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Whether they graduate from general education programs, special education programs, or a program that blends both, most early childhood educators will be required to teach children with and without disabilities — and document that all their students are progressing toward positive outcomes. This essential text is just what teachers need to face these tough challenges in inclusive classrooms. Bridging the gap between special and general education, this resource integrates knowledge about effective practices for teaching young children with and without disabilities into one comprehensive approach. Undergraduate and graduate students will find the explicit guidance they need to
This core text is easy for students to use — it's filled with visual aids such as tables, figures, and sample forms; vignettes and practical examples that illustrate key concepts and guiding principles; helpful summaries for each chapter; and dozens of learning activities that challenge students to test and expand their knowledge. Early childhood teachers will use this as a reference for many years to come as they blend best practices from special and general education, develop effective curricula for inclusive classrooms, and improve outcomes for all children.
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Dr. Grisham-Brown directs 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, use of distance learning in personnel preparation programs, and assessment strategies for students with significant disabilities. Dr. Grisham-Brown provides training and technical assistance through the United States on these topics.
Dr. Grisham-Brown is co-founder of a children’s home and preschool program in Guatemala City called Hope for Tomorrow, where she accompanies students for the education abroad program.
Mary Louise Hemmeter, Ph.D., is a professor in the Department of Special Education at Vanderbilt University. She teaches courses, advises students, and conducts research on early childhood issues. She is the cofaculty director of the Susan Gray School for Children, which is an early childhood program for children with and without disabilities. Her research focuses on effective instruction, social–emotional development and challenging behavior, translating research to practice, and effective approaches to professional development.
Currently, she directs an Institute of Education Sciences–funded research project focused on the efficacy of implementing the Teaching Pyramid in classrooms, and she works on the National Center on Quality Teaching and Learning and the Office of Special Education Programs–funded Technical Assistance Center on Social Emotional Interventions. She is a coeditor of the Journal of Early Intervention and serves on the editorial boards of other major journals in early childhood special education. She served as President of the Council for Exceptional Children’s Division for Early Childhood (DEC) and received the Merle B. Karnes award from DEC.
As the president of B2K Solutions, Ltd., Dr. Pretti-Frontczak extends her expertise in the preparation of personnel to a global market with the aim of improving the implementation of effective practices and services by those who work with young children with diverse abilities. She is a gifted speaker, strong applied researcher, and is known for creating solutions to complex problems. She has presented to diverse audiences in countries such as Singapore and Australia as well as to early education providers in virtually every state in the US. Dr. Pretti-Frontczak is a Past President of the Division for Early Childhood, was a professor at Kent State University for 16 years, and has worked as an early childhood consultant and trainer since 1990.
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