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ED 361 917 EC 302 372
AUTHOR Wolfe, Priscilla Stanton; Schollaert, A. JaneTITLE A Self-Instructional Module: Curriculum and Methods
for Working with Three-through-Five-Year-Old Childrenwith Disabilities. Field Test Edition.
INSTITUTION Indiana State Univ., Terre Haute. Blumberg Center forInterdIsciplinary Studies in Special Education.
SPONS AGENCY Indiaua State Dept. of Education, Indianapolis. Div.of Special Education.
PUB DATE Sep 91NOTE 103p.PUB TYPE Guides Classroom Use Instructional Materials (For
Learner) (051) Reference MaterialsBibliographies (131)
EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS Competency Based Teacher Education; *Curriculum;
*Disabilities; *Independent Study; *Inservice TeacherEducation; *Learning Modules; Methods Courses;Preschool Children; Preschool Education; TeacherEducation
ABSTRACT
This self-instructional curriculum module wasdeveloped to assist with early childhood special education programplanning, by providing references to curricula and textbooks,curriculum guides, journal articles, videos, and demonstration modelmaterials appropriate for self-instruction. The module is designed tohelp individuals locate information for self-instruction leading tothree levels of knowledge: awareness; practical working knowledge; orexpert. The module builds on identified key -.:ompetencies forpreschool personnel by connecting appropriate references andmaterials to specific content areas and competencies. Content areasinclude: model intervention programs and service delivery options;environmental characteristics and developmentally appropriatecurriculum; methods for specific disabilities, individualizedplanning, and individualized education program development; methodsfor systematic instruction within a developmentally appropriatecurriculum; family focused intervention; and evaluation of child andfamily outcomes. (Contains 121 references.) (PB)
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Reproductions supplied by EDRS are the best that can be madefrom the original document.
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7forBLUMBERG CENTERInterdisciplinary Studiesin Special Education
--ThOEPAPITMENT Of EDUCATION
Office ce Educahonat Rassafch and Irnarovernent
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
Cjefius document has boon rapnaduced aswonted from the person or ocoanizationonpinetinp it
0 M.nor changos nave been made to tinge,"reproduCtiOn duahty
Po.nts ol wew opffions stated .n tffis docu-ment do not necesswily represent officialOERI positton Or poky
A Self-Instructional Module:Curriculum and Methods
for Working withThree-Through-Five-Year-Old
Children with Disabilities
Developed by
Priscilla Stanton Wolfe, Project CoordinatorA. Jane Schollaert, Consultant to the Project
William R. Littlejohn, DirectorBlumberg Center for Interdisciplinary Studies
in Special EducationIndiana State University
Terre Haute, Indiana
Funded by
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC).
4.X.) The Indiana Department of Education, Division of SpecialEducationetc
.e() September 1991
Field Test Edition
BEST COPY MIME FA Indiana State
A Self-Instructional Module:Curriculum and Methods
for Working withThree-Through-Five;Year-Old
Children with Disabilities
Developed by
Priscilla Stanton Wolfe, Project CoordinatorA. Jane Schollaert, Consultant to the Project
William R. Littlejohn, DirectorBlumberg Center for Interdisciplinary Studies
in Special EducationIndiana State University
Terre Haute, Indiana
September 1991
Field Test Edition
This self-instructional module as disseminated in September 1991 was prepared by the staff of
Blumberg Center for Interdisciplinary Studies in Special Education, Indiana State University,
(Terre Haute) with support from the Indiana Department of Education, Division of Special
Education, Project Number 457-DISC-901. The views expressed in this module do not necessarily
reflect the opinions of the Indiana Department of Education and no official endorsement should be
inferred. The material contained in this document does not necessarily reflect the position or
disposition of the administrators or the Board of Trustees of Indiana State University.
t.;
Foreword
The Self-Instructional Curriculum Module (SIM) was developed to assistpersonnel in Indiana with early childhood special education program planningby providing curriculum references and materials appropriate for self-instruction. The SIM includes suggested readings, competency based activitiesand recommended videos.
The SIM is designed to help individuals locate curriculum information,resources, and materials at an awareness level, a practical working knowledgelevel, and an expert level.
Leaders in the field of early childhood special education have identifiedimportant curriculum competencies for preschool personnel. The SIM builds onthis knowledge by connecting appropriate references and materials to specificcontent areas and competencies. In addition, users can identify their needs bylocating where they fit within a hierarchy of knowledge levels.
The references contained in the SIM can also be found in a documentdeveloped by Blumberg Center titled The Revised Master Resource List (MRL) ofSelf-Instructional Early Childhood Special Education Materials (Wolfe,Schollaert, Littlejohn, 1991). The MRL contains specific reference information tohelp users locate where to purchase the materials or where to borrow materialsfrom resource centers in Indiana.
Since this is a field study document, we encourage you to use this moduleand to send us corrections, comments, and any additional resources that you havefound helpful. Based on feedback and continued research of materials,modifications will be made to the next edition. Please send responses to:
Priscilla Stanton WolfeBlumberg Center, School of Education 502Indiana State UniversityTerre Haute, Indiana 47809812/237-2842
Table of Contents
Introduction 1
References 9
Level One: Awareness
1. Model Intervention Programs and Service Delivery Options 10
2. Environmental Characteristics and DevelopmentallyAppropriate Curriculum 12
3. Methods for Specific Disabilities, Individualized Planningand IEP Development 14
4. Methods for Systematic Instruction Within a DevelopmentallyAppropriate Curriculum 15
5. Family Focused Intervention 17
6. Evaluation of Child and Family Outcomes 19
Level Two: Working/Practical
1. Model Intervention Programs and Service Delivery Options 21
2. Environmental Characteristics and DevelopmentallyAppropriate Curriculum 23
3. Methods for Specific Disabilities, Individualiznd Planningand IEP Development 26
4. Methods for Systematic Instruction Within a DevelopmentallyAppropriate Curriculum 29
5. Family Focused Intervention 32
6. Evaluation of Child and Family Outcomes 34
I.evel Three: Expert
1. Model Intervention Programs and Service Delivery Options 37
2. Environmental Characteristics and DevelopmentallyAppropriate Curriculum 40
3. Methods for Specific Disabilities, Individualized Planningand IEP Development 44
4. Methods for Systematic Instruction Within a DevelopmentallyAppropriate Curriculum 46
5. Family Focused Intervention 48
6. Evaluation of Child and Family Outcomes 51
Introduction
This self-instructional curriculum module (SIM) contains suggestedtextbooks, curriculum guides, videotapes, journal articles, and demonstrationmodel materials that may be used by a variety of personnel who provide services tothree-through-five-year-old children with disabilities. These resources have beencompiled from many sources such as The National Association for the Educationof Young Children (NAEYC); The Council for Exceptional Children, Division forEarly Childhood (DEC); The National Early Childhood Technical AssistanceSystem (NEC*TAS); and Head Start's Regional Access Pioject (RAP).
Suggested readings, competency-based activities and pertinent video tapesrecommended for viewing are included under three Levels of Knowledge for sixContent Areas. The selected materials and information included in the SIMrepresent a "starter list" of available references that have proven useful toprofessionals in the field. The module is designed to enable users to add otherlistings to the "starter list" and also provides space for useful comments.
The Organization of the SlM: Levels of Knowledge
To assist individuals in selecting the most appropriate reference materials,the SIM is divided into three levels. Materials are organized according to thefollowing three Levels of Knowledge:
0 Awareness Level
II Working/Practical Level
0 Expert Level
1
Desaiption of Levels of Knowledge
The Levels of Knowledge were adapted from a document prepared by thePersonnel Preparation/ Teacher Certification Task Force for Indiana titled CoreCompetency Matrix for Early Childhood Personnel Preparation (Kontos, Harbin,Hawley, Lewark, McCarty, Mills, Repp, Seet, 1988). The following sectiondescribes each of the three Levels of Knowledge; the type of materials andreferences included; and the potential target audiences.
CI Level One
Awareness These references provide an overview of specific topics orcompetency areas within the field of early childhood specialeducation. The awareness level includes a set of initial readings andmaterials that:
require a limited amount of time to read or view
are easy to read
0 are well organized
are readily available
give an insightful overview
Target Audience for the Awareness Level Awareness level referencematerials are appropriate for use by superintendents, buildingprincipals, administrators or directors of sfecial education services,school board members or other decision makers, teachers, relatedservice personnel, parents, or volunteers.
2
E-3 Level Two
Working Knowledge These references provide practical ideas,information, and teaching strategies to use in providing directservice to preschool children with and without disabilities. The
working/practical level includes readings, materials, andcompetency-based activities that:
0 directly apply to daily programming
10 are well organized
10 are available for loan
may be purchased for a central library orindividual preschool classroom
0 provide a number of implementation strategies
10 provide alternative options for application
10 provide strategies for parents to implement
Target Audience for the Working/Practical Level Working/practicallevel reference materials are appropriate for use by direct serviceproviders such as teachers, teaching assistants, related serviceproviders, or parents. These references would assist persons whoalready possess awareness level knowledge and wish to expand theirexpertise.
CI Level Three
Expert These references provide all of the working/practical levelinformation plus strategies for supervising preschool personnel,presenting inservice and preservice training, and providing
3
consultation or technical assistance. The expert level materialscontain readings, training materials, and competency-basedactivities that:
0 are likely to have more in-depth coverage ofcontent
Ci are inclusive of empirically and theoretically basedinformition
0 are flexible and apply to a number of settings orclassrooms
Target Audience for the Expert Level Expert level referencematerials are appropriate for use by early childhood special educationcoordinators who are responsible for supervising a number ofpreschool programs and/or providing preservice and inservicetraining to preschool personnel, lead or master teachers, universityand state agency personnel who are involved in training, and parentswho are responsible for parent-involvement training. Thesereferences would also assist persons who already possess practicalworking knowledge and wish to expand their expertise.
The Organization of the SIM: Content Areas
The selection of content areas for the SIM was influenced by the Council forExceptional Children, Division for Early Childhood's White Paper titledRecommendations for Certification of Early Childhood Special Educators(McCollum, Kaiser, McCartan, and McLean, 1989). The White Paper identifiescurriculum competencies recommended for inclusion in training programs forearly childhood special education personnel serving three-through-five-year-oldchildren. The SIM, however, takes the listed competencies and goes a stepfurther by linking specific resources and materials to each of the recommendedcurriculum competencies and organizes them into six Content Areas.
4
1 0
Under each of the three levels, Awareness Knowledge, WorkingKnowledge, and Expert Knowledge, the SIM is subdivided into the following sixContent Areas:
O Model Intervention Programs and ServiceDelivery Options
O Environmental Characteristics andDevelopmentally Appropriate Curriculum
0 Methods for Specific Disabilities, IndividualizedPlanning and IEP Development
0 Methods for Systematic Instruction Within aDevelopmentally Appropriate Curriculum
O Family Focused Intervention
O Evaluation of Child and Family Outcomes
Description of the Content Areas
The SIM connects curriculum competencies via Content Areas toappropriate references and materials. The following section describes in moredetail the specific content areas included in the SIM and specifies the curriculumcompetencies outlined by McCollum et al., (1989, p. 210).
1. Model Intervention Programs and Service Delivery Options
Materials give an overview of models of early intervention withvarying philosophical bases, including assumptions aboutdevelopment and learning, goals, methods and applicability, andrelevance of these models for preschoolers with special needs.
Service delivery options are given that include descriptions ofalternatives for where services occur, discussions about who delivers
5
services, listings of who are the primary recipients of services, andoptions for changes in services with development.
2. Environmental Characteristics and Developmentally AppropriateCurriculum
References describe characteristics of environments and provideinstructional strategies that facilitate development, learning, andindependence in preschoolers.
Developmental intervention curricula is presented for preschoolersacross all areas of development and learning including languageand communication, sensorimotor, cognitive, emotional, social, andmotor.
3. Methods for Specific Disabilities, Individualized Planning and IEPDevelopment
Intervention curricula is presented and methods for preschoolerswith specific disabilities including motor, sensory, health,emotional, and mental impairments are included.
References are included for IEP development for the child withteaching approaches in partnership between family members andrelevant professionals.
4. Methods for Systematic Instruction within a DevelopmentallyAppropriate Curriculum
Methods to provide individual and group intervention in a variety ofsettings including play, environmental routines, parent-mediatedactivities are given. Systematic instructional situations relevant forpreschoolers, including methods for language/communication,sensorimotor, cognitive, emotional, social, and motor developmentare provided.
6
Integration of knowledge and strategies from multiple disciplines indesign and implementation of structured and unstructuredintervention activities are described.
5. Evaluation of Child and FamilyOutcomes
Effective methods for monitoring, summarizing, and evaluating theacquisition of child and family outcomes are offered as oudined onthe IEP.
6. Family Focused Intervention
Support and facilitation of family/child interactions as primarycontexts for learning and development in preschoolers arereferenced.
How to Use the SIM
The framework for the SIM organizes curriculum competencies intosix Content Areas within a Levels of Knowledge hierarchy. The followingexamples illustrate how easy the SIM is to use.
Example OneAn elementary principal or director of special education wants
an overview of service delivery options. The principal or directorwould select references from the awareness level under Content Area1. - Model Intervention Programs and Service Delivery Options.He/she would refer to the Revised Master Resource List (MRL) (Wolfe,et al., 1991) to locate specific references. These references would givea quick, easy to read overview of service delivery options.
7
1 j
Example TwoA preschool teacher would like some ideas for adapting gross
motor activities for a child with an orthopedic impairment. She
would choose materials from the working/practical level underContent Area 3. - Methods for Specific Disabilities or Content Area4. - Methods for Systemafic Instruction Within a DevelopmentallyAppropriate Curriculum and check the MRL (Wolfe et aL, 1991) forinformation to help locate the materials. These references would givepractical ways to apply adaptafions in the classroom on a daily basis.
Example ThreeAn early childhood special education coordinator is preparing
to conduct an inservice training session on appropriateenvironments. She would select materials from the expert levelunder Content Area 2. Environmental Characteristics andDevelopmentally Appropriate Curriculum and consult the MRL(Wolfe, et al., 1991) in order to find the materials. These referenceswould give ideas for conducting the training session, videotapes touse during the presentation, and actual activities and/or handouts to
use during training.
8
References
Kontos, S., Harbin, G., Hawley, B., Lewark, C., McCarty, D., Mills, J.,Repp, P. L. , Seet, J. (1988). Core Competency Matrix for EarlyChildhood Personnel Preparation. Indianapolis, IN: IndianaDepartment of Education, Division of Special Education.
McCollum, J., Kaiser, C., McCartan, K, McLean, M. (1989). Certificationrecommendations. Recommendations for certification of earlychildhood special educators. Journal of Early Intervention. 13:3, 195-211.
Wolfe, P.S., Schollaert, A.J., Littlejohn, W.R. (1991). Master Resource Listof Self-Instructional Early Childhood Special Education Materials.Terre Haute, IN: Blumberg Center for Interdisciplinary Studies inSpecial Education, Indiana State University.
9
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: A
war
enes
s
1.M
odel
Int
erve
ntio
n Pm
gram
s an
d Se
rvic
e D
eliv
ery
Opt
ions
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Lin
der,
T. (
1983
). E
arly
Chi
ldho
od S
peci
alE
duca
tiom
Pro
gram
Dev
elop
men
t and
Adm
inis
trat
ion
Cha
pter
2-
Con
cept
ualiz
ing
and
Dev
elop
ing
a Pr
ogra
m p
ages
21-
44
Cha
pter
4-
Coo
rdin
atin
g C
omm
unity
Res
ourc
es p
ages
63-
94
Cha
pter
6-
Sele
ctin
g an
d U
sing
Cur
ricu
lapa
ges
123-
152
Cha
pter
2 p
rovi
des
a fr
amew
ork
and
proc
ess
mod
el f
or s
ervi
ce d
eliv
ery
syst
ems.
Cha
pter
4 e
xpla
ins
ratio
nale
and
bar
rier
sto
inte
rage
ncy
coor
dina
tion,
a m
odel
for
plan
ning
and
impl
emen
ting
loca
lco
ordi
nate
d ef
fort
s.
Cha
pter
6 d
escr
ibes
var
ious
app
roac
hes
tocu
rric
ulum
.
Thi
s re
fere
nce
text
book
is a
lso
help
ful
acro
ss a
ll L
evel
s of
Kno
wle
dge
and
Con
tent
Are
as.
Kai
ser,
C.E
. (19
82).
You
ng a
nd S
peci
al:
Why
Can
't T
hey
Wai
t yri
ll T
hey'
reO
lder
? V
alue
of
Ear
ly I
nter
vent
ion
Num
ber
2-30
min
ute
vide
o pl
us g
uide
with
activ
ities
and
sel
ecte
d re
adin
gsT
his
vide
o sh
ares
the
valu
e of
ear
lyin
terv
entio
n.
Cry
er, D
., &
Har
ms,
T. (
1991
). R
aisi
ngA
mer
ica'
s C
hild
ren-
A V
ideo
Ser
ies
Num
ber
6- M
eetin
g Sp
ecia
l Nee
ds-3
0m
inut
e vi
deo
plus
vie
wer
's g
uide
with
activ
ities
and
fol
low
-up
read
ings
Thi
s vi
deo
focu
ses
on a
ltern
ativ
es f
or th
eca
re a
nd e
duca
tion
of y
oung
chi
ldre
n w
ithsp
ecia
l nee
ds.
10
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: A
war
enes
s
1.M
odel
Int
erve
ntio
n Pr
ogra
ms
and
Serv
ice
Del
iver
y O
ptio
ns (
Con
tinue
d)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Ara
mba
rri,
N.,
Bro
wn,
C.,
Bos
tick,
M.,
Car
ter,
R.,
Jone
s, J
. (19
90).
Bes
t Pra
ctic
eG
uide
lines
for
Ida
ho E
arly
Chi
ldho
odSp
ecia
l Edu
catio
n Pr
ogra
ms:
A S
elf-
Stud
yG
uide
Sect
ion
4- P
rogr
am D
eliv
ery
Mod
els
and
Rel
ated
Ser
vice
s pa
ges
23-3
5T
his
self
-stu
dy in
stru
men
t to
asse
ss b
oth
stre
ngth
s an
d ar
eas
for
impr
ovem
ent i
nE
CSE
pro
gram
s.
See
SIM
Exp
ert L
evel
#6
for
listin
g of
all
area
s co
vere
d in
this
inst
rum
ent.
Gae
t,z, J
., an
d ot
hers
(19
87).
To
Be
The
Bes
t Tha
t You
Can
Be:
A S
elf-
Stud
y G
uide
for
Ear
ly C
hild
hood
Spe
cial
Edu
catio
nPr
ogra
ms
and
Staf
f
Sect
ion
3-Pr
ogra
m S
peci
fics
pag
es 1
9-29
Self
-stu
dy g
uide
to e
valu
ate
prog
ram
stre
ngth
s an
d w
eakn
esse
s.Se
ctio
n 3
deal
s w
ith p
rogr
am d
eliv
ery
mod
els.
See
SIM
Exp
ert L
evel
#6
for
listin
g of
all
area
s co
vere
d in
this
sel
f-st
udy
guid
e
Schw
einh
art,
L.J
. (19
88).
A S
choo
lA
dmin
istr
ator
's G
uide
to E
arly
Chi
ldho
odPr
ogra
ms
Thi
s is
an
Adm
inis
trat
or's
gui
de to
impl
emen
ting
the
Hig
h/Sc
ope
Mod
el -
aC
ogni
tivel
y O
rien
ted
Cur
ricu
lum
.
11
2 U
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: A
war
mes
s
2.E
nvir
onm
enta
l Cha
ract
eris
tics
and
Dev
elop
men
tally
App
ropr
iate
Cur
ricu
lum
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
./ C
omm
ents
Bre
deka
mp,
S. (
1986
). D
evel
opm
enta
llyA
ppro
pria
te P
ract
ice
in E
arly
Chi
ldho
odPr
ogra
ms
Serv
ing
Chi
ldre
n fr
om B
irth
'Thr
ough
Age
8
Part
4-
Dev
elop
men
tally
App
ropr
iate
Prac
tice
in P
rogr
ams
for
3-Y
ear-
Old
spa
ges
47-5
0
Part
5-
NA
EY
C P
ositi
on S
tate
men
t on
Dev
elop
men
tally
App
ropr
iate
Pra
ctic
e in
Prog
ram
s fo
r 4-
5 Y
ear-
Old
s pa
ges
51-5
9
.
Th:
i ref
eren
ce r
epre
sent
s th
e ea
rly
child
hood
pro
fess
ion'
s co
nsen
sus
defi
nitio
n of
dev
elop
men
tally
app
ropr
iate
prac
tice
in e
arly
chi
ldho
od p
rogr
ams.
Exp
lain
s ap
prop
riat
e an
d in
appr
opri
ate
prac
tices
.
Thi
s jo
urna
l art
icle
is h
elpf
ul a
cros
s al
lL
evel
s of
Kno
wle
dge
and
Con
tent
Are
as.
McD
onne
ll, A
., &
Har
dman
, M. (
1988
). A
synt
hesi
s of
"be
st p
ract
ice"
gui
delin
es f
orea
rly
child
hood
ser
vice
s. J
ourn
al o
f th
e
Jour
nal a
rtic
leT
hese
aut
hors
def
ine
exem
plar
y ea
rly
child
hood
spe
cial
edu
catio
n se
rvic
es th
atar
e (a
) in
tegr
ated
, (b)
com
preh
ensi
ve, (
c)no
rmal
ized
, (c)
ada
ptab
le, (
d) p
eer
and
fam
ily-r
efer
ence
d, a
nd (
e) o
utco
me-
base
d.
Thi
s jo
urna
l art
icle
is h
elpf
ul a
cro
,r, a
llL
evel
s of
Kno
wle
dge.
Div
isio
n fo
r E
arly
Chi
ldho
od. 1
2: 4
, 328
-34
1.
NA
EY
C. A
ppro
pria
te C
urri
culu
m f
orY
oung
Chi
ldre
n: T
he R
ole
of th
e T
each
erV
ideo
tape
- 28
min
utes
.
Thi
s vi
deo
illus
trat
es th
e im
port
ant r
ole
ofth
e ad
ult i
n a
play
-ori
ente
d en
viro
nmen
tan
d sh
ows
the
adul
t's r
ole
in c
hild
-in
itiat
ed a
ctiv
ities
._
12
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: A
war
enes
s
2.E
nvir
cnm
enta
l Cha
ract
eris
tics
and
Dev
elop
men
tally
App
ropr
iate
Cur
ricu
lum
(C
ontin
ued)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
NA
EY
C. D
evel
opm
enta
lly A
ppro
pria
tePr
actic
e: B
irth
'Thr
ough
Age
5V
ideo
tape
- 27
min
utes
Thi
s vi
deo
depi
cts
teac
hers
and
chi
ldre
nin
act
ion
in d
evel
opm
enta
lly a
ppro
pria
tepr
ogra
ms.
Als
o po
ints
out
inap
prop
riat
epr
actic
es.
Tea
chin
g St
rate
gies
. (19
88).
The
Cre
ativ
eC
urri
culu
m f
or E
arly
Chi
ldho
odV
ideo
tape
- 37
min
utes
Thi
s vi
deo
illus
trat
es h
ow te
ache
rs s
et th
est
age
for
lear
ning
, how
teac
hers
and
child
ren
inte
ract
and
lear
n in
sev
enin
tere
st a
reas
: blo
cks,
hou
se c
orne
r, ta
ble
toys
, art
, san
d an
d w
ater
, lib
rary
, and
outd
oors
.
NA
EY
C, N
atio
nal A
ssoc
iatio
n of
Ear
lyC
hild
hood
Spe
cial
ists
and
Sta
teD
epar
tmen
ts o
f E
duca
tion
(199
1).
Gui
delin
es f
or a
ppro
pria
te c
urri
culu
mco
nten
t and
ass
essm
ent i
n pr
ogra
ms
serv
ing
child
ren
ages
3 th
roug
h 8.
You
ngC
hild
ren.
46:
3. 2
1-39
.
Jour
nal a
rtic
leT
hese
gui
delin
es p
rovi
de g
uida
nce
inap
prop
riat
e ea
rly
child
hoo,
l cur
ricu
lum
and
asse
ssm
ent.
Thi
s jo
urna
l art
icle
is h
elpf
ul a
cros
s al
lL
evel
s of
Kno
wle
dge
for
curr
icul
um a
ndas
sess
men
t.
,
13i
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: A
war
enes
s
3.M
etho
ds f
or S
peci
fic
Dis
abili
ties,
Ind
ivid
ualiz
edP
lann
ing
and
IEP
Dev
elop
men
t
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Coo
k, R
.E.,
Tes
sier
, A.,
& A
rmbr
uste
r,V
.B. (
1987
). A
dapt
ing
Ear
ly C
hild
hood
Cur
ricu
la f
or C
hild
ren
with
Spe
cial
Nee
ds
Cha
pter
4-
Dev
elop
ing
Inte
rven
tion
and
Inst
ruct
iona
l Str
ateg
ies
page
s 79
-116
Cha
pter
4 d
iscu
sses
the
deve
lopm
ent o
fIE
P's.
See
SIM
Pra
ctic
al L
evel
#3
for
listin
g of
all s
ectio
ns o
f th
is te
xtbo
ok.
But
ruill
e, S
.G. (
1990
). S
uper
Gro
ups
Vid
eos
Vid
eota
pe-
Com
e Jo
in I
n! G
uide
lines
for
Succ
essf
ul G
roup
rim
eV
ideo
tape
- G
ive
You
rsel
f A
Han
d-G
uida
nce
Tec
hniq
ues
for
Succ
essf
ulG
roup
Tim
es
_
Thi
s vi
deo
illus
trat
es te
achi
ng s
trat
egie
sfo
r gr
oup
time.
Cha
pel H
ill T
rain
ing-
Out
reac
h. T
heIn
divi
dual
ized
Edu
catio
n Pr
ogra
mSl
ide/
Tap
e; V
HS
8 m
inut
esT
his
slid
e/ta
pe s
how
s gu
idel
ines
for
deve
lopi
ng a
nd im
plem
entin
g in
divi
dual
prog
ram
s.
Hea
d St
art B
urea
u. I
ndiv
idua
lizat
ion
inH
ead
Star
tV
ideo
tape
- 15
min
utes
Kai
ser,
C.E
. (19
82).
You
ng a
nd S
peci
alV
ideo
Ser
ies
30 V
ideo
tape
s-30
min
utes
eac
hT
hese
vid
eos
also
com
e w
ith a
gui
deco
ntai
ning
act
iviti
es a
nd s
elec
ted
read
ings
for
eac
h vi
deo.
r.,
14
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: A
war
enes
s
4.M
etho
ds f
or S
yste
mat
ic I
nstr
uctio
n w
ithin
a D
evel
opm
enta
llyA
ppro
pria
te C
urri
culu
m
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Cry
er, D
., &
Har
ms,
T. (
1991
). R
aisi
ngA
mer
ica'
s C
hild
ren-
A V
ideo
Ser
ies
Pack
age
of 1
0 V
ideo
Pro
gram
s30
min
ute
tape
s tit
led:
The
Nur
turi
ngC
omm
unity
; A S
ecur
e B
egin
ning
;R
elat
ing
to O
ther
s; P
layi
ng a
ndL
earn
ing;
Lis
teni
ng a
nd T
alki
ng;
Mee
ting
Spec
ial N
eeds
; Thi
nkin
g an
dC
reat
ing;
Hea
lthfu
l Hab
its; C
opin
g w
ithSt
ress
; A S
ense
of
Self
Eac
h vi
deo
focu
ses
on o
ne a
spec
t of
deve
lopm
ent.
See
SIM
Exp
ert L
evel
*4
for
desc
ript
ion
ofT
he S
tudy
Gui
de to
Acc
ompa
ny th
e V
ideo
Seri
es.
Shar
p, C
. (19
88).
Goo
d T
alki
ng W
ith Y
ouSe
ries
Seri
es o
f vi
deos
title
d: O
h Sa
y W
hat T
hey
Sec
An
Intr
oduc
tion
to I
ndir
ect
Stim
ulat
ion
Tec
hniq
ues;
Lee
s T
alk:
Fir
stSt
eps
to C
onve
rsat
ion;
Now
You
'reT
alki
ng: T
echn
ique
s th
at E
xten
dC
onve
rsat
ions
; Bet
wee
n Y
ou a
nd M
cFa
cilit
atin
g C
hild
-to-
Chi
ldC
onve
rsat
ions
; Spa
ce to
Gro
w: C
reat
ing
An
Env
iron
men
t tha
t Sup
port
s L
angu
age
Acq
uisi
tion
The
se v
ideo
s as
sist
with
the
deve
lopm
ent o
ico
mm
unic
atio
d sk
ills.
1
15
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: A
war
enes
s
4.M
etho
ds f
or S
yste
mat
ic I
nstr
uctio
n w
ithin
a D
evel
opm
enta
lly A
ppro
pria
teC
urri
culu
m (
CA
miti
nued
)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Play
pow
er. C
hild
's P
lay:
The
Wor
ld o
fL
earn
ing
Vid
eota
peT
his
vide
o de
als
with
nor
mal
deve
lopm
ent.
Bro
wn,
J.F
. Cur
ricu
lum
Pla
nnin
g fo
rY
oung
Chi
ldre
nT
aken
fro
m th
e jo
urna
l You
ng C
hild
ren
Thi
s re
fere
nce
show
s ho
w c
hild
ren
lear
nth
roug
h pl
ay a
nd th
e ba
sics
of
a go
odpr
ogra
m.
164
)I
Sel
f-In
stru
ctio
nal C
urric
ulum
Mod
ule
5.F
amily
Foc
used
Inte
rven
tion
Leve
l of K
now
ledg
e: A
war
enes
s
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Lin
der,
T. (
1983
). E
arly
Chi
ldho
od S
peci
alE
duca
tion:
Pro
gram
Dev
elop
men
t and
Adm
inis
trat
ion
Cha
pter
7-
Pare
nt I
nvol
vem
ent p
ages
153
-18
4
Cha
pter
7 p
rovi
des
a ra
tiona
le a
ndal
tern
ativ
es f
or p
aren
tal i
nvol
vem
ent.
And
erso
n, W
., C
hitw
ood,
S.,
Hay
den,
D.
(199
0). N
egot
iatin
g th
e Sp
ecia
l Edu
catio
nM
aze:
A G
uide
for
Par
ents
and
Tea
cher
s
Thi
s bo
ok p
rese
nts
a st
ep-b
y-st
ep g
uide
for
pare
nts
and
prof
essi
onal
s. E
ncou
rage
seq
ual p
artn
ersh
ip in
dec
isio
n m
akin
g an
din
clud
es c
heck
lists
, exe
rcis
es a
nd c
hart
s.
Kai
ser,
C.E
. (19
82).
You
ng a
nd S
peci
al:
Wha
t Do
I T
ell T
he P
aren
ts?
Wor
king
with
Par
ents
Num
ber
4- 3
0 m
inut
e vi
deo
plus
gui
de w
ithac
tiviti
es a
nd s
elec
ted
read
ings
Hon
ig, A
.S. P
aren
t Inv
olve
men
t in
Ear
lyC
hild
hood
Edu
catio
nT
his
refe
renc
e of
fers
alte
rnat
ive
way
s to
invo
lve
pare
nts
in e
arly
chi
ldho
oded
ucat
ion.
Shep
ard,
L. (
1981
). P
aren
t's H
elpe
r- F
orPa
rent
s of
Chi
ldre
n A
ges
1-5
Cha
pter
1 -
How
and
Wha
t Chi
ldre
n L
earn
Cha
pter
3 -
Sam
ple
Lea
rnin
gA
ctiv
ities
/Opp
ortu
nitie
s
Thi
s bo
ok is
des
igne
d to
hel
p pa
rent
sim
prov
e th
eir
skill
s to
exp
and
and
broa
den
the
lear
ning
exp
erie
nces
and
opp
ortu
nitie
sof
thei
r ch
ildre
n.
17
4:1
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: A
war
enes
s
5.Fa
mily
Foc
used
Int
erve
ntio
n (C
ontin
ued)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Selig
man
, M. (
1979
). S
trat
egie
s fo
rH
elpi
ng P
aren
ts o
f H
andi
capp
ed C
hild
ren
Thi
s re
fere
nce
prov
ides
str
ateg
ies
for
teac
hers
reg
ardi
ng a
bas
ic u
nder
stan
ding
of f
amily
dyn
amic
s, h
ome-
scho
olre
latio
nshi
ps, a
nd c
omm
unic
atio
nte
chni
ques
to d
evel
op f
acili
tativ
e pa
rent
-te
ache
r re
latio
nshi
ps.
.
Kle
in, M
.D. (
1990
). P
aren
t Art
icle
s fo
rE
arly
Int
erve
ntio
nT
wel
ve m
ajor
topi
cs, 1
02 a
rtic
les
Thi
s re
fere
nce
cont
ains
bri
ef a
rtic
les
todu
plic
ate
and
shar
e w
ith f
amili
es.
18
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: A
war
enes
s
6.E
valu
atio
n of
Chi
ld a
nd F
amily
Out
com
es
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Lin
der,
.T. (
1983
). E
arly
Chi
ldho
od S
peci
alE
duca
tion:
Pro
gram
Dev
elop
men
t and
Adm
inis
trat
ion
Cha
pter
9 -
Eva
luat
ion
page
s 21
7-24
0C
hapt
er 9
dem
onst
rate
s th
e pa
ralle
lbe
twee
n pr
ogra
m e
valu
atio
n an
d ch
ildev
alua
tion
in b
oth
form
ativ
e an
dsu
mm
ativ
e m
etho
ds.
Kai
ser,
C.E
. (19
82).
You
ng a
nd S
peci
al:
Can
You
Rea
lly T
est T
hem
At T
hat A
ge?
Iden
tific
atio
n, S
cree
ning
, and
Ass
essm
ent
Num
ber
8 -
30 m
inut
e vi
deo
plus
gui
de w
ithac
tiviti
es a
nd s
elec
ted
read
ings
NA
EY
C, N
atio
nal A
ssoc
iatio
n of
Ear
lyC
hild
hood
Spe
cial
ists
and
Sta
teD
epar
tmen
ts o
f E
duca
tion
(199
1).
Gui
delin
es f
or a
ppro
pria
te c
urri
culu
mco
nten
t and
ass
essm
ent i
n pr
ogra
ms
serv
ing
child
ren
ages
3 th
roug
h 8.
You
ngC
hild
ren.
46:
3, 2
1-39
.
Jour
nal a
rtic
leT
hese
gui
delin
es p
rovi
de g
uida
nce
for
appr
opri
ate
earl
y ch
ildho
od c
urri
culu
man
d as
sess
men
t.
Thi
s jo
urna
l art
icle
is h
elpf
ul a
cros
s al
lL
evel
s of
Kno
wle
dge
for
curr
icul
um a
ndas
sess
men
t.
19
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: A
war
enes
s
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
20
Self
-Ins
truc
tiona
l Cur
ricu
lm M
odul
e Lev
el o
f K
now
ledg
e: W
orki
nig/
Prac
tical
1.M
odel
Int
erve
ntio
n Pr
ogra
ms
and
Serv
ice
Del
iver
yO
ptio
ns
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Bag
nato
, S.J
., N
eisw
orth
, J.T
., &
Mun
son,
S.M
. (19
89).
Lin
king
Dev
elop
men
tal A
sses
smen
t and
Ear
lyIn
terv
entio
n: C
urri
culu
m-B
ased
Pres
crip
tions
Cha
pter
5 -
Dev
elop
men
tal C
urri
cula
:D
esig
n an
d C
onte
nt p
ages
133
-151
Cha
pter
5 d
escr
ibes
mod
els,
cat
egor
ies,
and
how
cur
ricu
lum
con
tent
is o
rgan
ized
.C
onsi
dera
tions
in c
urri
culu
m e
valu
atio
nar
e al
so c
over
ed.
Thi
s re
fere
nce
text
book
is h
elpf
ul a
cros
sal
l Lev
els
of K
now
ledg
e an
d C
onte
ntA
reas
.
Pete
rson
, N.L
. (19
87).
Ear
ly I
nter
vent
ion
for
Han
dica
pped
and
At-
Ris
k C
hild
ren:
An
Intr
oduc
tion
to E
arly
Chi
ldho
od-
Spec
ial E
duca
tion
Cha
pter
8 -
Ser
vice
Del
iver
y A
ppro
ache
spa
ges
327-
368
Cha
pter
9 -
Pro
gram
Mod
els
for
Ear
lyIn
terv
entio
n pa
ges
369-
408
Cha
pter
8 a
nd C
hapt
er 9
del
inea
te a
var
iety
of s
ervi
ce d
eliv
ery
optio
ns a
nd v
ario
usm
odel
pro
gram
s.
Thi
s re
fere
nce
text
book
is a
lso
help
ful
acro
ss a
ll L
evel
s of
Kno
wle
dge
and
Con
tent
Are
as.
Lin
der,
T.(
1983
). E
arly
Chi
ldho
odSp
ecia
l Edu
catio
n: P
rogr
am D
evel
opm
ent
and
Adm
inis
trat
ion
Cha
pter
4C
oord
inat
ing
CA
mm
unity
Res
ourc
esSe
rvic
e de
liver
y op
tions
Thi
s re
fere
nce
text
book
is a
lso
help
ful
acro
ss a
ll L
evel
s of
Kno
wle
dge
and
Con
tent
Are
as.
21
ij
Sel
f-In
stru
ctio
nal C
urric
ulm
Mod
ule Le
vel o
f Kno
wle
dge:
Wor
king
/Pra
ctic
al
1.M
odel
Inte
rven
tion
Pro
gram
s an
d S
ervi
ce D
eliv
ery
Opt
ions
(C
ontin
ued)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Lew
is, L
. (19
89).
We'
re I
n T
his
Tog
ethe
r(W
IT):
A R
esou
rce
Man
ual f
orIn
tegr
atin
g Y
oung
Han
dica
pped
Chi
ldre
n
Tra
inin
g m
ater
ials
for
con
duct
ing
5 in
-se
rvic
e se
ssio
ns f
or p
resc
hool
sta
ffin
volv
ed in
inte
grat
ion.
Ses
sion
1 -
Prep
arin
g th
e E
nvir
onm
ent f
or a
Chi
ldw
ith a
Han
dica
ppin
g C
ondi
tion;
Ses
sion
2 -
Tea
chin
g St
rate
gies
; Ses
sion
3 -
Beh
avio
rM
anag
emen
t; Se
ssi.-
)n 4
- D
ealin
g w
ithPa
rent
s; S
essi
on 5
- H
andi
capp
ing
Con
ditio
ns
The
WIT
is a
n in
-ser
vice
trai
ning
man
ual t
o pr
epar
e ge
nera
l ear
ly c
hild
hood
pers
onne
l to
inte
grat
e ch
ildre
n w
ithdi
sabi
litie
s in
to th
eir
prog
ram
s. S
peci
fic
targ
et a
udie
nce
- In
tegr
atio
nC
oord
inat
ors.
Thu
rman
, S.K
. (19
90).
Inf
ants
and
You
ng C
hild
ren
with
Spe
cial
Nee
ds: A
Dev
elop
men
tal a
nd E
colo
gica
l App
roac
h
Thi
s re
fere
nce
text
book
is h
elpf
ul a
cros
sal
l Lev
els
of K
now
ledg
e an
d C
onte
ntA
reas
.
22
4I-
r4
Self
-Ins
truc
tiona
l Cur
ricu
lm M
odul
e Lev
el o
f K
now
ledg
e: W
orki
ng/P
ract
ical
2.E
nvir
onm
enta
l Cha
ract
eris
tics
and
Dev
elop
men
tally
App
ropr
iate
Cur
ricu
lum
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Har
ms,
T.,
& C
liffo
rd, R
.M. (
1980
).E
arly
Chi
ldho
od E
nvir
onm
ent R
atin
gSc
ale
The
37
item
s in
the
Rat
ing
Scal
e ar
edi
vide
d in
to s
even
sub
scal
es: P
erso
nal
Car
e R
outin
es; F
urni
shin
gs a
ndD
ispl
ays;
Lan
guag
e-R
easo
ning
Exp
erie
nces
; Fin
e an
d G
ross
Mot
orA
ctiv
ities
; Cre
ativ
e A
ctiv
ities
; Soc
ial
Dev
elop
men
U A
dult
Nee
ds
The
EC
ER
S is
an
easy
to u
se r
atin
gin
stru
men
t for
eva
luat
ing
earl
y ch
ildho
oded
ucat
iona
l set
tings
.
Skel
leng
er, A
., M
cEvo
y, M
., M
cCon
nell,
S., O
dom
, S. (
1991
). E
nvir
onm
enta
lA
rran
gem
ents
Int
erve
ntio
n M
anua
l
Thi
s te
xt p
rovi
des
met
hods
for
impl
emen
ting
envi
ronm
enta
lar
rang
emen
t str
ateg
ies
to p
rom
ote
the
acqu
sitio
n an
d ge
nera
lizat
ion
of s
ocia
lin
tera
ctio
n sk
ills.
Dod
ge, D
.T. (
1988
). T
he C
reat
ive
Cur
ricu
lum
for
Ear
ly C
hild
hood
The
cur
ricu
lum
gui
de c
onta
ins
sect
ions
on: S
ettin
g th
e St
age;
Blo
cks;
Hou
aeC
orne
r; T
able
Toy
% A
rt; S
and
and
Wat
er; L
ibra
rr O
utdo
or%
Let
ters
toPa
rent
s
Thi
s cu
rric
ulum
pro
vide
s a
fram
ewor
k fo
ra
deve
lopm
enta
lly a
ppro
pria
te p
rogr
am.
23
4 j
Self
-Ins
truc
tiona
l Cur
ricu
lm M
odul
e Lev
el o
f K
now
ledg
e: W
orki
nWPr
actic
al
2.E
nvir
onm
enta
l Cha
ract
eris
tics
and
Dev
elop
men
tally
App
ropr
iate
Cur
ricu
lum
(C
ontin
ued)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Hoh
man
n, M
., B
anet
, B.,
Wei
kart
, D.P
.(1
979)
. You
ng C
hild
ren
in A
ctio
nT
he c
urri
culu
m g
uide
con
tain
s se
ctio
nson
: Int
rodu
ctio
n: A
cur
ricu
lum
fram
ewor
k an
d A
dapt
atio
ns o
f th
ecu
rric
ulum
; Par
t I: T
he c
lass
room
, the
day,
, th
e st
aff;
Par
t 2: K
ey e
xper
ienc
es f
orco
gniti
ve d
evel
opm
ent
Thi
s m
anua
l, de
sign
ed f
or p
resc
hool
teac
hers
, pro
vide
s a
fram
ewor
k fo
rim
plem
entin
g a
Cog
nitiv
ely
Ori
ente
dpr
esch
ool C
urri
culu
m.
See
SIM
Exp
ert L
evel
# 2
for
a d
escr
iptio
nof
the
Stud
y G
uide
lb Y
oung
Chi
ldre
n in
Act
ion
Gra
ves,
M. (
1989
). T
he T
each
er's
Ide
aB
ook:
Dai
ly P
lann
ing
Aro
und
the
Key
Exp
erie
nces
Thi
s re
fere
nce
cont
ains
teac
hing
sugg
estio
ns f
or H
igh/
Scop
e 'k
eyex
peri
ence
s" in
act
ive
lear
ning
,la
ngua
ge, r
epre
sent
atio
n, c
lass
ific
atio
n,se
riat
ion,
num
ber,
spa
ce a
nd ti
me.
Kri
tche
vsky
, S.,
Pres
cott,
E.,
& W
allin
g,L
. Pla
nnin
g E
nvir
onm
ents
for
You
ngC
hild
ren:
Phy
sica
l Spa
ce
Thi
s N
AE
YC
pub
licat
ion
cove
rs le
arni
ngen
viro
nmen
ts a
nd p
rogr
am m
anag
emen
t.
Der
man
-Spa
rks,
L. &
the
A.B
.C. T
ask
Forc
e A
nti-
Bia
s C
urri
culu
m: T
ools
for
Em
pow
erin
g Y
oung
Chi
ldre
n
Cha
pter
5 -
Lea
rnin
g A
bout
Dis
abili
ties
Thi
s re
fere
nce
prov
ides
act
iviti
es f
orel
imin
atin
g ba
rrie
rs b
ased
on
abili
ties.
24
Self
-Ins
b-uc
tiona
l Cun
icul
m M
odul
e Lev
el o
f K
now
ledg
e: W
orki
ng/P
ract
ical
2.E
nvir
onm
enta
l Cha
ract
eris
tics
and
Dev
elop
men
tally
App
ropr
iate
Cur
ricu
lum
(C
ontin
ued)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Fros
chl,
M.,
Col
on, L
., R
ubun
, E.,
Spru
ng,
B. (
1984
). I
nclu
ding
All
Of
Us:
An
Ear
lyC
hild
hood
Cur
ricu
lum
Abo
ut D
isab
ilitie
s
Thi
s is
an
incl
usiv
e cu
rric
ulum
- o
ne th
atis
non
sexi
st, m
ultic
ultu
ral,
and
incl
udes
imag
es o
f ch
ildre
n an
d ad
ults
with
disa
bilit
ies
- ca
n be
inte
grat
ed n
atur
ally
into
the
earl
y ch
ildho
od le
arni
ngen
viro
nmen
t.
____
.
25
Self
-Ins
truc
tiona
l Cur
ricu
lm M
odul
e Lev
el o
f K
now
ledg
e: W
orld
ng/P
ract
ical
3.M
etho
ds f
or S
peci
fic
Dis
abili
ties,
Ind
ivid
ualiz
ed P
lann
ing
and
LE
P D
evel
opm
ent
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Coo
k, R
.E.,
Tes
sier
, A.,
& A
rmbr
uste
r,V
.13.
(19
87).
Ada
ptin
g E
arly
Chi
ldho
odC
urri
cula
for
Chi
ldre
n w
ith S
peci
al N
eeds
Sect
ions
incl
ude:
Pro
vidi
ng f
or S
peci
alN
eeds
in E
arly
Edu
catio
n; T
heC
halle
nge;
Rec
ogni
zing
Spe
cial
Edu
catio
nal N
eeds
: Ide
ntif
icat
ion
and
Ass
essm
ent;
Dev
elop
ing
Inte
rven
tion
Stra
tegi
es; P
rom
otin
g So
cial
and
Em
otio
nal D
evel
opm
ent;
Hel
ping
You
ngC
hild
ren
Dev
elop
Mot
or S
kills
; Nur
turi
ngC
omm
unic
atio
n Sk
ills;
Enc
oura
ging
Cog
nitiv
e Sk
ill D
evel
opm
ent,
Act
ive
Lea
rnin
g, a
nd P
robl
em S
olvi
ng; I
nPa
rtne
rshi
p w
ith P
aren
ts; E
ffec
tive
Use
of
Para
prof
essi
onal
s an
d V
olun
teer
s in
the
Cla
ssro
om
Thi
s re
fere
nce
text
book
is h
elpf
ul a
cros
sal
l Lev
els
of K
now
ledg
e an
d C
onte
ntA
reas
.
Bai
ley,
D.B
., &
Wol
ery,
M. (
1984
).T
each
ing
Infa
nts
and
Pres
choo
lers
with
Han
dica
ps
Thi
s te
xtbo
ok c
ombi
nes
deve
lopm
enta
lan
d be
havi
oral
app
roac
hes
to e
arly
educ
atio
n.
Thi
s re
fere
nce
text
book
is h
elpf
ul a
cros
sal
l Lev
els
of K
now
ledg
e an
d C
onte
ntA
reas
.
26
Self
-Ins
truc
tiona
l Cur
ricu
lm M
odul
e Lev
el o
f K
now
ledg
e: W
orki
ng/P
ract
ical
3.M
etho
ds f
or S
peci
fic
Dis
abili
ties,
Ind
ivid
ualiz
ed P
lann
ing
and
IEP
Dev
elop
men
t (C
Am
tinue
d)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Alle
n, K
E. T
he E
xcep
tiona
l Chi
ld:
Mai
nstr
eam
ing
in E
arly
Chi
ldho
odE
duca
tion
Thi
s te
xtbo
ok c
onta
ins
sect
ions
that
cov
ersp
ecif
ic d
isab
ility
are
as a
nd d
evel
op-
men
tal s
kill
dom
ains
for
chi
ldre
n w
ithan
d w
ithou
t dis
abili
ties.
Thi
s re
fere
nce
text
book
is h
elpf
ul a
cros
sal
l Lev
els
of K
now
ledg
e an
d C
onte
ntA
reas
.
Hea
d St
art M
ains
trea
min
g Pr
esch
oole
rsM
anua
lsT
o be
rep
rint
ed in
the
sum
mer
of
1992
Indi
vidu
al m
anua
ls f
or e
ach
prim
ary
disa
bilit
y ar
ea a
re in
clud
ed in
the
set.
Souw
eine
, J.,
Cri
mm
ins.
S.,
& M
aze!
, C.
Mai
stre
amin
g: I
deas
for
Tea
chin
g Y
oung
Chi
ldre
n
Thi
s re
fere
nce
prov
ides
idea
s fo
r ac
tivity
plan
ning
, dea
ling
with
dif
ficu
lt be
havi
or,
setti
ng u
p th
e cl
assr
oom
, and
wor
king
with
pare
nts.
Sant
a C
ruz
Cou
nty
Off
ice
of E
duca
tion
(198
7). H
elp
for
Spec
ial P
resc
hool
ers
Age
s: 3
to 6
Act
iviti
es B
inde
r
Incl
udes
sec
tions
on:
Sel
f H
elp;
Mot
orD
evel
opm
en4
Com
mun
icat
ion;
Soc
ial
Skill
s; L
earn
ing/
Cog
nitiv
e
Thi
s bi
nder
off
ers
inst
ruct
iona
l act
iviti
esth
at p
aral
lel t
he H
elp
for
Spec
ial
Pres
choo
lers
Ass
essm
ent C
heck
list.
27
Self
-Ins
truc
fion
al C
urri
culm
Mod
ule L
evel
of
Kno
wle
dge:
Wor
king
/Pra
ctic
al
3.M
etho
ds f
or S
peci
fic
Dis
abili
ties,
Ind
ivid
ualiz
ed P
lann
ing
and
MP
Dev
elop
men
t (Q
mtin
ued)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Stri
ckla
nd, B
. B. &
Tur
nbul
l, A
.P. (
1990
).D
evel
opin
g an
d Im
plem
entin
g In
divi
dual
Edu
catio
n Pr
ogra
ms
Part
1 P
roce
dura
l Gui
delin
es f
or L
EP
Dev
elop
men
4 Pa
rt 2
Mec
hani
cs o
f IE
PD
evel
opm
en#
Part
3 I
mpl
emen
tatio
n of
the
IFY
23
Self
-Ins
truc
tiona
l Cur
ricu
lm M
odul
e Lev
el o
f K
now
ledg
e: W
orki
ng/P
ract
ical
4.M
etho
ds f
or S
yste
mat
ic I
nstr
uctio
n w
ithin
a D
evel
opm
enta
lly A
ppro
pria
te C
urri
culu
m
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Saff
ord,
P.L
. (19
89).
Int
egra
ted
Tea
chin
gin
Ear
ly C
hild
hood
: Sta
rtin
g in
the
Mai
nstr
eam
Part
II
- M
etho
ds f
or M
eetin
g Sp
ecia
lN
eeds
of
You
ng E
xcep
tiona
l Chi
ldre
npa
ges
95-2
64
Part
II
is o
rgan
ized
into
cha
pter
s co
veri
ne:
spec
ific
dis
abili
ties.
Thi
s re
fere
nce
text
book
is a
lso
help
ful
acro
ss a
ll L
evel
s of
Kno
wle
dge
and
Con
tent
Are
as a
nd p
rese
nts
way
s to
ada
ptcu
rric
ulum
for
spe
cial
nee
ds.
Odo
m, S
.L.,
Ben
der,
M.K
., St
ein,
M.L
.,D
oran
, L.P
., H
oude
n, P
.M.,
McI
nnes
, M.,
Gilb
ert,
M.M
., D
ekly
en, M
., Sp
eltz
, M.L
.,Je
nkin
s, J
.R. (
1988
). T
he I
nteg
rate
dPr
esch
ool C
urri
culu
m P
roce
dure
s fo
rSo
cial
ly I
nteg
ratin
g Y
oung
Han
dica
pped
and
Nor
mal
ly D
evel
opin
g C
hild
ren
Sect
ions
incl
ude:
Soc
ial I
nteg
ratio
nA
ctiv
ities
- F
unct
iona
l, C
onst
ruct
ive,
Soci
odra
mat
ic, G
ames
; Ass
essm
ent;
Dir
ect I
nstr
uctio
n of
Soc
ial S
kills
;A
dapt
ing
for
Dif
fere
nt T
ypes
of
Cla
sses
and
Han
dica
ppin
g C
ondi
tions
of
Stud
ents
.
Thi
s cu
rric
ulum
pro
vide
s ac
tiviti
es to
prom
ote
soci
al in
tegr
atio
n an
dco
mpe
tenc
e.
Ost
rosk
y, M
.M.,
& K
aise
r, A
.P.
(Sum
mer
, 199
1). P
resc
hool
cla
ssro
omen
viro
nmen
ts th
at p
rom
ote
com
mun
icat
ion.
Tea
chin
g E
xcep
tiona
l
Jour
nal a
rtic
leSp
ecia
l Foc
us: E
ngag
emen
t
Chi
ldre
n. p
p 6-
10.
29
Self
-Ins
truc
tiona
l Cur
ricu
lm M
odul
e Lev
el o
f K
now
ledg
e: W
orki
ng/P
ract
ical
4.M
etho
ds f
or S
yste
mat
ic I
nstr
uctio
n w
ithin
a D
evel
opm
enta
lly A
ppro
pria
teC
urri
culu
m (
Con
tinue
d)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Mc
Will
iam
, R.A
. (Su
mm
er, 1
991)
.T
arge
ting
teac
hing
at c
hild
ren'
s us
e of
time:
Per
spec
tives
on
pres
choo
lers
'en
gage
men
t. T
each
ing
Exc
eptio
nal
Jour
nal a
rtic
leSp
ecia
l Foc
us: E
ngag
emen
t
Chi
ldre
n,. p
p 42
-47.
Jone
s, H
.A. &
War
ren,
S.F
. (Su
mm
er,
1991
). E
nhan
cing
eng
agem
ent i
n ea
rly
lang
uage
teac
hing
. Tea
chin
gFa
cept
iana
LC
hild
ren.
pp
48-5
0.
Jour
nal a
rtic
leSp
ecia
l Foc
us: E
ngag
emen
t
Hou
le, G
.B. (
1987
). L
earn
ing
Cen
ters
for
You
ng C
hild
ren:
To
Be
Bui
lt in
Cla
ssro
oms
and
othe
r Pl
aces
Whe
reC
hild
ren
Gat
her
to L
earn
Sixt
een
lear
ning
cen
ters
are
ske
tche
d an
dde
scri
bed.
The
edu
catio
nal v
alue
,m
ater
ials
nee
ded,
gen
eral
com
men
ts, a
ndvi
gnet
tes
are
give
n fo
r ea
ch.
Stri
ckla
nd, D
.S. &
Mor
row
, L.M
.E
mer
ging
Lite
racy
: You
ng C
hild
ren
Lea
rn to
Rea
d an
d W
rite
Thi
s bo
ok d
escr
ibes
how
you
ng c
hild
ren
lear
n to
rea
d an
d w
rite
.
30
Self
-Ins
truc
tiona
l Cur
ricu
lm M
odul
e Lev
el o
f K
now
ledg
e: W
orki
ng/P
ract
ical
4.M
etho
ds f
or S
yste
maf
ic I
nstr
uctio
n w
ithin
a D
evel
opm
enta
lly A
ppro
pria
te C
urri
culu
m (
Con
tinue
d)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Sanf
ord,
A.R
., W
illia
ms,
J.M
., Ja
mes
,J.
C. &
Ove
rton
, A.K
. (19
83).
A P
lann
ing
Gui
de to
the
Pres
choo
l Cun
icul
um
Mus
selw
hite
, C.R
. (19
86).
Ada
ptiv
e Pl
ayfo
r Sp
ecia
l Nee
ds C
hild
ren:
Str
ateg
ies
toE
nhan
ce C
omm
unic
atio
n an
d L
earn
ing
Thi
s te
xtbo
ok p
rovi
des
spec
ific
str
ateg
ies
for
adap
ting
play
in o
rder
to m
eet t
hesp
ecia
l nee
ds o
f yo
ung
child
ren
with
disa
bilit
ies.
,.
31
!
Self
-Ins
truc
tiona
l Cur
ricu
lm M
odul
e Lev
el o
f K
now
ledg
e: W
orki
ng/P
ract
ical
5.Fa
mily
Foc
used
Int
erve
ntio
n
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Kle
in, M
.D. (
1990
). P
aren
t Art
icle
s fo
rE
arly
Int
erve
ntio
nT
wel
ve m
ajor
topi
cs, 1
02 a
rtic
les
Bri
e' a
rtic
les
to s
hare
with
fam
ilies
are
incl
uded
whi
ch c
over
: mot
or, m
ovem
ent,
equi
pmen
t, co
mm
unic
atio
n, v
isio
n,he
arin
g, c
ogni
tion,
pla
y, p
erso
nal c
are,
feed
ing,
em
otio
nal d
evel
opm
ent,
soci
alde
velo
pmen
t, an
d fa
mily
.
Pues
chel
, S.M
., B
erni
er,J
.C.,
&W
eide
nman
, L.E
.(19
88).
The
Spe
cial
Chi
ld:A
Sou
rce
Boo
k fo
r Pa
rent
s of
Chi
ldre
n w
ith D
evel
opm
enta
l Dis
abili
ties
Part
H -
Com
mon
Pro
blem
s an
dD
isab
ilitie
s in
Chi
ldre
n w
ith S
peci
alN
eeds
; Par
t 111
- I
nher
ited
and
Acq
uire
dD
evel
opm
enta
l Dis
abili
ties;
Par
t IV
-Sp
ecia
l Car
e fo
r Y
our
Chi
ld: P
roce
dure
s,A
pplia
nces
, and
Med
ical
and
Sur
gica
lPr
oced
ures
Thi
s is
a h
ome
reso
urce
text
for
par
ents
(oth
ers)
reg
ardi
ng d
evel
opm
enta
ldi
sabi
litie
s.
Shep
hard
, L. (
1981
). P
aren
t's H
elpe
r: F
orPa
rent
s of
Chi
ldrf
en A
ges:
1-5
Cha
pter
2 -
How
and
Wha
t Chi
ldre
nL
earn
; Cha
pter
3 -
Sam
ple
Lea
rnin
gA
ctiv
ities
/Opp
ortu
nitie
s
Thi
s bo
ok in
clud
es id
eas
to a
ssis
t par
ents
to h
elp
child
ren
prac
tice
skill
s at
hom
e.
Shan
d, M
., B
arka
, P.,
Lew
is, S
.,W
illia
ms,
R.,
& P
rovi
son,
C. (
1988
).T
each
er's
Mai
lbox
Thi
s is
a c
olle
ctio
n of
rep
rodu
cibl
es to
faci
litat
e co
mm
unic
atio
n be
twee
n ho
me
and
scho
ol.
32
Self
-Ins
truc
tiona
l Cur
ricu
lm M
odul
e
<
5.Fa
mily
Foc
used
Int
erve
ntio
n (C
ontin
ued)
Lev
el o
f K
now
ledg
e: W
orki
ng/P
ract
ical
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Sark
a, P
.R. (
1991
). P
aren
ts o
n Y
our
Side
:R
esou
rce
Mat
eria
ls W
orkb
ook
Thi
s ha
nds-
on m
ater
ials
boo
k is
aco
mpa
nion
to L
ee C
ante
r's P
aren
ts o
nY
our
Side
. It o
ffer
s a
step
-by-
step
pro
gram
for
teac
hers
to d
evel
op s
kills
to w
ork
effe
ctiv
ely
with
par
ents
.
Park
s, S
.(19
84).
HE
LP:
Whe
n th
e Pa
rent
is H
andi
capp
edT
his
text
acc
ompa
nies
the
HE
LP
and
prov
ides
str
ateg
ies
for
wor
king
with
Pare
nts
who
hav
e in
telle
ctua
l cha
lleng
es.
Jaeg
er, L
. (19
87).
Hom
e Pr
ogra
mIn
stru
ctio
n Sh
eets
for
Inf
ants
and
You
ngC
hild
ren
Thi
s no
tebo
ok in
clud
es a
col
lect
ion
ofex
erci
ses
for
use
with
infa
nts
and
youn
gch
ildre
n w
ith m
otor
dys
func
tions
.
I
33
t- .
Self
-Ins
truc
tiona
l Cur
ricu
lm M
odul
e Lev
el o
f K
now
ledg
e: W
orki
ng/P
ract
ical
6.E
valu
atio
n of
Chi
ld a
nd F
amily
Out
com
es
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Bai
ley,
D.B
., &
Wol
ery,
M. (
1989
).A
sses
sing
Inf
ants
and
Pre
scho
oler
s w
ithH
andi
caps
Thi
s te
xtbo
ok c
over
s as
sess
men
t acr
oss
deve
lopm
enta
l dom
ains
.
Will
ough
by-H
erb,
S.J
., &
Nei
swor
th, J
.T.
(198
3). M
CO
MP
Pres
choo
l Cur
ricu
lum
HIC
OM
P co
ntai
ns a
Cur
ricu
lum
Gui
de;
Ass
essm
ent f
or P
lace
men
t and
Inst
ruct
ion;
Dev
elop
men
tal A
ctiv
ities
Han
dboo
k; T
rack
Rec
ord
The
HIC
OM
P is
des
igne
d to
ass
ist w
ithov
er-a
ll ed
ucat
iona
l pro
gram
min
g fo
rch
ildre
n w
ith a
nd w
ithou
t dis
abili
ties,
plan
ning
day
-to-
day
lear
ning
expe
rien
ces,
and
rec
ordi
ng a
ndev
alua
ting
child
ren'
s pr
ogre
ss.
John
son-
Mar
tin, A
tlern
mei
er, S
.M.,
and
Hac
ker,
B. (
1990
). T
he C
arol
ina
Cur
ricu
lum
for
Pre
scho
oler
s w
ith S
peci
alN
eeds
(CC
PSN
)
Thi
s gu
ide
prov
ides
det
aile
d te
achi
ng a
ndas
sess
men
t tec
hniq
ues
for
wor
king
with
child
ren
betw
een
the
deve
lopm
enta
l age
sof
2 to
5. T
he C
CPS
N e
xpan
ds 5
dom
ains
into
25
subd
omai
ns.
_
34
Self
-Ins
truc
tiona
l Cur
ricu
lm M
odul
e Lev
el o
f K
now
ledg
e: W
orki
ng/P
ract
ical
6.E
valu
atio
n of
Chi
ld a
nd F
amily
Out
com
es (
Con
tinue
d)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Sant
a C
ruz
Cou
nty
Off
ice
of E
duca
tion
HE
LP
for
Spec
ial P
resc
hool
ers:
Ass
essm
ent C
heck
list
Dev
elop
men
tal a
reas
incl
uded
in th
eH
EL
P ar
e: S
elf
Hel
p, M
otor
Dev
elop
men
t,C
omm
unic
atio
n/L
angu
age,
Soc
ial,
and
Lea
rnin
g C
ogni
tion.
Thi
s ch
eckl
ist c
over
s ov
er 6
00 s
kills
in 2
8de
velo
pmen
tal a
reas
.
Bri
ganc
e, A
.H. (
1985
). R
eadi
ness
:St
rate
gies
and
Pra
ctic
eT
his
refe
renc
e of
fers
teac
hing
act
iviti
es,
tech
niqu
es a
nd m
ater
ials
to te
ach
orst
reng
then
rea
dine
ss s
kills
that
are
com
mon
ly in
clud
ed in
kin
derg
arte
n.A
ppro
pria
te f
or c
hild
ren
who
are
deve
lopm
enta
lly f
rom
4 to
6 y
ears
of
age.
McG
inni
s, E
. & G
olds
tein
, A.P
.(19
90).
Skill
stre
amin
g in
Ear
ly C
hild
hood
:T
each
ing
Proe
ocia
l Ski
lls to
the
Pres
choo
l and
Kin
derg
arte
n C
hild
Thi
s re
fere
nce
prov
ides
str
ateg
ies
and
tech
niqu
es f
or in
divi
dual
and
gro
upin
stru
ctio
n of
pro
soci
al s
kills
.
35
Self
-Ins
truc
tiona
l Cur
ricu
lm M
odul
e Lev
el o
f K
now
ledg
e: W
orki
ng/P
ract
ical
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
IC
omm
ents
36.1
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: E
xper
t
1.M
odel
Int
erve
ntio
n Pr
ogra
ms
and
Serv
ice
Del
iver
yO
ptio
ns
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Gae
tz, J
., an
d ot
hers
(19
87).
To
Be
The
Bes
t Tha
t You
Can
Be:
A S
elf-
Stud
y G
uide
for
Ear
ly C
hild
hood
Spe
cial
Edu
catio
nPr
ogra
ms
and
Staf
f
Sect
ions
incl
ude:
Nec
essa
ryR
elat
ions
hips
; Elig
ibili
ty f
or S
ervi
ces;
Prog
ram
Spe
cifi
cs p
ages
19-
29; P
hysi
cal
Env
iron
men
4 St
aff-
Chi
ld I
nter
acti;
Adm
inis
trat
ion;
Sel
f-St
udy
for
the
Ear
lyC
hild
hood
Spe
cial
Edu
catio
n T
each
er
Thi
s se
lf-s
tudy
gui
de h
elps
use
rs to
eval
uate
thei
r pr
ogra
m's
str
engt
hs a
ndw
eakn
esse
s.
Ara
mba
rri,
N.,
Bro
wn,
C.,
Bos
tick,
M.,
Car
ter,
R.,
Jone
s, J
. (19
90).
Bes
t Pra
ctic
eG
uide
lines
for
Ida
ho E
arly
Chi
ldho
odSp
ecia
l Edu
catio
n Pr
ogra
mm
A S
elf-
Stud
yG
uide
Sect
ions
incl
ude:
Int
erag
ency
and
Fam
ily R
elat
ions
; Chi
ld I
dent
ific
atio
n;E
valu
atio
n/A
sses
smen
t; Pr
ogra
mD
eliv
ery
Mod
els
and
Rel
ated
Ser
vice
spa
ges
23-3
3; P
hysi
cal E
nvir
onm
ent;
Cur
ricu
lum
; Adm
inis
trat
ion
of th
ePr
ogra
m
Thi
s se
lf-s
tudy
inst
rum
ent h
elps
use
rs to
asse
ss b
oth
stre
ngth
s an
d ar
eas
for
impr
ovem
ent i
n th
eir
EC
SE p
rogr
ams.
Lew
is, L
. (19
89).
We'
re I
n T
his
Tog
ethe
r(W
IT):
A R
esou
rce
Man
ual f
orIn
tegr
atin
g Y
oung
Han
dica
pped
Chi
ldre
n
Tra
inin
g m
ater
ials
for
in-s
ervi
cing
pres
choo
l sta
ff in
volv
ed in
inte
grat
ion
Sess
ion
1 -
Prep
arin
g th
e E
nvir
onm
ent f
ora
Chi
ld w
ith a
Han
dica
ppin
gC
ondi
tion;
Sess
ion
2 -
Tea
chin
g St
rate
gies
; Ses
sion
3 -
Beh
avio
r M
anag
emen
# Se
ssio
n 4
-D
ealin
g w
ith P
aren
ts; S
essi
on 5
-H
andi
capp
ing
Con
ditio
ns
The
WIT
is a
n in
-ser
vice
trai
ning
man
ual t
o as
sist
with
the
prep
arat
ion
ofge
nera
l ear
ly c
hild
hood
per
sonn
el to
inte
grat
e ch
ildre
n w
ith d
isab
ilitie
s in
toth
eir
prog
ram
s. S
peci
fic
targ
et a
udie
nce:
Inte
grat
ion
Coo
rdin
ator
s
37
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: E
xper
t
1.
Mod
el I
nter
vent
ion
Prog
ram
s an
d Se
rvic
eD
eliv
ery
Opt
ions
(C
ontin
ued)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Odo
m, S
.L. &
Kar
nes,
M.B
. (19
88).
Ear
lyIn
terv
entio
n fo
r In
fant
s an
d C
hild
ren
with
Han
dica
ps
Cha
pter
14
- O
dom
, S.L
., &
McE
voy,
M.A
.In
tegr
atio
n of
You
ng C
hild
ren
with
Han
dica
ps a
nd N
orm
ally
Dev
elop
ing
Chi
ldre
n pa
ges
241-
266
/C
hapt
er 1
4 co
vers
inte
grat
ion,
pro
gram
outc
omes
, and
par
ent a
nd te
ache
r at
titud
esto
war
d in
tegr
atio
n.
Thi
s re
fere
nce
text
book
is a
lso
help
ful
acro
ss a
ll C
onte
nt A
reas
at t
he E
xper
tL
evel
.
Mey
en, E
.L.,
Ver
gaso
n, G
.A, &
Whe
lan,
RL
. (19
88).
Eff
ectiv
e In
stru
ctio
nal
Stra
tegi
es f
or E
xcep
tiona
l Chi
ldre
n
War
ren,
S.F
., A
lper
t, C
.L.,
& K
aise
r,A
.P. A
n O
ptim
al L
earn
ing
Env
iron
men
tfo
r Ir
Sant
s an
d T
oddl
ers
with
Sev
ere
!han
dica
ps p
ages
139
-156
The
se a
utho
rs d
escr
ibe
the
Opt
imal
Lea
rnin
g E
nvir
onm
ent M
odel
at
Van
derb
uilt.
Inst
itute
for
the
Stud
y of
Dev
elop
men
tal
Dis
abili
ties
(ISD
D)
(199
1). B
est P
ract
ices
in I
nteg
ratio
n: T
rain
ing
Mat
eria
ls f
orE
arly
Chi
ldho
od S
peci
al E
duca
tion
Pers
onne
l
The
BPI
incl
udes
trai
ning
mat
eria
ls u
sed
duri
ng a
n in
-ser
vice
ses
sion
con
duct
ed in
Eva
nsvi
lle, I
N d
urin
g M
ay 1
991.
And
rew
s, S
.A. (
Fall,
198
9). C
hang
ing
theo
retic
al v
iew
and
trea
tmen
tap
proa
ches
. Top
ics
in E
arly
Chi
ldho
odSp
ecia
l Edu
catio
n
Jour
nal a
rtic
le
38
i , f....
.1
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: E
xper
t
1.M
odel
Int
erve
ntio
n Pr
ogra
ms
and
Serv
ice
Del
iver
y O
ptio
ns(C
Am
tinue
d)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Bai
ley,
D.B
. et a
l. (S
umm
er, 1
990)
.M
ains
trea
min
g re
visi
ted.
Top
ics
inE
arly
Chi
ldho
od S
peci
al E
duca
tion
Jour
nal a
rtic
le'
Bru
der,
M.B
.et a
l. (W
inte
r, 1
990)
.T
rans
ition
. Top
ics
in E
arly
Chi
ldho
odSp
ecia
l Edu
catio
n/
Jour
nal a
rtic
le
Han
line
, M.F
. (Fa
ll, 1
990)
. A c
onsu
lting
mod
el f
or p
rovi
ding
inte
grat
ion
oppo
rtun
ities
for
pre
scho
ol c
hild
ren
with
disa
bilit
ies.
skt
urna
Lge
latix
Inte
rven
tion.
14:
4. p
p. 3
60-3
66.
Jour
nal a
rtic
leT
his
artic
le d
escr
ibes
Pro
ject
ST
IP(S
uppo
rted
Tra
nsiti
on to
Int
egra
ted
Pres
choo
ls).
39
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: E
xper
t
2.E
nvir
onm
enta
l Cha
ract
eris
tics
and
Dev
elop
men
tally
App
ropr
iate
Cur
ricu
lum
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Bre
deka
mp,
S. (
1987
). D
evel
opm
enta
llyA
ppro
pria
te P
ract
ice
in E
arly
Chi
ldho
odPr
ogra
ms
Serv
ing
Chi
ldre
n fr
om B
irth
Thr
ough
Age
8
Part
8 -
Inf
orm
ing
Oth
ers
abou
tD
evel
opm
enta
lly A
ppro
pria
te P
ract
ice
page
s 83
-87
NA
EY
C, N
atio
nal A
ssoc
iatio
n of
Ear
lyC
hild
hood
Spe
cial
ists
and
Sta
teD
epar
tmen
ts o
f E
duca
tion
(199
1).
Jour
nal a
rtic
leT
hese
gui
delin
es p
rovi
de g
uida
nce
inpl
anni
ng a
ppro
pria
te e
arly
chi
ldho
odcu
rric
ulum
and
con
duct
ing
asse
ssm
ent
activ
ities
.
Thi
s jo
urna
l art
icle
is h
elpf
ul a
cros
s al
lL
evel
s of
Kno
wle
dge
for
curr
icul
um a
ndas
sess
men
t.
Gui
delin
es f
or a
ppro
pria
te c
urri
culu
mco
nten
t and
ass
essm
ent i
n pr
ogra
ms
serv
ing
child
ren
ages
3 th
roug
h 8.
You
ngC
hild
ren.
46:
3, 2
1-39
.
McD
onne
ll, A
., &
Har
dman
, M. (
1988
). A
synt
hesi
s of
"be
st p
ract
ice"
gui
delin
es f
orea
rly
child
hood
ser
vice
s. J
ourn
al o
f th
e
Jour
nal a
rtic
leT
hese
aut
hors
def
ine
exem
plar
y ea
rly
child
hood
spe
cial
edu
catio
n se
rvic
es th
atar
e (a
) in
tegr
ated
, (b)
com
preh
ensi
ve, (
c)no
rmal
ized
, (c)
ada
ptab
le, (
d) p
eer
and
fam
ily-r
efer
ence
d, a
nd (
e) o
utco
me-
base
d.
Thi
s jo
urna
l art
icle
is h
elpf
ul a
cros
s al
lL
evel
s of
Kno
wle
dge.
Div
isio
n fo
r E
arly
Chi
ldho
od. 1
2: 4
, 328
-34
1.
40
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: E
xper
t
2.E
nvir
onm
enta
l Cha
ract
eris
tics
and
Dev
elop
men
tally
App
ropr
iate
Cur
ricu
lum
(C
ontin
ued)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Har
ms,
Clif
ford
, & C
ryer
(19
88).
Intr
oduc
tion
to E
CE
RS:
Tra
iner
's A
udio
-V
isua
l Kit
Film
stri
p an
d A
udio
Tap
eT
his
kit o
ffer
s tr
aini
ng a
ctiv
ities
to h
elp
prep
are
teac
hers
to u
se th
e E
CE
RS
relia
bly.
7D
odge
, D.T
. (19
91).
The
New
Roo
mA
rran
gem
ent A
s A
Tea
chin
g St
rate
gyV
ideo
tape
Thi
s 15
min
ute
vide
o co
mes
with
str
ateg
ies
to c
or-d
uct 3
wor
shop
s (1
) H
ow th
eE
nvir
onm
ent C
an D
isco
urag
e L
earn
ing,
(2)
How
the
Env
iron
men
t Can
Enc
oura
geL
earn
ing,
and
(3)
Exp
lain
ing
the
Lea
rnin
g E
nvir
onm
ent t
o Pa
rent
s.
Dod
ge, D
.T.,
Kor
alek
, D.G
.,&
Pizz
olon
go, P
.J. (
1989
). C
arin
g fo
rPr
esch
ool C
hild
ren
(Vol
. I &
II):
ASu
perv
ised
, Sel
f-In
stru
ctio
nal T
rain
ing
Prog
ram
Vol
ume
I co
ntai
ns 6
mod
ules
(1)
Saf
e, (
2)H
ealth
y, (
3) L
earn
ing
Env
iron
men
t, (4
)Ph
ysic
al, (
5) C
ogni
tive,
and
(6)
Com
mun
icat
ion.
Vol
ume
II c
onta
ins
7m
odul
es (
7) C
reat
ive,
(8)
Sel
f, (
9) S
ocia
l(1
0) G
uida
nce,
(11
) Fa
mili
es, (
12)
Prog
ram
Man
agem
ent,
and
(13)
Prof
essi
onal
ism
.
The
se m
odul
es c
onta
in s
elf-
inst
ruct
iona
lac
tiviti
es, r
eadi
ngs
and
wor
kshe
ets
whi
char
e or
gani
zed
arou
nd th
e C
hild
Dev
elop
men
t Ass
ocia
te (
CD
A)
Com
pete
ncy
Stan
dard
s an
d pa
ralle
l the
Cre
ativ
eC
urri
culu
m.
1
41
C.
J
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: E
xper
t
2.E
nvir
onm
enta
l Cha
ract
eris
tics
and
Dev
elop
men
tally
App
ropr
iate
Cur
ricu
lum
(C
ontin
ued)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Dod
ge, D
.T. (
1990
). A
Tra
iner
's G
uide
toC
arin
g fo
r Pr
esch
ool C
hild
ren
'Se
ctio
ns in
clud
e: W
hat Y
ou N
eed
to K
now
to I
mpl
emen
t the
Tra
inin
g Pr
ogra
m;
Ove
rsee
ing
the
Tra
inin
g Pr
ogra
m;
Ass
essi
ng E
ach
Tea
cher
's P
rogr
ess
Thi
s gu
ide
desc
ribe
s th
e tr
aine
r's r
ole
ingu
idin
g te
ache
rs th
roug
h ea
ch le
arni
ngac
tivity
, sug
gest
s w
ays
to p
rovi
defe
edba
ck, a
nd c
onta
ins
know
ledg
e an
dco
mpe
tenc
y as
sess
men
ts f
or e
ach
mod
ule.
Hoh
man
n, M
. (19
83).
A S
tudy
Gui
de to
You
ng C
hild
ren
in A
ctio
nT
his
stud
y gu
ide
prov
ides
act
ive
lear
ning
expe
rien
ces
to g
ive
prac
titio
ners
an
in-
dept
h un
ders
tand
ing
of th
e C
ogni
tivel
yO
rien
ted
Cur
ricu
lum
.
Hig
h Sc
ope
Edu
catio
nal R
esea
rch
Foun
datio
n (1
977)
. Arr
angi
ng T
heC
lass
room
: Cas
e St
udy
of th
e H
ighi
Scop
ePr
esch
ool
Film
stri
p an
d A
udio
Tap
eT
his
trai
ning
tape
sho
ws
how
to a
rran
ge a
Hig
h/Sc
ope
clas
sroo
m.
Hig
h Sc
ope
Edu
catio
nal R
esea
rch
Foun
datio
n (1
989)
. Pro
gram
Impl
emen
tatio
n Pr
ofile
(PI
P) M
anua
l
The
PIP
has
30
item
s w
hich
are
div
ided
into
4 s
ectio
ns: P
hysi
cal E
nvir
onm
ent;
Dai
ly R
outin
e; A
dult-
Chi
ld I
nter
actio
ns;
Adu
lt-A
dult
Inte
ract
ions
.
The
PIP
is a
n in
stru
men
t for
rat
ing
the
leve
l of
impl
emen
tatio
n of
the
Hig
h/Sc
ope
Cur
ricu
lum
in a
var
iety
of
setti
ngs.
42
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: E
xper
t
2.E
nvir
onm
enW
Cha
ract
eris
tics
and
Dev
elop
men
tally
App
ropr
iate
Cur
ricu
lum
(C
ontin
ued)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
emC
omm
ents
Hig
h Sc
ope
Edu
catio
nal R
esea
rch
Foun
datio
n (1
990)
. The
Dai
ly R
outin
e: A
Day
at t
he H
igh/
Scop
e Pr
esch
ool
Hig
h Sc
ope
Edu
catio
nal R
esea
rch
Foun
datio
n (1
989)
. Sup
port
ing
Chi
Are
n's
Act
ive
Lea
rnin
g: T
each
ing
Stra
tegi
es f
orD
iver
se S
ettin
gs
Hig
h Sc
ope
Edu
catio
nal R
esea
rch
Foun
datio
n (1
989)
. The
Hig
h/Sc
ope
Cur
ricu
lum
: The
Pla
n-D
o R
evie
w P
roce
ss
Vid
eota
pe
Vid
eota
pe
Vid
eota
pe
The
se 3
vi4
eos
assi
st u
sers
to im
plem
ent
the
Hig
h/ c
ope
Cog
nitiv
ely
Ori
ente
dC
urri
culu
m.
93
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: E
xper
t
3.M
etho
ds f
or S
peci
fic
Dis
abili
ties,
Ind
ivid
ualiz
ed P
lann
ing
and
IEP
Dev
elop
men
t
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Bag
nato
, S.J
. et a
l (Sp
ring
, 198
9).
Neu
rolo
gica
l and
rel
ated
impa
irm
ents
.T
opic
s in
Ear
ly C
hild
hood
Spe
cial
Edu
catio
n
Jour
nal a
rtic
le
Nei
swor
th, W
illou
ghby
-Her
b, C
artw
righ
t,&
Lau
b (1
980)
. Ind
ivid
ualiz
ed E
duca
tion
for
Pres
choo
l Exc
eptio
nal C
hild
ren
Thi
s re
fere
nce
cove
rs in
divi
dual
izat
ion
and
teac
hing
met
hods
for
impl
emen
ting
I E
P's.
Mus
selw
hite
, C.R
. (19
86).
Ada
ptiv
e Pl
ayfo
r Sp
ecia
l Nee
ds C
hild
ren:
Str
ateg
ies
toE
nhan
ce C
omm
unic
atio
n an
d L
earn
ing
Thi
s te
xtbo
ok o
ffer
s pr
actic
al s
trat
egie
s fo
rad
aptin
g cu
rric
ulum
to m
eet t
he s
peci
alne
eds
of y
oung
chi
ldre
n w
ith d
isab
ilitie
s.
Rei
d, P
. Dev
elop
ing
Func
tiona
l lE
Ps in
aC
olla
bora
tive
Proc
ess
Thi
s au
thor
exa
min
es th
e be
nefi
ts o
ffu
nctio
nal v
s. tr
aditi
onal
IE
P's.
44
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: E
xper
t
3.M
etho
ds f
or S
peci
fic
Dis
abili
ties,
Ind
ivid
ualiz
edP
lann
ing
and
IEP
Dev
elop
men
t (C
ontin
ued)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Stri
ckla
nd, B
.13.
, Tur
nbul
l, A
.P. (
1990
).D
evel
opin
g an
d Im
plem
entin
g In
divi
dual
Edu
catio
n Pr
ogra
ms
Thi
s te
xtbo
ok o
ffer
s st
rate
gies
for
impl
emen
ting
indi
vidu
aliz
ed e
duca
tiona
lpl
ans.
.
45
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: E
xper
t
4.M
etho
ds f
or S
yste
mat
ic I
nstr
uctio
n w
ithin
a D
evel
opm
enta
lly A
ppro
pria
te C
urri
culu
m
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Bri
cker
, D.D
. (19
89).
Ear
ly I
nter
vent
io'n
for
At-
Ris
k an
d H
andi
capp
ed I
nfan
ts,
Tod
dler
s, a
nd P
resc
hool
Chi
ldre
n
Thi
s te
xtbo
ol o
ffer
s a
cogn
itive
lear
ning
theo
ry p
ersp
ectiv
e by
com
bini
ng th
eori
es o
fno
rmal
dev
elop
men
t and
sys
tem
atic
inst
ruct
ion.
Odo
m, S
.L. &
Kar
nes,
M.B
. (19
88).
Ear
lyIn
terv
entio
n fo
r In
fant
s an
d C
hild
ren
with
Han
dica
ps
Cha
pter
7 -
Wol
ery,
M.R
., &
Bro
okfi
eld-
Nor
man
, J.(
Pre)
Aca
dem
ic I
nstr
uctio
n fo
rH
andi
capp
ed P
resc
hool
Chi
ldre
n
Cha
pter
8 -
Str
ain,
P.S
., &
Koh
ler,
F.W
.So
cial
Ski
ll In
terv
entio
n w
ith Y
oung
Chi
ldre
n w
ith H
andi
cap&
Som
e N
ewC
once
ptua
lizat
ions
and
Dir
ectio
ns
Cha
pter
9 -
Few
ell,
R.R
., &
Kam
insk
i, R
.Pl
ay S
kills
Dev
elop
men
t and
Ins
truc
tion
for
You
ng C
hild
ren
with
Han
dica
ps
The
se c
hapt
ers
addr
ess
rese
arch
on
inst
ruct
ion
or in
terv
entio
n pr
actic
esw
ithin
dev
elop
men
tal s
kill
dom
ains
.
Thi
s re
fere
nce
text
book
is a
lso
help
ful
acro
ss a
ll C
onte
nt A
reas
at t
he E
xper
tL
evel
.
Cry
er, D
., &
Har
ms,
T. (
1991
). R
aisi
ngA
mer
ica'
s C
hild
ren-
A S
tudy
Gui
de to
Acc
ompa
ny th
e V
ideo
Ser
ies
Stud
y G
uide
Thi
s st
udy
guid
e of
fers
for
eac
h of
the
10vi
deos
(a)
a v
iew
er's
gui
de, (
b) f
ollo
w-u
pre
adin
gs, (
c) a
ctiv
ities
to tr
y w
ith c
hild
ren,
and
(d)
obse
rvat
ion
activ
ities
.
46
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: E
xper
t
4.M
etho
ds f
or S
yste
mat
ic I
nstr
uctio
n w
ithin
a D
evel
opm
enta
lly A
ppro
pria
te C
urri
culu
m (
Gan
tinue
d)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
' iim
men
ts
<:.
Thi
s gu
ide
offe
rs te
chni
ques
for
supe
rvis
ing
the
impl
emen
tatio
n of
The
Cre
ativ
e C
urri
culu
m w
hich
is b
ased
on
child
dev
elop
men
t the
ory.
Dod
ge, D
.T. (
1988
). A
Gui
de f
orSu
perv
isor
s an
d T
rain
ers
onIm
plem
entin
g T
he C
reat
ive
Cur
ricu
lum
for
Ear
ly C
hild
hood
Part
1 -
Sup
port
ing
Staf
f on
Im
plem
entin
gth
e C
reat
ive
Cur
ricu
lum
; Par
t 2 -
Wor
ksho
ps o
n th
e C
reat
ive
Cur
ricu
lum
47
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
5.Fa
mily
Foc
used
Int
erve
ntio
n
Lev
el o
f K
now
ledg
e: E
xper
t
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Odo
m, S
.L. &
Kar
nes,
M.B
. (19
88).
Ear
lyIn
terv
entio
n fo
r In
fant
s an
d C
hild
ren
with
Han
dica
ps
Cha
pter
11
- B
arbe
r, P
.A.,
Tur
nbul
l, A
.P.,
Beh
r, S
.K.,
& K
...rn
s, G
.M. A
Fam
ilySy
stem
s Pe
rspe
ctiv
e on
Ear
ly C
hild
hood
Spec
ial E
duca
tion
Cha
pter
11
delin
eate
s a
conc
eptu
alfr
amew
ork
for
unde
rsta
ndin
g fa
mily
syst
ems,
and
pro
vide
s ca
se s
tudi
es o
fin
divi
dual
fam
ilies
.
Ben
del]
, D.,
et a
l. (W
inte
r, 1
989.
Fam
ilies
in s
peci
al e
duca
tion.
Top
ics
inE
arly
Chi
ldho
od S
peci
al E
duca
tion
Jour
nal a
rtic
le
Abl
e-B
oone
, H.,
et a
l. (W
inte
r, 1
991)
.G
athe
ring
fam
ily in
form
atio
n:Pr
oced
ures
, pro
duct
s an
d pr
ecau
tions
.T
opic
s in
Ear
ly C
hild
hood
Spe
cial
Edu
catio
n
Jour
nal a
rtic
le
Falv
ey, M
A.(
1989
). C
omm
unity
-Bas
edC
urri
culu
m: I
nstr
uctio
nal S
trat
egie
s fo
rSt
uden
ts w
ith S
ever
e H
andi
caps
Cha
pter
2 -
Fal
vey,
MA
, Han
ey, M
.Pa
rtne
rshi
p w
ith f
'are
nts
and
Sgni
fica
ntO
ther
s
Thi
s ch
apte
r of
fers
bot
h a
theo
retic
al b
asis
for
pare
nt/p
rofe
ssio
nal c
oope
ratio
n an
dpr
actic
al s
trat
egie
s to
set
-up
and
mai
ntai
nth
e co
oper
ativ
e re
latio
nshi
p.
S.
48
Sel
f-In
stru
ctio
nal C
urric
ulum
Mod
ule
Leve
l of K
now
ledg
e: E
xper
t
5.F
amily
Foc
used
Inte
rven
tion
(Con
tinue
d)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Bab
bitt,
R.L
., et
al.
(Fa
ll,19
90).
Jud
gmen
t-ba
sed
asse
ssm
ent.
Top
ics
in E
arly
Chi
ldho
od S
peci
al E
duca
6on
Jour
nal a
rtic
le
Lyo
ns, P
., R
obbi
ns, A
. & S
mith
, A. (
1982
).In
volv
ing
Pare
nts:
A H
andb
ook
for
Part
icip
atio
n in
Sch
ools
A r
esou
rce
guid
e an
d se
lf-a
sses
smen
tm
anua
l are
incl
uded
in th
e ha
ndbo
ok.
Thi
s bo
ok d
escr
ibes
suc
cess
ful p
aren
tal
invo
lvem
ent p
ract
ices
in e
ach
of 5
func
tiona
l are
as a
nd p
rese
nts
impl
emen
tatio
n ac
tiviti
es.
Tur
nbul
l, A
.P. &
Tur
nbul
l, H
.R. (
1986
).Fa
mili
es, P
rofe
ssio
nals
, and
Exc
eptio
nalit
y: A
Spe
cial
Par
tner
ship
Thi
s te
xt d
iscu
sses
how
fam
ilies
, peo
ple
who
are
exc
eptio
nal,
and
prof
essi
onal
s ca
nw
ork
toge
ther
mor
e ef
fect
ivel
y.
Pow
ell,
D.R
. Fam
ilies
and
Ear
lyC
hild
hood
Pro
gmm
.sT
his
refe
renc
e is
a m
onog
raph
off
ered
thro
ugh
NA
EY
C.
Flyn
n, N
.,And
erso
n, W
., B
ecke
tt, C
.,C
hitw
ood,
S.,
Fluk
e, D
., G
ajda
, M.,
Hay
den,
D.,
Mal
oney
, V.,
Dur
gin,
J. T
hePa
rtne
rshi
p Se
ries
10 W
orsh
ops
with
a T
rain
ers'
Man
ual a
ndPa
rtic
ipan
t Mat
eria
ls
,
Thi
s re
fere
nce
cont
ains
mat
eria
ls to
cond
uct p
aren
t-pr
ofes
sion
al in
-ser
vice
trai
ning
for
teac
hers
, adm
inis
trat
ors,
and
supp
ort s
ervi
ce p
erso
nnel
.
49
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: E
xper
t
5.Fa
mily
Foc
used
Int
erve
ntio
n (C
ontin
ued)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
50.
.
6
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lev
el o
f K
now
ledg
e: E
xper
t
6.E
valu
atio
n of
Chi
ld a
nd F
amily
Out
com
es
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Odo
m, S
.L.,
Kar
nes,
M.B
. (19
88)
Ear
lyIn
terv
entio
n fo
r In
fant
s an
d C
hild
ren
with
Han
dica
ps: A
n E
mpi
rica
l Bas
e.
Cha
pter
3 -
Cas
to, G
.Res
earc
h an
dPr
ogra
m E
valu
atio
n in
Ear
ly C
hild
hood
Spec
ial E
duca
tion.
pp.
51-
62
Cas
to e
xam
ines
the
rela
tions
hip
betw
een
trad
ition
al r
esea
rch
met
hodo
logy
and
prog
ram
eva
luat
ion.
Wac
hs, T
.D.,
& S
heeh
an (
1988
).A
sses
smen
t of
You
ng D
evel
opm
enta
llyD
isab
led
Chi
ldre
n
Lin
der,
T.W
. (19
90).
Tra
nsdi
seip
linar
yPl
ay-B
ased
Ass
essm
ent
NA
EY
C, N
atio
nal A
ssoc
iatio
n of
Ear
lyC
hild
hood
Spe
cial
ists
and
Sta
teD
epar
tmen
ts o
f E
duca
tion
(199
1).
Jour
nal a
rtic
leT
his
artic
le p
rovi
des
guid
ance
inap
prop
riat
e ea
rly
child
hood
cur
ricu
lum
and
asse
ssm
ent.
Thi
s jo
urna
l art
icle
is h
elpf
ul a
cros
s al
lL
evel
s of
Kno
wle
dge
for
curr
icul
um a
ndas
sess
men
t.
Gui
delin
es f
or a
ppro
pria
te c
urri
culu
mco
nten
t and
ass
essm
ent i
n pr
ogra
ms
serv
ing
child
ren
ages
3 th
roug
h 8.
You
ngC
hild
ren.
46:
3. 2
1-39
.
51
Self
-Ins
truc
tiona
l Cur
ricu
lum
Mod
ule
Lew
l of
Kno
wle
dge:
Exp
ert
6.E
valu
atio
n of
Chi
ld a
nd F
amily
Out
com
es (
Con
tinue
d)
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
Hom
er, R
.H.,
Mey
er, L
.H.,
&Fr
eder
icks
, H.D
.B. (
1986
). E
duca
tion
ofL
earn
ers
with
Sev
ere
Han
dica
pic
Exe
mpl
ary
Serv
ice
Stra
tegi
es
Cha
pter
3 -
Str
ain,
P.S
., &
Odo
m, S
.L.
Inno
vatio
ns in
the
Edu
catio
n of
Pre
scho
olC
hild
ren
with
Sev
ere
Han
dica
ps p
ages
61-
98
Hic
kman
, L.,
& W
eath
erfo
rd, D
.L. (
1986
).E
valu
atin
g E
arly
Int
erve
ntio
n Pr
ogra
ms
for
Seve
rely
Han
dica
pped
Chi
ldre
n an
dT
heir
Fam
ilies
Goe
tz, J
., et
al.
(198
7 ).
To
Be
The
Bes
tT
hat W
e C
an B
e: A
Sel
f-St
udy
Gui
de f
orE
arly
Chi
ldho
od S
peci
al E
duca
tion
Prog
ram
s &
Sta
ff
See
SIM
Exp
ert L
evel
#1
for
a de
scri
ptio
nof
sec
tions
incl
uded
in th
is s
elf-
stud
ygu
ide.
Bag
nato
, S.J
., &
Nei
swor
th, S
.J. (
1981
).L
inki
ng D
evel
opm
enta
l Ass
essm
ent a
ndC
urri
cula
: Pre
scri
ptio
ns f
or E
arly
Inte
rven
tion
i052
Sel
f-In
stru
ctio
nal C
urric
ulum
Mod
ule
Leve
l of K
now
ledg
e: E
xper
t
Titl
e of
Ref
eren
ceW
here
in th
e R
efer
ence
Com
men
ts
53
