Early childhood education (ECE) has always been intertwined with the use of developmentally appropriate practice (DAP). To support excellence in ECE, it is critical how the knowledge about individual children and child development principles combined with the knowledge of effective early learning practices. Effective early childhood education involves an interdisciplinary collaborative process that is influenced by many factors. We present these aforementioned realities in Educating Young Children With and Without Exceptionalities: New Perspectives. In addition, we argue that general and special educators need to focus on applying new knowledge to better address critical issues that advance the field of educator preparation and improve educational outcomes for young children. Early childhood research confirms the need for intensive intervention and remedial education—we need to avoid approaches that are “too little” or “too late.” Also proven to yield positive results for children are practices familiar to early childhood educators. These practices include relationship-based teaching and learning; partnering with families; adapting teaching for children from different backgrounds and for individual children; active, meaningful, and connected learning; and smaller class sizes. Evidence of the benefits of these practices suggests that they should be extended more widely into the elementary grades.

This book provides readers with a comprehensive description of procedures and practices that can enhance special education collaboration, consultation and cooperation in classroom learning environments and ancillary educational services. Experts in the field of special education provide detailed information on critical topics such as fostering the collaboration between regular education and special education teachers. Detailed discussions also focus on the role of mental health providers in special education, and the innovative use of technology in enhancing partnerships in general and special education. Unique chapters include the psychologist in the special education process, the role of the government as a partner to enhance special education services, and the vital role that principals play as school leaders to insure that special education students garner the necessary services to maximize their learning potential. Lastly, the critical roles that speech and language and physical education specialists play are discussed with regard to optimizing the overall development of students with special needs.

The COVID-19 pandemic triggered, and continues to trigger, many changes in K-12 education—some major, like learning remotely from home, and some minor, like sitting farther apart on the school bus. While most students have had routines interrupted, the children perhaps most affected by that disruption are students with special education needs. The challenges we currently face should not undermine what we have accomplished over the last 60 years to protect students with disabilities and those from traditionally marginalized backgrounds. Instead, we must take an honest, proactive and collaborative approach to the challenges laid bare. To do so, we must reckon with the fact that during a pandemic that disproportionately impacted traditionally marginalized communities and people with disabilities, we collectively dropped the ball for students receiving special education services, and we need to consider the continued consequences. Further, we must acknowledge that many students with disabilities have found virtual and remote learning to be more liberating and accessible for their learning strengths, needs, and preferences. This text addresses how we must reconcile disparate realities of the special educational experience during pandemic. Students, parents, teachers, and school officials must align themselves together so that they can provide necessary services and support systems to students with disabilities during unpredictable times. These efforts will help leverage opportunities to disrupt, improve, and ignite educational experiences and opportunities for our children and youth, particularly those with disabilities.

Dimensions of Human Behavior: The Changing Life Course presents a current and comprehensive examination of human behavior across time using a multidimensional framework. Authors Elizabeth D. Hutchison and Leanne Wood Charlesworth explore both the predictable and unpredictable changes that can affect human behavior through all the major developmental stages of the life course, from conception to very late adulthood. Aligned with the 2022 curriculum guidelines set forth by the Council on Social Work Education (CSWE), the updated Seventh Edition offers fresh insights into concepts like gender and anti-racism, how intergenerational experiences influence development, and recent research and conceptual frameworks. This title is accompanied by a complete teaching and learning package. Learning Platform / Courseware Sage Vantage is an intuitive learning platform that integrates quality Sage textbook content with assignable multimedia activities and auto-graded assessments to drive student engagement and ensure accountability. Unparalleled in its ease of use and built for dynamic teaching and learning, Vantage offers customizable LMS integration and best-in-class support. It′s a learning platform you, and your students, will actually love.. Assignable Video with Assessment Assignable video (available in Sage Vantage) is tied to learning objectives and curated exclusively for this text to bring concepts to life. LMS Cartridge: Import this title’s instructor resources into your school’s learning management system (LMS) and save time. Don′t use an LMS? You can still access all of the same online resources for this title via the password-protected Instructor Resource Site.

Essentials Of Exceptionality And Special Education Presents A Uniquely Practical Approach To Education As A Subject. It Provides A Well-Researched, Well-Developed In-Depth Study Material On Education. This Is A Syllabus-Based Book For B.Ed. Course, Especially Designed For The Students Of M.D. University, Kurukshetra University And J.N. University. The Book Would Be Equally Useful For B.Ed. And Jbt Students Of Other Indian Universities. The Book Aims At Inculcating In The Students The Knowledge, Skill And Attitude Which May Help Them In Efficient Handling Of The Exceptional Children In Regular Classrooms When They Step In The Noble Profession Of Teaching.The Book Contains Clarity And Coherence Of Thoughts, Simplicity In Presentation Of Facts And Lucidity Of Language, Which Combine To Make The Text All The More Appropriate For Readers At All Levels, Graduate And Undergraduate, From Introductory To Advanced. Anyone Interested In Education And Human Exceptionality Will Find This Book Highly Useful.

With the proclamation of human rights and impact of the philosophy of humanism, there has been a worldwide call for providing humane treatment to the disabled and putting an end to their isolation. Written in the same context, the book developed as per the issued directives of NCTE equips its readers with the knowledge, understanding, skills, interests and attitude needed for working in the inclusive schools. It acquaints them with all the essentials related to the nature of the different types of disabilities or impairments, diversities and exceptionalities of the children belonging to an inclusive school, the need and means of introducing the required adaptations in the environmental conditions, curriculum, teaching-learning strategies, teaching-learning aids and equipment, methods of assessing the progress of the diverse children, and likewise so many other things and requirements for fulfilling their responsibilities towards the diverse children in the inclusive set-up of the school. It is primarily designed for the students of secondary and elementary teacher education (B.Ed., B.El. Ed., D.Ed.) of the teacher training institutes. KEY FEATURES • Full coverage of the current syllabi prescribed for B. Ed., B. El. Ed. and D. Ed. in a user-friendly language • Comprehensive description of the various aspects of inclusive education and children with special needs (CWSN) such as historical perspectives to disability and inclusive education, needed pedagogical and assessment approaches for CWSN, educational provisions for the disabled at national and international levels, and so forth • Inclusion of recent topics such as learning styles in the context of different types of disabilities and CWSN, forms of exclusions on various grounds including disabilities in Indian education, approaches and models of inclusion, individual education programme, assistive and adaptive technologies, and so on • Comprises chapter-end summary for quick glance of the concepts TARGET AUDIENCE • B.Ed. • B. El. Ed. • D.Ed.

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.

Beyond Equality in the American Classroom: The Case for Inclusive Education addresses the basis of inclusive education for students with exceptionalities from the perspective of social justice and scholarship-activism. Drawing on historical, legislative, and philosophical references, this book builds the case for including individuals with exceptionalities in general education classrooms as a matter of social justice and civil rights. Providing a comprehensive foundation for exploring the concept of inclusive education scholastically, Shyman provides a well-organized and clearly-structured treatise for both the philosophy of inclusive education as well as a means of putting inclusive education into practice in American schools. With pointed critiques of the current trend of standardization and traditionalization in the current educational climate, a new philosophy for addressing inclusive education is put forth. The book is both readable and scholastically legitimate, and can be adapted for personal academic use or as a teaching tool for undergraduate or graduate classes in the areas of education, philosophy and sociology.

Children with high learning potential or giftedness have remarkable potential. Despite this, these children can struggle to participate in everyday life because of a range of needs that are sometimes misunderstood, overlooked or not adequately addressed, leading to underachievement and, in turn, low self-esteem. Needs that, in many cases, paediatric occupational therapists are best suited to address. The practical resource offered in the book, the DME-C approach, is a tried-and-tested approach to help children who have challenges relating to their high learning potential, as well as sensory processing differences, unhelpful thought patterns and self-regulation. It draws on the heart of occupational therapy that considers the whole profile of the child, actively caters to the unique profiles of children with dual or multiple exceptionality (DME) or twice exceptionality (2e), and guides therapists towards therapy provision that is strengths-based and achieves favourable outcomes. This book: ● Includes a clear and comprehensive introduction to high learning potential and DME or twice exceptionality (2e), along with guidance to help identify children with these profiles. ● Covers questions and concerns occupational therapists may have when working with children with DME or 2e. ● Considers the similarities and differences between high learning potential/DME/2e and neurodivergent conditions such as developmental coordination disorder, autism and ADHD, with a focus on sensory processing differences. ● Explains, in easy-to-understand language, the full DME-C therapy approach, with a range of example activities to use in therapy to achieve its principles, and a suggested therapy progression plan. ● Is packed full of real-life case studies to translate theory into practice. ● Empowers therapists and educational professionals further by drawing attention to how they can better relate to children with DME/2e in therapy regardless of the children’s specific needs. Full of examples and with the voices of parents and children at its heart, this resource is essential reading for occupational therapists, SENCOs, education psychologists and other relevant professionals, who want to improve the lives and wellbeing of children with DME or twice exceptionality and help them reach their full potential.