Building Blocks for Teaching Preschoolers with Special Needs

"I am pleased to see that the new edition of Building Blocks contains many of the elements from the second edition that are so helpful to teachers who work in inclusive classrooms (e.g., useful forms, vignettes, suggestions for modifications according to activities in a child's day). However, there are excellent additions that make it worthwhile to acquire the 3rd edition of Building Blocks. Notably, the authors have added information on STEAM and executive functioning. Both are topics that are regularly considered in today's early childhood programs. I am especially excited about the professional development modules that will accompany the book when purchased. Building Blocks has been a useful text for our undergraduate Interdisciplinary Early Childhood Education certification program. Having modules available that match the topics of the book will prove very useful for faculty who choose the book as a text for their classes." --Jennifer Grisham-Brown, Ed.D.

Dr Susan Sandall is Professor Emeritus at the University of Washington. She has directed personnel preparation projects, developed curriculum materials for all age groups, and published materials on educational practices to facilitate optimal outcomes for infants, toddlers, and preschoolers with disabilities. Her scholarly interests are effective instructional practices for young children with disabilities in inclusive settings, the changing roles of teachers of young children, and effective approaches to professional development and knowledge utilization. She was Principal Investigator of the National Center on Quality Teaching and Learning for the Office of Head Start; the Center continues its work as the EarlyEdU Alliance at Cultivate Learning at the UW. Dr. Sandall serves on the Division for Early Childhood (DEC) Commission on Recommended Practices and edited publications on the practices. She is on the editorial boards of Journal of Early Intervention and Topics in Early Childhood Special Education. Ilene S. Schwartz, Ph.D., BCBA-D, is Professor of Special Education and Director of the Haring Center at the University of Washington. Dr. Schwartz is also the Director of Project DATA (Developmentally Appropriate Treatment for Autism), a school-based early intervention intensive behavioral intervention program for children with autism. She has an extensive background working with young children with special needs and their families, specifically with young children with autism and related disabilities. Dr. Schwartz is the director of the Applied Behavior Analysis Program at the UW, and is dedicated to creating high quality inclusive schools so that all children, regardless of their background or ability, can attend the school of their choice and receive a high quality education. Dr. Schwartz has published numerous chapters and articles about early childhood education and social validity. She serves on the editorial review boards of Topics in Early Childhood Special Education and the Journal of Early Intervention. Gail E. Joseph, Ph.D., is an associate professor in the area of Early Childhood and Family Studies at the University of Washington. She teaches courses, advises students, provides service and conducts research on topics related to early care and education. Dr. Joseph has been involved in a number of research projects and training and technical assistance activities at the local, state and national levels related to child care quality, teacher preparation, and promoting children's social emotional development as well as preventing challenging behavior in early learning settings. She is the Founding Executive Director of Cultivate Learning, and was the Principal Investigator and director of the Head Stat Center for Inclusion (Headstartinclusion.org) and Co-PI of the National Center for Quality Teaching and Learning funded by the Office of Head Start. At Cultivate Learning she oversees the work of quality ratings in all licensed childcare and state prek programs in the state. Ariane N. Gauvreau, Ph D, is a clinical faculty member and Field Director of the Special Education Program at the University of Washington. Dr. Gauvreau has extensive experience as a preschool special education teacher, home visitor, behavioral consultant, and teacher trainer, and has lead numerous trainings on early intervention and autism, inclusive education, promoting positive behavior support, and family centered practices. Her research interests include effective special education teacher preparation and strategies for inclusive education. Dr. Gauvreau is principal investigator for a project exploring family centered practices in teacher education and serves on the editorial review board of Young Exceptional Children.

About the Authors Foreword Mary Louise Hemmeter Acknowledgments Section I Using the Building Blocks Framework Chapter 1 Introduction Chapter 2 Evidence-Based Practice and the Building Blocks Framework Chapter 3 Keys to Collaboration Chapter 4 Getting Started Section II Teaching Strategies Chapter 5 Curriculum Modifications Curriculum Modifications by Type Curriculum Modifications by Activity and Routine Chapter 6 Embedded Learning Opportunities Chapter 7 Child-Focused Instructional Strategies Section III Important Topics Related to the Building Blocks Framework Chapter 8 Becoming More Independent Chapter 9 Acquiring and Using Knowledge: Literacy and STEAM Chapter 10 Friendships and Social Relationships Chapter 11 Developmentally Appropriate Classroom Behavior Chapter 12 Concluding Thoughts References Appendix A Blank Forms Quality Classroom Assessment Form Classroom Action Worksheet Child Assessment Worksheet Planning Worksheet: Section I Planning Worksheet: Section II Child Activity Matrix Classroom Activity Matrix Evaluation Worksheet ELO-at-a-Glance Instruction-at-a-Glance Checklist for Important Elements for Supporting Early Literacy Appendix B Additional Resources Index