Sharing Perspectives for Educating Young Children with Disabilities

Nancy Sall, Ed.D., Assistant Professor, Department of Special Education at Hunter College, City University of New York, USA. Nancy previously was a faculty lecturer at Teachers College, Columbia University. She has worked on numerous federally funded research projects on the communication and social development of children with significant disabilities. Catherine Hall Rikhye, Ed.D., Special Education Curriculum Consultant, NYC Public Schools, USA. Cathy was a faculty lecturer at Teachers College, Columbia University, and Associate Professor of Special Education at Hunter College and Dominican College in NY. She created and directed the Office of Inclusive Education, NYC Department of Education. Darnell Carr Newsum, MBA., Diversity, Equity & Inclusion Consultant, SPARK/Boston Children’s Hospital, USA. Darnell is the parent of two children with Autism and a parent advocate, serving on the boards of two schools in New York City. She speaks at colleges and organizations about issues impacting families of children with autism. Samreen Hoda, M.A., Assessment Editor, Curriculum Associates iReady, USA. Samreen designs large-scale early literacy assessments while incorporating cultural and linguistic responsiveness. She taught students with autism and other developmental disabilities in New York City Public Schools where she also served as a mentor and supervisor for novice teachers.

Preface

Chapter 1 -- Telling Stories as a Way to Share Perspectives

Part 1: A Mother’s Perspective

Part 2: A Teacher’s Perspective

Part 3: The Academic Perspective

Historical Overview of Special Education

Changes in Disability Classification Over the Years

Parent Roles in Development of Services

Disability, Civil Rights and Social Justice

Evolution of Partnerships and Collaboration

Professional Humility

What About Inclusion?

What Follows in This Book

References

Guiding Questions and Activities

Chapter 2 -- Wondering and Noticing

Part 1: A Mother’s Perspective

Part 2: A Teacher’s Perspective

Part 3: The Academic Perspective

The Purposes of Observation

Variations in Development

Racial Disparities in Classroom

Preschool Suspension/Expulsion and the School-to-Prison Pipeline

The Unintended Outcomes of Wondering and Noticing

References

Guiding Questions and Activities

Chapter 3 -- Putting the Pieces Together: Assessment, Evaluation and Diagnosis

Part 1: A Mother’s Perspective

Part 2: A Teacher’s Perspective

Part 3: The Academic Perspective

Developmental and Universal Screening

An Overview of Assessment

Types of Traditional Assessment

Biases and Issues with Traditional Tests

Authentic Assessment

Team Approaches to Assessment

Multidisciplinary Approach to Assessment

Interdisciplinary Approach to Assessment

Transdisciplinary Approach to Assessment

Additional Considerations and Planning for Assessment

References

Guiding Questions and Activities

Chapter 4 – Processes, Plans and Protections Under the Law: IFSP, IEP and Section 504

Part 1: A Mother’s Perspective

Part 2: A Teacher’s Perspective

Part 3: The Academic Perspective

Main Themes in the IDEA

IFSPs

504 Plans and RTI

IEPs

The IEP Process

The IEP Content

Alphabet Soup: PBS, FBAs and BIPs

Due Process

Creating Collaborative Teams within the IEP Process

References

Guiding Questions and Activities

Chapter 5 -- Collaborating to Implement Programs and Services

Part 1: A Mother’s Perspective

Part 2: A Teacher’s Perspective

Part 3: The Academic Perspective

Developing Collaborative Relationships

Collaboration in Early Intervention

Early Intervention Professional Standards and Dispositions

Access and Barriers to Early Intervention Services

Home-Based and Center-Based Services

Collaboration in the Classroom

Push-In and Pull-Out Services

Working with Paraprofessionals

General Education and Special Education Teachers Working Together

References

Guiding Questions and Activities

Chapter 6 -- Advocating

Part 1: A Mother’s Perspective

Part 2: A Teacher’s Perspective

Part 3: The Academic Perspective

Parents as Advocates

Professionals as Advocates

Teachers as Advocates and Partners with Families

Children as Self-Advocates and Self-Determined Beings

Self-Determination

Cultural Considerations within Self-Advocacy and Self-Determination

The Dignity of Risk

Points of Reflection

Rocking the Boat

Familial and Cultural Considerations in Advocacy

Why We (Still) Need to Advocate

References

Guiding Questions and Activities

Epilogue -- Final Thoughts and Moving Forward

Index