The Carolina Curriculum for Preschoolers with Special Needs

by
Edition: 2nd
Format: Spiral Bound
Pub. Date: 2004-07-01
Publisher(s): PAUL H. BROOKES PUBLISHING CO, INC.
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Summary

Developed for use with children from 24 to 60 months who have mild to severe disabilities, The Carolina Curriculum for Preschoolers with Special Needs (CCPSN) clearly links assessment with intervention and lets professionals work closely with the child's teacher, family members, and other service providers. Already trusted by thousands of early childhood professionals from coast to coast, this proven system is even easier to use with the revisions and updates in this second edition. This volume includes 22 logical teaching sequences covering five developmental areas: personal-social, cognition, communication, fine motor, and gross motor. For each sequence -- complete with adaptations for children with motor, visual, and hearing impairments -- a professional initiates age-appropriate activities with the child in a naturalistic environment, and caregivers may or may not participate. Professionals collect data about the child's performance on the easy-to-use Assessment Log and summarize their findings in just minutes on the Developmental Progress Chart (forms are included in the book and also sold separately). After the activities in each sequence have been observed or attempted, professionals and caregivers examine strengths and weaknesses revealed during assessment, pinpoint items that need work, and select from teaching activities that will help encourage the child's development within classroom and other daily routines. Reorganized and refined by user feedback, this second edition of CCPSN works the same as it always has, ensuring that users of previous editions can start using it right away. It was developed side-by-side with the revised edition of its companion volume, The Carolina Curriculum for Infants & Toddlers with Special Needs, Third Edition, ensuring a seamless transition between the two volumes. Book jacket.

Author Biography

Nancy M. Johnson-Martin, Ph.D., is a psychological consultant for assessment and early intervention Bonnie J. Hacker, M.H.S., OTR/L, is Director, Emerge -- A Child's Place, in Durham and Chapel Hill, North Carolina Susan M. Attermeier, Ph.D., PT, is Physical Therapist, Pediatric Physical Therapy, in Hillsborough, North Carolina

Table of Contents

About the Authors vii
Acknowledgments ix
Introduction
1(12)
Guiding Learning: Principles and Suggestions
13(10)
Environmental Factors Influencing Learning, Development, and Emergent Literacy
23(12)
Using The Carolina Curriculum
35(382)
Assessment Log
57(23)
Developmental Progress Chart
80(5)
Curriculum Sequences
Personal-Social
Self-Regulation & Responsibility
85(10)
Interpersonal Skills
95(20)
Self-Concept
115(12)
Self-Help: Eating
127(8)
Self-Help: Dressing
135(8)
Self-Help: Grooming
143(8)
Self-Help: Toileting
151(6)
Cognition
Attention & Memory: Visual/Spatial
157(14)
Visual Perception: Blocks & Puzzles
171(10)
Visual Perception: Matching & Sorting
181(12)
Functional Use of Objects & Symbolic Play
193(10)
Problem Solving/Reasoning
203(18)
Number Concepts
221(16)
Cognition/Communication
Concepts/Vocabulary: Receptive
237(20)
Concepts/Vocabulary: Expressive
257(14)
Attention & Memory: Auditory
271(8)
Communication
Verbal Comprehension
279(12)
Conversation Skills
291(16)
Grammatical Structure
307(14)
Imitation: Vocal
321(6)
Fine Motor
Imitation: Motor
327(6)
Grasp & Manipulation
333(8)
Bilateral Skills
341(10)
Tool Use
351(8)
Visual-Motor Skills
359(12)
Gross Motor
Upright: Posture & Locomotion
371(18)
Upright: Balance
389(10)
Upright: Ball Play
399(8)
Upright: Outdoor Play
407(10)
Appendix A Selected Impairments and Their Effects on Development 417(2)
Appendix B Resources and Recommended Readings 419(2)
Appendix C Play and Children with Motor Impairments 421(4)
Appendix D Object Boards as Aids for Teaching Children with Severe Motor Impairments 425(2)
Index 427

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