Lorraine O. Moore has taught at the elementary and middle school levels, was a counselor in a middle school and high school, and was a school psychologist at all levels in both public and private schools. Moore was an instructor and adjunct associate professor in the counseling and psychology graduate education programs at the University of St. Thomas (St. Paul, MN) and at St. Mary’s College Graduate Center in Minneapolis, MN. She has an extensive background in child development and is strongly committed to helping create more peaceful and fulfilling environments for children within a global context. She is the author of the books Inclusion Strategies for Young Children; Inclusion: A Practical Guide for Parents; Learning, What It Is-How Parents Can Help; Creating Balance in Children’s Lives; and, Creating Balance in Children. Moore is a coauthor of the Whole Kid Peace Activity Book. She earned her doctorate in educational psychology.

"Takes a topic that many preservice teachers find intimidating and makes working with children with special needs doable. The easy-to-read lists inform teachers what they need to do to begin working with children with different needs."

• PrefaceAcknowledgmentsAbout the AuthorIntroduction1. Working With Young ChildrenMajor Findings From Brain Research"Whole Child" PerspectiveDevelopmentally Appropriate PracticeCycles of LearningPhase I: AwarenessPhase II: ExplorationPhase III: InquiryPhase IV: Utilization or ApplicationEnvironmental ConsiderationsTesting and Labeling of Young ChildrenWorking With ParentsTeaching From the Heart2. Inclusion: The Right to Equal Educational ExperiencesChildren With Special NeedsTypes of Special NeedsLabeling of Young ChildrenLegislation That Supports InclusionInclusionBenefits of Inclusive EducationBarriers to Inclusive EducationSummary3. General Strategies for Working With Young ChildrenExpectationsTimeEnvironmental ConditionsNutrition and LearningMulti-Sensory ActivitiesBasic Categories of ModificationBrain Balancing4. Communication StrategiesBasic Communication StrategiesAttending StrategiesListening StrategiesAttaching Meaning to Print and WordsStrategies for Children With a Hearing ImpairmentStrategies for Children With a Visual ImpairmentStrategies and Information for Children With Limited Speech and Expressive Language5. Large and Small Motor DevelopmentStrategies for Large Motor DevelopmentStrategies for Small Motor Development6. Emotional/Social DevelopmentStrategies for Supporting Emotional DevelopmentStrategies for Supporting Social Development7. Guiding and Modifying Children′s BehaviorGeneral Strategies for Guiding Children′s BehaviorStrategies for Modifying Children′s BehaviorStrategies for Children With Attention ProblemsStrategies for Aggressive and Withdrawn BehaviorsStrategies for Problem Solving8. Preparatory Writing, Reading, and Math SkillsPreparatory Writing and Reading SkillsPreparatory Math Skills9. Assessing Young ChildrenCharacteristics of Young Children That Affect AssessmentDevelopmental PatternsPurposes for Assessing Young ChildrenAssessment Tools and TechniquesObservationInterviewsStandardized TestsOther Assessment ProceduresAssessment of Children With Special NeedsSummary10. Learning in the 21st CenturyBrain ResearchNutrition and LearningOther Needs of the Brain and BodyEnvironmental Factors and LearningExpanded View of IntelligenceResponsibilityAppendix A: Forms and ActivitiesForm 1: Profile of DevelopmentForm 2: Cycles of LearningForm 3: Behavior as a Function of the Interaction of the Child in His EnvironmentForm 4: General Strategies for Working With Young ChildrenForm 5: Categories of ModificationsForm 6: Creating a Personal Dictionary of Familiar ObjectsForm 7: MazesForm 8: Learning About Feelings Through Working With AnimalsForm 9: Sharing and Talking About FeelingsForm 10: Learning About Feelings Through Dramatic PlayForm 11: Learning About EmpathyForm 12: Settling Conflicts PeacefullyForm 13: Steps for Problem SolvingForm 14: Steps in Changing BehaviorsForm 15: Charting Frequency of BehaviorsForm 16: Child Observation FormForm 17: Examples of Observation FormsForm 18: Interview About the ChildAppendix B: BibliographyAppendix C: ResourcesAppendix D: GlossaryIndex

Lorraine O. Moore has taught at the elementary and middle school levels, was a counselor in a middle school and high school, and was a school psychologist at all levels in both public and private schools. Moore was an instructor and adjunct associate professor in the counseling and psychology graduate education programs at the University of St. Thomas (St. Paul, MN) and at St. Mary’s College Graduate Center in Minneapolis, MN. She has an extensive background in child development and is strongly committed to helping create more peaceful and fulfilling environments for children within a global context. She is the author of the books Inclusion Strategies for Young Children; Inclusion: A Practical Guide for Parents; Learning, What It Is-How Parents Can Help; Creating Balance in Children’s Lives; and, Creating Balance in Children. Moore is a coauthor of the Whole Kid Peace Activity Book. She earned her doctorate in educational psychology.

"Takes a topic that many preservice teachers find intimidating and makes working with children with special needs doable. The easy-to-read lists inform teachers what they need to do to begin working with children with different needs."

• PrefaceAcknowledgmentsAbout the AuthorIntroduction1. Working With Young ChildrenMajor Findings From Brain Research"Whole Child" PerspectiveDevelopmentally Appropriate PracticeCycles of LearningPhase I: AwarenessPhase II: ExplorationPhase III: InquiryPhase IV: Utilization or ApplicationEnvironmental ConsiderationsTesting and Labeling of Young ChildrenWorking With ParentsTeaching From the Heart2. Inclusion: The Right to Equal Educational ExperiencesChildren With Special NeedsTypes of Special NeedsLabeling of Young ChildrenLegislation That Supports InclusionInclusionBenefits of Inclusive EducationBarriers to Inclusive EducationSummary3. General Strategies for Working With Young ChildrenExpectationsTimeEnvironmental ConditionsNutrition and LearningMulti-Sensory ActivitiesBasic Categories of ModificationBrain Balancing4. Communication StrategiesBasic Communication StrategiesAttending StrategiesListening StrategiesAttaching Meaning to Print and WordsStrategies for Children With a Hearing ImpairmentStrategies for Children With a Visual ImpairmentStrategies and Information for Children With Limited Speech and Expressive Language5. Large and Small Motor DevelopmentStrategies for Large Motor DevelopmentStrategies for Small Motor Development6. Emotional/Social DevelopmentStrategies for Supporting Emotional DevelopmentStrategies for Supporting Social Development7. Guiding and Modifying Children′s BehaviorGeneral Strategies for Guiding Children′s BehaviorStrategies for Modifying Children′s BehaviorStrategies for Children With Attention ProblemsStrategies for Aggressive and Withdrawn BehaviorsStrategies for Problem Solving8. Preparatory Writing, Reading, and Math SkillsPreparatory Writing and Reading SkillsPreparatory Math Skills9. Assessing Young ChildrenCharacteristics of Young Children That Affect AssessmentDevelopmental PatternsPurposes for Assessing Young ChildrenAssessment Tools and TechniquesObservationInterviewsStandardized TestsOther Assessment ProceduresAssessment of Children With Special NeedsSummary10. Learning in the 21st CenturyBrain ResearchNutrition and LearningOther Needs of the Brain and BodyEnvironmental Factors and LearningExpanded View of IntelligenceResponsibilityAppendix A: Forms and ActivitiesForm 1: Profile of DevelopmentForm 2: Cycles of LearningForm 3: Behavior as a Function of the Interaction of the Child in His EnvironmentForm 4: General Strategies for Working With Young ChildrenForm 5: Categories of ModificationsForm 6: Creating a Personal Dictionary of Familiar ObjectsForm 7: MazesForm 8: Learning About Feelings Through Working With AnimalsForm 9: Sharing and Talking About FeelingsForm 10: Learning About Feelings Through Dramatic PlayForm 11: Learning About EmpathyForm 12: Settling Conflicts PeacefullyForm 13: Steps for Problem SolvingForm 14: Steps in Changing BehaviorsForm 15: Charting Frequency of BehaviorsForm 16: Child Observation FormForm 17: Examples of Observation FormsForm 18: Interview About the ChildAppendix B: BibliographyAppendix C: ResourcesAppendix D: GlossaryIndex

Lorraine O. Moore has taught at the elementary and middle school levels, was a counselor in a middle school and high school, and was a school psychologist at all levels in both public and private schools. Moore was an instructor and adjunct associate professor in the counseling and psychology graduate education programs at the University of St. Thomas (St. Paul, MN) and at St. Mary’s College Graduate Center in Minneapolis, MN. She has an extensive background in child development and is strongly committed to helping create more peaceful and fulfilling environments for children within a global context. She is the author of the books Inclusion Strategies for Young Children; Inclusion: A Practical Guide for Parents; Learning, What It Is-How Parents Can Help; Creating Balance in Children’s Lives; and, Creating Balance in Children. Moore is a coauthor of the Whole Kid Peace Activity Book. She earned her doctorate in educational psychology.

"Takes a topic that many preservice teachers find intimidating and makes working with children with special needs doable. The easy-to-read lists inform teachers what they need to do to begin working with children with different needs."

• PrefaceAcknowledgmentsAbout the AuthorIntroduction1. Working With Young ChildrenMajor Findings From Brain Research"Whole Child" PerspectiveDevelopmentally Appropriate PracticeCycles of LearningPhase I: AwarenessPhase II: ExplorationPhase III: InquiryPhase IV: Utilization or ApplicationEnvironmental ConsiderationsTesting and Labeling of Young ChildrenWorking With ParentsTeaching From the Heart2. Inclusion: The Right to Equal Educational ExperiencesChildren With Special NeedsTypes of Special NeedsLabeling of Young ChildrenLegislation That Supports InclusionInclusionBenefits of Inclusive EducationBarriers to Inclusive EducationSummary3. General Strategies for Working With Young ChildrenExpectationsTimeEnvironmental ConditionsNutrition and LearningMulti-Sensory ActivitiesBasic Categories of ModificationBrain Balancing4. Communication StrategiesBasic Communication StrategiesAttending StrategiesListening StrategiesAttaching Meaning to Print and WordsStrategies for Children With a Hearing ImpairmentStrategies for Children With a Visual ImpairmentStrategies and Information for Children With Limited Speech and Expressive Language5. Large and Small Motor DevelopmentStrategies for Large Motor DevelopmentStrategies for Small Motor Development6. Emotional/Social DevelopmentStrategies for Supporting Emotional DevelopmentStrategies for Supporting Social Development7. Guiding and Modifying Children′s BehaviorGeneral Strategies for Guiding Children′s BehaviorStrategies for Modifying Children′s BehaviorStrategies for Children With Attention ProblemsStrategies for Aggressive and Withdrawn BehaviorsStrategies for Problem Solving8. Preparatory Writing, Reading, and Math SkillsPreparatory Writing and Reading SkillsPreparatory Math Skills9. Assessing Young ChildrenCharacteristics of Young Children That Affect AssessmentDevelopmental PatternsPurposes for Assessing Young ChildrenAssessment Tools and TechniquesObservationInterviewsStandardized TestsOther Assessment ProceduresAssessment of Children With Special NeedsSummary10. Learning in the 21st CenturyBrain ResearchNutrition and LearningOther Needs of the Brain and BodyEnvironmental Factors and LearningExpanded View of IntelligenceResponsibilityAppendix A: Forms and ActivitiesForm 1: Profile of DevelopmentForm 2: Cycles of LearningForm 3: Behavior as a Function of the Interaction of the Child in His EnvironmentForm 4: General Strategies for Working With Young ChildrenForm 5: Categories of ModificationsForm 6: Creating a Personal Dictionary of Familiar ObjectsForm 7: MazesForm 8: Learning About Feelings Through Working With AnimalsForm 9: Sharing and Talking About FeelingsForm 10: Learning About Feelings Through Dramatic PlayForm 11: Learning About EmpathyForm 12: Settling Conflicts PeacefullyForm 13: Steps for Problem SolvingForm 14: Steps in Changing BehaviorsForm 15: Charting Frequency of BehaviorsForm 16: Child Observation FormForm 17: Examples of Observation FormsForm 18: Interview About the ChildAppendix B: BibliographyAppendix C: ResourcesAppendix D: GlossaryIndex