GH21137: Children With Special Needs in Early Childhood Settings

Children With Special Needs in Early Childhood Settings (GH 21137)

Grade Level: Preschool, Kindergarten, First, Second, Third Grade
Price: $32.95
Product #: GH21137
Table of Contents
Sample Pages

 

Perfect for new and seasoned early childhood educators, caregivers, and students alike, this resource covers the spectrum of conditions, disabilities, syndromes and other types of developmental differences that teachers and caregivers may encounter in children from infancy through age eight.

For each disability or condition, a very concise definition is presented in straightforward language. Following the definition is a wealth of information in an easy-to-follow column format. The first column details observable behaviors, symptoms, and physical characteristics associated with the condition; the second presents a list of alternative conditions, behaviors and symptoms which may be similar but indicate a different root cause; and, the third column is dedicated to recommendations about how to work with a child who fits the profile of this disability or condition.

Particular emphasis is placed on finding effective ways to include the children with special needs in the group. Suggested Web sites and resource listing of relevant U.S. and Canadian organizations at the end of each section offer further opportunity for research.

Purpose of this Resource Book:

• To help teachers and child care personnel to recognize children whose physical, social, emotional, speech and language, overall communication skills, and/or cognitive development is different from that of other children of their age.
• To support those working with young children in knowing what questions to ask and what symptoms to look for, if they suspect there are previously unidentified concerns with regard to a child's developmental patterns.
• To know what steps to take if they have concerns about the development of a child whose condition has not been previously observed.
• To provide teachers of young children with interim interaction and program suggestions on how to work most effectively with a child presenting with a possible physical, social, emotional, behavioral, speech and language, and/or intellectual problem until specialists are avialble to offer support in programming for the specific needs of an individual child.

Pages: 186
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