The Preschool Inclusion Toolbox: How to Build and Lead a High-Quality Program
Barton, Erin E.; Smith, Barbara J.
Language: English
Published by Brookes Publishing Company, 2015
- Softcover
- Used
Seller: ThriftBooks-Atlanta, AUSTELL, GA, U.S.A.ThriftBooks-Atlanta
AbeBooks seller since March 24, 2009
Condition: Used - As new
£ 6.15
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Add to basketItem description from seller
Pages are clean and are not marred by notes or folds of any kind. ~ ThriftBooks: Read More, Spend Less.
Seller Inventory # G1598576674I2N00
- Title
- The Preschool Inclusion Toolbox: How to Build and Lead a High-Quality Program
- Author
- Barton, Erin E.; Smith, Barbara J.
- Publisher
- Brookes Publishing Company
- Publication year
- 2015
- Condition
- As New
- Dust jacket
- No Jacket
- Binding
- Paperback
- Language
- English
- ISBN 10
- 1598576674
- ISBN 13
- 9781598576672
- Item weight
- 1.2 pounds
Inclusion is clearly linked with better outcomes for young children - but recent reports from the US Department of Education show the practice has grown by just 5% over the past 27 years. This is the how-to book preschool administrators, school leaders, and child care directors need to step up the progress of early childhood inclusion through big-picture, systems-level change. Shaped by feedback from a nationwide survey of IDEA Part B Coordinators who shared their real-life inclusion challenges, this is your comprehensive toolbox of problem-solving tips, evidence-based practices, and practical checklists and handouts. You’ll learn how to overcome the challenges to a high-quality inclusive program, and you’ll create a solid action plan for building and maintaining a successful program where all children learn and grow.
GET THE TOOLS YOU NEED TO:
- solve common challenges to inclusion through new policies and procedures
- establish a strong inclusion team to make collaborative decisions
- implement an action plan for inclusion - and measure its effects
- increase access, participation, and supports for children with disabilities
- help teachers use evidence-based practices like RTI and differentiated instruction
- develop effective teacher professional development practices
- make sound decisions about placement for each individual child
PRACTICAL MATERIALS: Reproducible planning forms and tools (see sidebar); more than 100 PowerPoint slides (available online) to help structure professional development events; tips and lessons from effective school reform efforts across the country; application and reflection questions for independent study and coursework.
With helpful forms and tools:
- Inclusion Self-Checklist
- Checklist of Steps to Preschool Inclusion
- Action Plan Template and Sample
- Public Policy 101 Handout
- Menu of Preschool Inclusion Policy and Procedure Solutions
- Coaching Performance-Based Feedback Form
- Placement Consideration Planning Form for Preschool Inclusion
- and more!
"Synopsis" may belong to another edition of this title.
About the Author
Erin E. Barton, Ph.D., BCBA-D, teaches courses in Early Childhood Special Education on evidence-based assessment and intervention practices for young children with disabilities and their families and single case research design. She is a Board Certified Behavior Analyst and has worked with children and families in homes, schools, and clinics. Her research interests include early intervention practices for young children with or at–risk for disabilities in natural settings and professional development with early childhood practitioners. She directs research projects related to evidence–based practices for young children and professional development systems. Dr. Barton serves on several editorial boards and is an active scholar with over 30 publications in major journals and multiple chapters related to early intervention for young children with disabilities.
Dr. Smith received her master's degree in early childhood special education and doctorate in special education and public policy from the University of North Carolina at Chapel Hill. Her areas of interest include early childhood special education/early intervention policies, systems and program development; leadership and collaboration; and the scaling up of evidence-based practices.
Dr. Smith has held early childhood and early childhood special education positions for the past thirty five years including early childhood teacher, Executive Director of the Division for Early Childhood (DEC) of the Council for Exceptional Children; Policy Specialist, Council for Exceptional Children (CEC); and Program Specialist, Office of Special Education Programs, US Department of Education. She has served as a consultant on state and national early childhood policy, expert witness in right to treatment litigation, prepared and delivered legislative testimony to the Congress as well as state legislatures, and has worked with many parent and professional groups in their state policy efforts.
In an effort to help shape quality inclusive early childhood environments for all children, including those with special needs, she has worked closely for many years with NAEYC and other early childhood leadership organizations including serving on the NAEYC Commission to develop the current program accreditation criteria. Dr. Smith has authored over 20 peer-reviewed journal articles, and 15 books and chapters one of which was the first book for administrators on preschool inclusion: The Administrator's Policy Handbook for Preschool Mainstreaming (1993). She also chaired the most recent effort to establish the DEC Recommended Practices in Early Intervention/Early Childhood Special Education to help guide the field in improving services for young children with special needs, their families and those who work with them.
She is currently Co-Principal Investigator of an OSEP funded doctoral program at UCD in early intervention and early childhood special education policy and collaborative leadership, and is involved in the OSEP funded national Early Childhood Technical Assistance Center (ECTA). She is the recipient of several awards and honors.
Dr. Chen is Associate Professor of Early Childhood Intervention at Kent State University. She is the lead translator of the traditional version of Ages & Stages Questionnaires® in Chinese, Third Edition (ASQ®-3 Chinese) (by J. Squires & D. Bricker; Brookes Publishing Co., 2019). She received her doctorate in early intervention/special education from the University of Oregon and was a university postdoctoral fellow at the University of Connecticut Health Center. Dr. Chen’s work focuses on the development and application of culturally and linguistically relevant assessments and personnel development in early childhood intervention. She loves reading, traveling, and cats.
Jaclyn (Jackie) D. Joseph, Ph.D., BCBA-D, is Executive Director at the Rise School of Denver, Colorado. Dr. Joseph has been involved in research and technical assistance for the LEAP Model, Pyramid Model, Prevent-Teach-Reinforce for Young Children, and Prevent-Teach-Reinforce for Families. Dr. Joseph’s professional and research interests include young children with challenging behavior and interventions for improving their social-emotional competence. She also is dedicated to promoting and advocating for high-quality inclusive early care and education opportunities for all young children, and especially for her determined, strong, and amazing little girl who has a rare genetic syndrome.
Dr. Steed is Associate Professor in the Early Childhood Education program at the University of Colorado Denver. She received her doctorate in early intervention from the University of Oregon in 2006. Dr. Steed has been the principal investigator on several research projects and personnel preparation grants. She has published articles about early identification of social-emotional disorders in young children and evidence-based and culturally relevant practices to support young children with challenging behavior.
Lois M. Pribble, Ph.D., is Lecturer and Research Associate in the Early Intervention/Early Childhood Special Education (EI/ECSE) Program at the University of Oregon. She teaches methods and applications courses in EI/ECSE with a focus on intervention in naturalistic and inclusive settings. Her research interests include social-emotional assessment and interventions for young children, coaching caregivers and practitioners, and EI/ECSE personnel preparation. Prior to becoming a university instructor, Dr. Pribble was an EI/ECSE classroom teacher, consultant, supervisor, and Child Find screener for over 15 years.
"About the title" may belong to another edition of this title.
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