brookes Publishing Company
To ensure the best possible outcomes for young children with and without disabilities, early childhood educators must enter the classroom ready to conduct all types of early childhood assessment--including determining if children need additional services, planning and monitoring instruction, and determining program effectiveness. They'll get the preparation they need with this comprehensive textbook, an in-depth blueprint for high-quality assessment in today's age of inclusion, standards-based education, and accountability. Developed by prominent early childhood special education experts Jennifer Grisham-Brown and Kristie Pretti-Frontczak, this book is a natural follow-up to the bestselling, widely adopted "Blended Practices for Teaching Young Children in Inclusive Settings". Future educators of young children will get the research and recommended practices they need to: (1) conduct authentic assessment during children's natural routines and play activities, so their true abilities can be accurately measured; (2) use assessment to inform effective program planning, both for individual children and groups; (3) ensure that their practices are aligned with DEC (Division for Early Childhood) and NAEYC (National Association for the Education of Young Children) recommendations; (4) involve families as collaborative partners in the whole assessment process, from planning the assessment to determining if the results represent the child's abilities; (5) select and use assessment instruments with documented evidence of technical adequacy; (6) conduct eligibility assessments and identify children for special services under IDEA (Individuals with Disabilities Education Act); (7) assess children with diverse abilities, including children who have severe or multiple disabilities, are from diverse cultural backgrounds, and are dual or multi-language learners; (8) engage in assessment to plan and revise quality instruction; and (9) collect reliable program evaluation data at classroom, program-wide, state, and national levels. Guiding future educators through every aspect of skillful assessment, this textbook gives readers vignettes of common dilemmas teachers may encounter, classroom examples featuring diverse children, and practical aids such as assessment checklists and excerpts from select tools. An essential textbook for all preservice early childhood educators, this book is also a key resource for a wide range of in-service professionals--from principals and consultants to teacher study groups. Educators will learn how to confidently implement high-quality assessment and reap its benefits: inclusive, family-centered programming that improves outcomes for all children. This book contains two sections. Chapter 1 includes an introduction by Jennifer Grisham-Brown and Kristie Pretti-Frontczak. Section I, Recommended Practices, contains: (2) Authentic Assessment (Whitney A. Stevenson, Jennifer Grisham-Brown, and Kristie Pretti-Frontczak); (3) Family Involvement in the Assessment Process (Anna H. Hall, Julie Harp Rutland, and Jennifer Grisham-Brown); (4) Recommended Practices for Assessing Children With Diverse Abilities (Sandra Hess Robbins, Kristie Pretti-Frontczak, and Jennifer Grisham Brown); and (5) Recommended Practices for Determining Technical Adequacy (Kristie Pretti-Frontczak and Nicole Shannon). Section II, Reasons for Conducting Assessment, contains: (6) Recommended Practices in Identifying Children for Special Services (Jennifer Grisham-Brown, Kristie Pretti-Frontczak, and Sophia Hubbell); (7) Assessment for Program Planning Purposes (Sarah R. Hawkins, Kristie Pretti-Frontczak, Jennifer Grisham-Brown, Teresa L. Brown, and Lydia Moore); (8) Performance Monitoring within a Tiered Instructional Model (Carrie Pfeiffer-Fiala, Kristie Pretti-Frontczak, Lydia Moore, and Ashley N. Lyons); and (9) Program Evaluation (Jennifer Grisham-Brown and Kristie Pretti-Frontczak). [Foreword by Stephen J. Bagnato.]
Brookes Publishing Company. P.O. Box 10624, Baltimore, MD 21285. Tel: 800-638-3775; Fax: 410-337-8539; e-mail:; Web site:
Publication Type: Books; Collected Works - General; Guides - Classroom - Teacher
Education Level: Early Childhood Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act