Blended Practices for Teaching Young Children in Inclusive Settings
Grisham Ed.D., Jennifer; Hemmeter M.Ed. Ph.D., Dr. Mary Louise; Pretti-Frontczak Ph.D., Kristie
Language: English
Published by Brookes Publishing (edition Second), 2017
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- Title
- Blended Practices for Teaching Young Children in Inclusive Settings
- Author
- Grisham Ed.D., Jennifer; Hemmeter M.Ed. Ph.D., Dr. Mary Louise; Pretti-Frontczak Ph.D., Kristie
- Publisher
- Brookes Publishing (edition Second)
- Publication year
- 2017
- Condition
- Very Good
- Binding
- Paperback
- Language
- English
- ISBN 10
- 1598576682
- ISBN 13
- 9781598576689
- Edition
- Second.
Ideal for current and future early childhood educators working with children from ages 2 to 5, this comprehensive text provides explicit guidance on developing a successful curriculum framework, working effectively with families and other team members, tailoring instruction to each child’s individual needs, and embedding learning opportunities that address all children's goals. Teachers will learn from the field’s most current research, and they’ll get a full continuum of strategies for teaching young children with diverse abilities. Practical information on authentic assessment and data-driven decision-making is also woven throughout the book.
An essential reference to keep and use for years to come, this book is every early childhood educator’s guide to blending the best of special and general education, developing effective curricula, and improving outcomes for all children.
WHAT’S NEW
- Increased focus on how to implement multi-tiered systems of support (MTSS)
- New chapters on applying blended practices in specific content areas: language, literacy, social-emotional skills, and math
- The latest on state and federal funding initiatives for early childhood―and how to maintain quality practices that align with these initiatives
- More guidance on determining the scope and sequence of what to teach children
- Current recommendations from key professional organizations like NAEYC and DEC, and their implications for teachers
USER-FRIENDLY FEATURES: Includes visual aids and sample forms, vignettes and practical examples that illustrate key concepts and guiding principles, helpful summaries for each chapter, case studies, and learning activities that challenge students to test and expand their knowledge.
"Synopsis" may belong to another edition of this title.
About the Author
Dr. Grisham-Brown directs research projects on topics including linking assessment and instruction, early care and education program quality, and individualizing instruction for young children with disabilities. In addition, she has conducted research on the effectiveness of instructional procedures that are embedded into developmentally appropriate activities, use of distance learning in personnel preparation programs, and assessment strategies for students with significant disabilities. Dr. Grisham-Brown provides training and technical assistance through the United States on these topics.
Dr. Grisham-Brown is co-founder of a children's home and preschool program in Guatemala City called Hope for Tomorrow, where she accompanies students for the education abroad program.
Mary Louise Hemmeter, Ph.D., is a professor in the Department of Special Education at Vanderbilt University. She teaches courses, advises students, and conducts research on early childhood issues. She is the cofaculty director of the Susan Gray School for Children, which is an early childhood program for children with and without disabilities. Her research focuses on effective instruction, social–emotional development and challenging behavior, translating research to practice, and effective approaches to professional development. Currently, she directs an Institute of Education Sciences funded research project focused on the efficacy of implementing the Teaching Pyramid in classrooms, and she works on the National Center on Quality Teaching and Learning and the Office of Special Education Programs funded Technical Assistance Center on Social Emotional Interventions. She is a coeditor of the Journal of Early Intervention and serves on the editorial boards of other major journals in early childhood special education. She served as President of the Council for Exceptional Children's Division for Early Childhood (DEC) and received the Merle B. Karnes award from DEC.
"About the title" may belong to another edition of this title.
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