Blended Practices for Teaching Young Children in Inclusive Settings (Paperback)
Idioma: inglés
Editorial: Brookes Publishing Co, Baltimore, 2017
- Tapa blanda
- Nuevo
Librería: AussieBookSeller, Truganina, VIC, AustraliaAussieBookSeller
Vendedor de AbeBooks desde el 22 de junio de 2007
Condición: Nuevo
EUR 88,85
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Paperback. As more and more early childhood settings implement inclusive practices, teachers need to blend special and general education techniques to help all children learn. Theyll find out how with the new edition of this bestselling text, which combines todays best practices for teaching young children with and without disabilities into one comprehensive approach. 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 childs individual needs, and embedding learning opportunities that address all children's goals. Teachers will learn from the fields most current research, and theyll 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 educators guide to blending the best of special and general education, developing effective curricula, and improving outcomes for all children.WHATS NEWIncreased 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 mathThe latest on state and federal funding initiatives for early childhoodand how to maintain quality practices that align with these initiativesMore guidance on determining the scope and sequence of what to teach childrenCurrent recommendations from key professional organizations like NAEYC and DEC, and their implications for teachersUSER-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. This updated version of the popular textbook bridges the gap between special and general education by integrating knowledge about effective practices for teaching young children 2 to 5 with and without disabilities in centre-based settings into one comprehensive approach. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…
N° de ref. del artículo 9781598576689
- Título
- Blended Practices for Teaching Young Children in Inclusive Settings (Paperback)
- Autor
- Jennifer Grisham-Brown
- Editorial
- Brookes Publishing Co, Baltimore
- Año de publicación
- 2017
- Estado
- new
- Encuadernación
- Paperback
- Idioma
- inglés
- ISBN 10
- 1598576682
- ISBN 13
- 9781598576689
- Edición
- 2ª Edición
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.
“Sinopsis” puede pertenecer a otra edición de este título.
Acerca del autor
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.
“Acerca de” puede pertenecer a otra edición de este título.
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