As more and more early childhood settings implement inclusive practices, teachers need to blend special and general education techniques to help all children learn. They'll find out how with the new edition of this bestselling text, which combines today's 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 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.
- 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.
See how this product helps strengthen Head Start program quality and school readiness.
|Edition description:||New Edition|
|Product dimensions:||7.00(w) x 9.80(h) x 0.80(d)|
|Age Range:||2 - 5 Years|
About the Author
Jennifer Grisham-Brown, Ed.D., is Professor in the Interdisciplinary Early Childhood Education program at the University of Kentucky, Lexington. She received her doctorate in Education from the University of Kentucky. She is also Director of the Early Childhood Laboratory at the University of Kentucky, an inclusive early childhood program for children from birth to 5 years of age.
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 Professor in the Department of Special Education at Vanderbilt University. Her research focuses on effective instruction, social-emotional development, challenging behavior, and on coaching teachers.
She has been a principal investigator (PI) or co-PI on numerous projects funded by the U.S. Departments of Education and Health and Human Services. Through her work on the National Center on Social Emotional Foundations for Early Learning and Institute of Education Sciences (IES)–funded research projects, she was involved in the development of the Pyramid Model for Supporting Social Emotional Competence in Young Children and practice-based coaching, a model for supporting teachers in implementing effective practices.
She is currently the PI on on an IES–funded development project on programwide supports for implementing the Pyramid Model, a co-PI on an IES developmental project on implementing the Pyramid Model in infant–toddler settings, and a co-PI on an IES efficacy sutdy examining approaches to supporting teachers in implementing embedded instructions.
She was a coeditor of the Journal of Early Intervention and President of the Council for Exceptional Children's Division for Early Childhood (DEC). She received the Mary McEvoy Service to the Field Award from the Division for Early Childhood.
Pamela J. Winton, a Senior Scientist at Frank Porter Graham Child Development Institute, has been involved in research, outreach, technical assistance, professional development, and scholarly publishing related to early childhood for the last three decades. Winton has directed multiple national TA centers over the last two decades including the National Center on Professional Development on Inclusion (NPDCI), whose purpose was to work with states to create a cross-agency system of high quality professional development (PD) for early childhood teachers; and CONNECT, bringing an evidence-based practice approach to professional development in key early childhood content areas. Winton has published numerous books, articles, chapters, and curricula on topics related to professional development, collaboration, systems change, family-professional partnerships, and inclusion. She has served on national, state and local advisory boards, review panels, and been recognized by local, state and national awards.
Marilou Hyson, Ph.D., is a national and international consultant in early childhood development and education. Marilou served as the associate executive director for professional development at NAEYC, was a former professor and chair in the University of Delaware's Department of Individual and Family Studies, and is a past editor-in-chief of Early Childhood Research Quarterly. She works on issues of early childhood professional development, early childhood teacher education, implementation of practices to support children's social-emotional development and approaches to learning, and quality improvement in low- and middle-income countries.
As the president of B2K Solutions, Ltd., Dr. Pretti-Frontczak extends her expertise in the preparation of personnel to a global market with the aim of improving the implementation of effective practices and services by those who work with young children with diverse abilities. She is a gifted speaker, strong applied researcher, and is known for creating solutions to complex problems. She has presented to diverse audiences in countries such as Singapore and Australia as well as to early education providers in virtually every state in the US. Dr. Pretti-Frontczak is a Past President of the Division for Early Childhood, was a professor at Kent State University for 16 years, and has worked as an early childhood consultant and trainer since 1990.
Anna H. Hall, Ph.D. is Assistant Professor of Early Childhood Education in the Eugene T. Moore School of Education at Clemson University. She earned her Ph.D. in Interdisciplinary Early Childhood Education from the University of Kentucky.
Sarah Hawkins-Lear, Ed.D. is Associate Professor at Morehead State University. She received her Ed.D. in Moderate to Severe Disabilities from the University of Kentucky.
Julie Harp Rutland, M.S. is Assistant Professor of Early Childhood, Elementary, and Special Education at Morehead State University. She is a Ph.D. candidate in Interdisciplinary Early Childhood Education at the University of Kentucky.
Kathleen Artman-Meeker, Ph.D. is Assistant Professor at the University of Washington where she specializes in Early Childhood Special Education. She received her Ph.D. in Special Education from Vanderbilt University.
Elizabeth McLaren, Ed.D. is Associate Professor of Education in the Interdisciplinary Early Childhood Education program at Morehead State University. She earned her Ed.D. from the University of Kentucky.
Ragan H. McLeod, Ph.D. is Assistant Professor in the Department of Special Education and Multiple Abilities at the University of Alabama. She received her Ph.D. in Special Education from Vanderbilt University.
Jill F. Grifenhagen, Ph.D. is Assistant Professor at North Carolina State University. Dr. Grifenhagen earned her Ph.D. from Peabody College of Education and Human Development at Vanderbilt University.
Lillian Durán, has a Ph.D. in Educational Psychology from the University of Minnesota and is currently an Associate Professor in the Department of Special Education and Clinical Sciences at the University of Oregon. Her research focuses on improving instructional and assessment practices with preschool-aged dual language learners (DLLs). She is currently a Co-Principal Investigator on an IES Goal 5 measurement grant to develop a Spanish version of the Individual Growth and Development Indicators (S-IGDIs) an early language and literacy general outcome measure for screening and progress monitoring in preschool.
Dr. Jessica K. Hardy is currently Assistant Professor of Special Education, and her primary research interests including evidence-based instructional practices and early childhood coaching. She also has extensive experience working with teachers and coaches in using the Pyramid Model in early childhood classrooms to support young children's social-emotional development and address their behavioral needs. She was formerly a Head Start teacher and a preschool special education teacher.
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Introduction to Blended Practices
Table of Contents
About the Authors
About the Contributors
Marilou Hyson, Ph.D., and Pamela Winton, Ph.D. Acknowledgements
I: Setting the Stage for Blended Practices
1. Introduction to Blended Practices
Mary Louise Hemmeter and Jennifer Grisham-Brown
2. Curriculum Framework as a Model of Blended Practices
Jennifer Grisham-Brown and Mary Louise Hemmeter
3. Identifying Outcomes for Children in Blended Early Childhood Classrooms
Jennifer Grisham-Brown, Kristie Pretti-Frontczak, and Mary Louise Hemmeter
4. Recommended Instructional Practices
Jennifer Grisham-Brown and Mary Louise HemmeterAppendix 4A: Intentional Instruction Sequence Planning Form
II: Tiered Instruction
5. Universal Instructional Practices
Mary Louise Hemmeter and Jennifer Grisham-Brown
6. Focused Instructional Strategies
Kristie Pretti-Frontczak, Jennifer Grisham-Brown, and Mary Louise Hemmeter
7. Systematic Instructional Practices
Jennifer Grisham-Brown, and Mary Louise HemmeterAppendix 7A: Sample Intervention Plans
III: Special Considerations in the Application of Blended Practices
8. The Team Process of Planning, Implementation, and Revising Instruction
Julie Harp Rutland, Sarah Hawkins-Lear, Jennifer Grisham-Brown, and Mary Louise HemmeterAppendix 8A: Activity Matrix Appendix 8B: Family Data Collection Sheet
9. Blended Practices for Promoting Social-Emotional Development in Young Children
Kathleen Artman-Meeker, Elizabeth McLaren, Mary Louise Hemmeter, and Jennifer Grisham-Brown
10. Blended Practices for Promoting Literacy Skills
Ragan H. McLeod, Jill F. Grifenhagen, Anna H. Hall, Mary Louise Hemmeter, and Jennifer Grisham-Brown
11. Promoting the Language and Literacy Skills of Dual Language Learners
Lillian Durán, Jennifer Grisham-Brown, and Mary Louise HemmeterAppendix 11A: Family Language Questionnaire Appendix 11B: Family Cultural Interview Appendix 11C: Dual Language Learner Resources
12. Blended Practices for Promoting Early Math Skills
Jessica K. Hardy, Sarah Hawkins-Lear, Mary Louise Hemmeter, and Jennifer Grisham-BrownAppendix 12A: Early Math Screening Instrument