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Blended Practices for Teaching Young Children in Inclusive Settings

Blended Practices for Teaching Young Children in Inclusive Settings

by Jennifer Grisham, Mary Louise Hemmeter and Kristie Pretti-Frontczak

Foreword by Pamela J. Winton and Marilou Hyson

Contributions by Anna H. Hall, Sarah Hawkins-Lear, Julie Rutland, Elizabeth McLaren, Ragan H. McLeod, Jill F. Grifenhagen, Lillian K. Durán, Jessica K. Hardy and Kathleen Artman-Meeker

Published by: Brookes Publishing Co.

Imprint: Brookes Publishing Co.

384 Pages, 152.00 × 229.00 mm

Digital (delivered electronically)
9781598578997
Published: January 2017

Description
Contents
Authors

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.

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.

About the Authors
About the Contributors
Foreword
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

Index

Dr. Grisham 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 Faculty 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 has directed 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, the application of multi-tiered systems of support in early childhood settings, and coaching teachers and caregivers to implement evidencebased instructional strategies with fidelity. Dr. Grisham is Project Director for the Kentucky Deaf-Blind Project, which provides technical assistance to families and service providers of infants, toddlers, children, and youth with deaf-blindness. She coauthored a book titled Reach for the Stars: Planning for the Future (with D. Haynes; American Printing House for the Blind, 2013), which is used to support families of young children in planning for their children's future and articulating their priorities to educational team members, as well as Blended Practices for Teaching Young Children in Inclusive Settings, Second Edition (with M. L. Hemmeter; Brookes Publishing Co., 2017), and Assessing Young Children in Inclusive Settings: The Blended Practices Approach (with K. Pretti-Frontczak; Brookes Publishing Co., 2011).

Finally, Dr. Grisham directed the nationwide field test for AEPS-3. Dr. Grisham is frequently asked to provide professional development to state departments of education, universities, and local education agencies on topics for which she conducts research throughout the country. Dr. Grisham is co-founder of a children's home and preschool program in Guatemala City, Hope for Tomorrow, where she accompanies students for the education abroad program. Dr. Grisham also works internationally in other locations to promote inclusion of young children with disabilities.

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 study examining approaches to supporting teachers in implementing embedded instructions.

She is a co-author on the Connect4Learning Early Childhood Curriculum and the Teaching Pyramid Observation Tool (TPOT™). 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 Merle B. Karnes Service to the Division Award and the Mary McEvoy Service to the Field Award.