Handbook of Early Childhood Special Education

• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Άλλοι συγγραφείς: Reichow, Brian (Επιμελητής έκδοσης), Boyd, Brian A. (Επιμελητής έκδοσης), Barton, Erin E. (Επιμελητής έκδοσης), Odom, Samuel L. (Επιμελητής έκδοσης)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Cham : Springer International Publishing : Imprint: Springer, 2016.
• Θέματα: Psychology.; Behavioral therapy.; Speech pathology.; Child development.; Social work.; Child psychology.; School psychology.; Developmental psychology.; Child and School Psychology.; Childhood Education.; Social Work.; Speech Pathology.; Developmental Psychology.; Behavioral Therapy.

This handbook discusses early childhood special education (ECSE), with particular focus on evidence-based practices. Coverage spans core intervention areas in ECSE, such as literacy, motor skills, and social development as well as diverse contexts for services, including speech-language pathology, p...

Πίνακας περιεχομένων:

• PART 1: Historical Context and Foundations
• Chapter 1. A History of Early Childhood Education
• Chapter 2. The Role of Theory in Early Childhood Special Education
• Chapter 3. Family-Centered Practices in Early Childhood Special Education
• Chapter 4. Taking Stock and Moving Forward: Implementing Quality Early Childhood Inclusive Practices
• Chapter 5. Birth to Three: Early Intervention
• Chapter 6. Assessment in Early Childhood Special Education
• Chapter 7. Evidence-Based Practice in the Context of Early Childhood Special Education
• PART 2: Evidence-Based Practices in ECSE
• Chapter 8. Developing Literacy and Language Competence: Preschool Children Who are At-Risk or Have Disabilities
• Chapter 9. Understanding Science Technology Engineering Arts and Mathematics (STEAM)
• Chapter 10. The Application of Response to Intervention to Young Children with Identified Disabilities
• Chapter 11. A "Consumer Reports" Like Review of the Empirical Literature Specific to Preschool Children's Peer Related Social Skills
• Chapter 12. Promoting Communication Development in Young Children With or At-Risk for Disabilities
• Chapter 13. Motor Skills Acquisition for Young Children with Disabilities
• Chapter 14. Supporting the Implementation of Tiered Models of Behavior Support in Early Childhood Settings
• Chapter 15. Critical Issues and Promising Practices for Teaching Play to Young Children with Disabilities
• PART 3: Maximizing Current and Future Child Outcomes with EBP.- Chapter 16. Personnel Preparation in EC Intervention
• Chapter 17. Implementing Evidence-based Practices in ECSE Classroom Settings
• Chapter 18. Using Modifications and Accommodations to Enhance Learning of Young Children with Disabilities
• Chapter 19. The Role of Speech-Language Pathologists in Providing Early Childhood Special Education
• Chapter 20. Occupational Therapy in Early Intervention and Early Childhood Special Education
• Chapter 21. Role of Physical Therapy Within the Context of Early Childhood Special Education
• Chapter 22. Early Childhood Special Education in Context of Pediatrics and Medical Home
• Chapter 23. Early Childhood Special Education in the Context of School Psychology
• Chapter 24. Culture, Ethnicity, and Linguistic Diversity: Implications for ECSE
• Chapter 25. Inclusive Education and Autism Spectrum Disorders: The Working Practice of Supporting Teachers in Argentina
• Chapter 26. Physical Activity and Preschool Children with and without Developmental Delays
• Chapter 27. Expanding Frontiers in Research Designs, Methods, and Measurement in Support of Evidence-Based Practice in Early Childhood Special Education
• Chapter 28. Role of Research Syntheses for Identifying Evidence-Based Childhood Intervention Practices
• Chapter 29. Accounting for the Developing Brain. .