This practical, hands-on-guide provides ideas for accommodating young children with disabilities in all areas of the curriculum. Adaptations are offered by activity rather than by disability, and the focus is on embedding instruction within daily routines. Short chapters, clear discussion of rationale, and plentiful examples prepare students to effectively support children with a variety of common disabilities such as cerebral palsy, Down syndrome, autism, visual impairment, hearing loss, and behavioral challenges. Students have commented on the usefulness of the strategies, details, and scenarios for working in general and special early childhood education. The text is especially appropriate for seminars accompanying student teaching and internships in general education, special education, and inclusive early childhood classrooms. The support package includes the MindTap® Education online learning experience as well as an Instructor's Manual, Test Bank, and PowerPoint® slides.

Preface.
Part I: SPECIAL EDUCATION FOUNDATIONS: UNDERSTANDING SPECIAL NEEDS AND UNIVERSAL INSTRUCTIONAL STRATEGIES.
1.The Origin and Dimensions of Quality Inclusion.
2. Instructional Strategies Supporting the Inclusion of Young Children with Special Needs.
3. Adaptations for Children with Specific Disabilities.
4. Arranging the Physical Environment to Support the Inclusion of Children with Special Needs.
5. Preventing and Managing Challenging Behaviors.
6. Monitoring Individual Child Progress.
Part II: ADAPTING DAILY ACTIVITIES IN INCLUSIVE EARLY CHILDHOOD SETTINGS.
7. Managing Arrival, Departure, and Other Transitions.
8. Engaging Children with Special Needs in Free Play.
9. Circle Time, Including Music and Rhythm Activities.
10. Tabletop Activities.
11. Outside Play.
12. Mealtime.
13. Supporting Emergent Literacy in Children with Special Needs.
Part III: WORKING WITH THE COLLABORATIVE TEAM.
14. Communicating and Collaborating with Families.
15. Collaborating with Disability Specialists and Paraprofessionals.
Appendix A: Selected Questions from Commonly Asked Questions about Child Care Centers and the Americans with Disabilities Act (ADA).
Appendix B: Developmental Skills Chart.
Appendix C: Sample Lesson Plan with Adaptations.
Appendix D: Sample IEP and IEP Summary Form.
Appendix E: Blank Recording Forms.
Glossary.
References.
Index.

This practical, hands-on-guide provides ideas for accommodating young children with disabilities in all areas of the curriculum. Adaptations are offered by activity rather than by disability, and the focus is on embedding instruction within daily routines. Short chapters, clear discussion of rationale, and plentiful examples prepare students to effectively support children with a variety of common disabilities such as cerebral palsy, Down syndrome, autism, visual impairment, hearing loss, and behavioral challenges. Students have commented on the usefulness of the strategies, details, and scenarios for working in general and special early childhood education. The text is especially appropriate for seminars accompanying student teaching and internships in general education, special education, and inclusive early childhood classrooms. The support package includes the MindTap® Education online learning experience as well as an Instructor's Manual, Test Bank, and PowerPoint® slides. Text content aligns with the National Association for the Education of Young Children (NAEYC) Standards for Initial Early Childhood Professional Preparation and the Division for Early Childhood (DEC) Recommended Practices in Early Intervention/Early Childhood Special Education. The book's discussions and strategies reflect the new inclusion definition from DEC/NAEYC that emphasizes the values of membership, belonging, and participation; and new sections on inclusion support models and service delivery. Definition and use of person first terminology throughout the book. New strategies throughout many of the chapters relate to everyday adaptation materials, the EESS acronym and approach, and CARA's Kit: Creating Adaptations for Routines and Activities. Content aligns with evidence-based practices recommended by The Center on the Social and Emotional Foundations for Early Learning (CSEFEL). Chapter 9 on circle time is significantly revised and includes new sections on types of circle time activities, adaptations for children with special needs, and key dimensions to consider for circle time. New features include Web links, which direct readers to helpful information that goes beyond the text; and Diversity Awareness segments in each chapter that highlight Chapter-at-a-glance introductions highlight the key points in each chapter, and the read-reflect-discuss scenarios and follow-up questions help students think critically about the main chapter concepts. The authors provide information on specific disabilities and address the different needs of young children.