Building Blocks for Teaching Young Children in Inclusive Settings (Paperback)

Prepare early childhood educators to teach all children in inclusive settings with the fourth edition of this bestselling guidebook--enhanced with new content, new topics, and more tools for planning effective instruction.

Like the groundbreaking previous editions, this updated Building Blocks guide gives pre- and inservice teachers three types of practical, evidence-based inclusion strategies: curriculum modifications, embedded learning opportunities, and child-focused instructional strategies. Educators will learn how to apply these three strategies for the benefit of all children; review the latest research that supports the Building Blocks model; and find ready-to-use tips and guidance on key topics, from fostering friendships to promoting positive behavior. New reproducible forms support planning and assessment, and seven training modules make it easy to teach the Building Blocks framework in college courses and professional development sessions.

Equally useful as a student-friendly textbook and a go-to guide for practicing educators, this is a resource readers will return to again and again for proven, easy-to-use strategies that support all young learners.

What's New

• All chapters updated
• New chapter on Ongoing Assessment and Instructional Decision-Making
• New chapter on Implementing the Building Blocks Framework
• 8 new checklists and planning forms to support implementation
• New section on the impact of implicit bias on teachers’ perception of challenging behavior
• Expanded content on key topics such as collaboration, curriculum modifications, friendships and social relationships
• Updated vignettes, terms, resources, and references

With 7 Training Modules: Using the Building Blocks framework; Conducting ongoing child assessment; Planning for the individual child; Using visuals to support learning; Applying the Building Blocks framework to math and science; Applying the framework to challenging classroom behavior; Extending the framework to infants and toddlers

Dr. Sandall is Professor Emeritus at the University of Washington. She has directed personnel preparation projects, developed curriculum materials for all age groups, and published materials on educational practices to facilitate optimal outcomes for infants, toddlers, and preschoolers with disabilities.

Her scholarly interests are effective instructional practices for young children with disabilities in inclusive settings, the changing roles of teachers of young children, and effective approaches to professional development and knowledge utilization.

She was Principal Investigator of the National Center on Quality Teaching and Learning for the Office of Head Start; the Center continues its work as the EarlyEdU Alliance at Cultivate Learning at the UW. Dr. Sandall serves on the Division for Early Childhood (DEC) Commission on Recommended Practices and edited publications on the practices. She is on the editorial boards of Journal of Early Intervention and Topics in Early Childhood Special Education.

Dr. Schwartz is Professor of Special Education and Director of the Haring Center at the University of Washington. Dr. Schwartz is also the Director of Project DATA (Developmentally Appropriate Treatment for Autism), a school‐based early intervention intensive behavioral intervention program for children with autism. She has an extensive background working with young children with special needs and their families, specifically with young children with autism and related disabilities.

Dr. Schwartz is the director of the Applied Behavior Analysis Program at the UW, and is dedicated to creating high quality inclusive schools so that all children, regardless of their background or ability, can attend the school of their choice and receive a high quality education.

Dr. Schwartz has published numerous chapters and articles about early childhood education and social validity. She serves on the editorial review boards of Topics in Early Childhood Special Education and the Journal of Early Intervention.

Dr. Joseph is the Bezos Family Distinguished Professor in Early Learning at the College of Education at the University of Washington, Seattle. She teaches courses, advises students, provides service and conducts research on topics related to early care and education.

Dr. Joseph has been involved in a number of research projects and training and technical assistance activities at the local, state and national levels related to child care quality, teacher preparation, and promoting children's social emotional development as well as preventing challenging behavior in early learning settings.She is the Founding Executive Director of Cultivate Learning, and was the Principal Investigator and director of the Head Stat Center for Inclusion (Headstartinclusion.org) and Co‐PI of the National Center for Quality Teaching and Learning funded by the Office of Head Start. At Cultivate Learning she oversees the work of quality ratings in all licensed childcare and state prek programs in the state.

Dr. Gauvreau is a clinical faculty member and Field Director of the Special Education Program at the University of Washington. Dr. Gauvreau has extensive experience as a preschool special education teacher, home visitor, behavioral consultant, and teacher trainer, and has lead numerous trainings on early intervention and autism, inclusive education, promoting positive behavior support, and family centered practices.

Her research interests include effective special education teacher preparation and strategies for inclusive education. Dr. Gauvreau is principal investigator for a project exploring family centered practices in teacher education and serves on the editorial review board of Young Exceptional Children.