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Play for Children with Special Needs by Christine Macintyre Pdf
This book will help practitioners to ensure that they are doing all they can to include children with special educational needs. The author looks at several conditions such as Asperger's Syndrome, Dyslexia, Dyspraxia, Down's Syndrome and ADD/ADHD and shows how play can be adapted to help alleviate the difficulties children with these additional needs might have. As more and more children with a higher level of special need come into mainstream schools, teachers, nursery nurses and teaching assistants have the responsibility of ensuring that they have access to all aspects of learning. This book offers guidance on what play is, how to adapt activities to suit children with special needs, how play can help recognition of children's progress, the most common types of special need, how play can be used to help raise self-esteem, and resources for further help. Written for those working in mainstream settings, the author shows how including children who have special needs in play can help to provide great opportunities for learning and for developing social and communication skills.
Young Children's Play by Jeffrey Trawick-Smith Pdf
Young Children’s Play: Development, Disabilities, and Diversity is an accessible, comprehensive introduction to play and development from birth to age 8 years that introduces readers to various play types and strategies and helps them determine when intervention might be needed. Skillfully addressing both typically developing children and those with special needs in a single volume, this book covers dramatic play, blocks, games, motor play, artistic play, and non-traditional play forms, such as humor, rough and tumble play, and more. Designed to support contemporary classrooms, this text deliberately interweaves practical strategies for understanding and supporting the play of children with specific disabilities (e.g. autism, Down syndrome, or physically challenging conditions) and those of diverse cultural backgrounds into every chapter. In sections divided by age group, Trawick-Smith explores strategies for engaging children with specific special needs, multicultural backgrounds, and incorporating adult–child play and play intervention. Emphasizing diversity in play behaviors, each chapter includes vignettes featuring children’s play and teacher interactions in classrooms to illustrate core concepts in action. Filled with research-based applications for professional practice, this text is an essential resource for students of early childhood and special education, as well as teachers and coaches supporting early grades or inclusive classrooms.
Introduction to the core concepts of teaching and supporting children with disabilities alongside their peers will help teachers ensure that all children meet their potential.
Early Learning Goals for Children with Special Needs by Collette Drifte Pdf
In this book practitioners will find clear and workable suggestions for opening up the Early Learning Goals to children with special educational needs. It will help them to use each work area of the early years setting as a means to teach the curriculum, and offers plenty of down-to-earth advice on activities to try with children who have additional needs. Following the curriculum guidance laid down for the Foundation Stage, the author provides ideas for managing specific types of disability within the mainstream setting. Play is the focus throughout the book as the means of helping children to learn. There are photocopiable activity sheets at the end of each chapter, together with a concise list of further reading. Useful resources and contact addresses are included.
Children's Play in Child Care Settings by Hillel Goelman,Ellen Vineberg Jacobs Pdf
הספר משחקי ילדים בגני ילדים עוסק בשאלות שונות כגון: כיצד משחקים ילדים במעונות ובגנים שונים? איך הסביבה משפיעה על משחקיהם? כיצד משחקים ילדים בעלי צרכים מיוחדים בסביבה אינטגרטיבית ובסביבה נפרדת? כיצד משפיעים המבוגרים על משחקי הילדים? ומהן ההשפעות ארוכות הטווח של משחקי הילדים? הספר מביא סקירה עכשווית של התאוריה והמחקר בנושא.
Life Skills Activities for Special Children by Darlene Mannix Pdf
The best-selling book for teaching basic life skills, fullyrevised and updated This book offers teachers and parents a unique collection of 190ready-to-use activities complete with student worksheets,discussion questions, and evaluation suggestions to helpexceptional students acquire the basic skills needed to achieveindependence and success in everyday life. Each of the book'sactivities focuses on specific skills within the context ofreal-life situations and includes complete teacher instructions foreffective use, from objective and introduction through optionalextension activities and methods to assess student learning. Thebook includes numerous reproducible parent letters which can besent home to help parents reinforce these lessons while childrenare away from school. A revised and updated edition of the classic book for teachingbasic life skills Includes 190 complete activities with reproducible worksheets,discussion questions, and evaluation suggestions for developingindependence Offers ideas for developing practical skills to deal withidentity theft, cell phone manners, budgeting, eating healthymeals, using credit cards, time management, and much more Mannix is the best-selling author of Social SkillsActivities for Special Children, Writing Skills Activities forSpecial Children, and Character Building Activities forKids
An Introduction to Young Children With Special Needs by Richard M. Gargiulo,Jennifer L. Kilgo Pdf
An Introduction to Young Children with Special Needs: Birth Through Age Eight is a comprehensive introduction to educational policies, programs, practices, and services for future practitioners serving young children with delays or disabilities in early intervention-early childhood special education (EI-ECSE). Thoughtfully addressing the needs of children at risk for learning or development delays or disabilities, revered authors Richard M. Gargiulo and Jennifer L. Kilgo offer evidence-based interventions and instructional techniques that provide students with a broad understanding of important theoretical and philosophical foundations, including evidence-based decision making, developmentally appropriate practices, cultural responsiveness, and activity-based intervention.
Yes I Can! by Kendra J. Barrett,Jacqueline B. Toner,Claire A. B. Freeland Pdf
"Carolyn is in a wheelchair, but she doesn't let that stop her! She can do almost everything the other kids can, even if sometimes she has to do it a little differently"--
Early Learning Goals for Children with Special Needs by Collette Drifte Pdf
In this book practitioners will find clear and workable suggestions for opening up the Early Learning Goals to children with special educational needs. It will help them to use each work area of the early years setting as a means to teach the curriculum, and offers plenty of down-to-earth advice on activities to try with children who have additional needs. Following the curriculum guidance laid down for the Foundation Stage, the author provides ideas for managing specific types of disability within the mainstream setting. Play is the focus throughout the book as the means of helping children to learn. There are photocopiable activity sheets at the end of each chapter, together with a concise list of further reading. Useful resources and contact addresses are included.
Play development in children with disabilties by Serenella Besio,Daniela Bulgarelli,Vaska Stancheva-Popkostadinova Pdf
This book is the result of the first two-year work of Working Group 1 of the network “LUDI – Play for children with disabilities”. LUDI is an Action (2014-2018) financed by COST; it is a multidisciplinary network of more than 30 countries and almost 100 researchers and practitioners belonging to the humanistic and technological fields to study the topic of play for children with disabilities within the framework of the International Classification of Functioning Disability and Health (WHO, 2001).The principal objective of this book is to bring the LUDI contribution to the important topic of play in children with disabilities, because today an international consensus on the definition of play and disabilities is still lacking. The process of ensuring equity in the exercise of the right to play for children with disabilites requests three actions: to approach this topic through a “common language”, at least all over Europe; to put play at the centre of the multidisciplinary research and intervention regarding the children with disabilities; to grant this topic the status of a scientific and social theme of full visibility and recognized authority. Children with disabilities face several limitations in play, due to several reasons: impairments; playgrounds, toys and other play tools that are not accessible and usable; environments and contexts that are not accessible nor inclusive; lack of educational awareness and intentionality; lack of specific psycho-pedagogical and rehabilitative competence; lack of effective intervention methodologies. Moreover, disabled children’s lives are dominated by medical and rehabilitative practices in which play is always an activity aiming to reach an objective or to provoke an improvement; play for the sake of play is considered a waste of time. The concept of play for the sake of play strongly refers to the distinction between play activities and play-like activities. Play activities are initiated and carried out by the player (alone, with peers, with adults, etc.) for the only purpose of play itself (fun and joy, interest and challenge, love of race and competition, ilinx and dizziness, etc.). They have of course consequences on growth and development, but these consequences are not intentionally pursued. Play-like activities are initiated and conducted by an adult (with one or more children), in educational, clinical, social contexts; they are playful and pleasant, but their main objective is other than play: e.g., cognitive learning, social learning, functional rehabilitation, child's observation and assessment, psychological support, psychotherapy, etc. This book, then, contributes to a clear distinction between play and play-like activities that, hopefully, will bring to new developments in play studies.
Including Families of Children with Special Needs by Carrie Scott Banks,Sandra Feinberg,Barbara A. Jordan,Kathleen Deerr,Michelle Langa Pdf
More than 6.5 million children in the US receive special education services; in any given community, approximately one child out of every six will get speech therapy, go to counseling, attend classes exclusively with other children with disabilities, or receive some other service that allows him or her to learn. This new revised edition is a step-by-step guide to serving children and youth with disabilities as well as the family members, caregivers, and other people involved in their lives. The authors show how staff can enable full use of the library’s resources by integrating the methods of educators, medical and psychological therapists, social workers, librarians, parents, and other caregivers. Widening the scope to address the needs of teens as well as preschool and school-age children, this edition also discusses the needs of Spanish-speaking children with disabilities and their families, looking at cultural competency as well as Spanish-language resources. Enhanced with checklists, stories based on real experiences, descriptions of model programs and resources, and an overview of appropriate internet sites and services, this how-to gives thorough consideration to Partnering and collaborating with parents and other professionals Developing special collections and resources Assessing competencies and skills Principles underlying family-centered services and resource-based practices The interrelationship of early intervention, special education, and library service This manual will prove valuable not only to children’s services librarians, outreach librarians, and library administrators, but also early intervention and family support professionals, early childhood and special educators, childcare workers, daycare and after school program providers, and policymakers.
Building Blocks for Teaching Preschoolers with Special Needs by Susan Rebecka Sandall,Ilene S. Schwartz,Gail E. Joseph Pdf
The third edition of Building Blocks provides readers with a framework for successful and meaningful inclusion of preschoolers with special needs. Like the first two editions, the third edition offers teachers effective, research-based instructional practices to promote learning in inclusive classrooms. The authors have updated existing content and added new content to reflect current thinking in the field.
Author : Mara Allodi Westling,Tamara Zappaterra Publisher : Walter de Gruyter GmbH & Co KG Page : 140 pages File Size : 50,6 Mb Release : 2019-11-05 Category : Social Science ISBN : 9783110537482
Users' Needs Report on Play for Children with Disabilities by Mara Allodi Westling,Tamara Zappaterra Pdf
The needs of children and parents about play when the child has a disability are explored by mean on surveys to disability associations and families were collected during 2016 in 30 countries by members of the EU COST LUDI network Play for children with disability.The users' needs concerning play for children with disabilities are also explored by mean of case studies at a country level, based on literature reviews of avialable reports and emprirical studies in Finland, Lithuania and Sweden.
Learning Through Play for Children with PMLD and Complex Needs by Ange Anderson Pdf
This book examines the development of play skills and schemas to support children with learning differences and physical disabilities in learning to play. It highlights the need for appropriate playground equipment in all school settings that educate children with physical disabilities and sensory needs to ensure equal opportunities for outdoor play. Several play approaches for meeting sensory needs are discussed including Lego therapy, Art therapy, Sand play and Soft play. Digital play for students with physical disabilities is an important chapter in the book. Role play and the ways in which virtual reality and psychodrama support anxieties that some students have is another important chapter. There is also a chapter devoted to parents on how they can support their child at home and how the school can support them. At the end of the book there is a plethora of resources that readers can copy or adapt to suit their setting. The book provides support for those managing outdoor play for these children at peak times of the day. It shows how play-based learning can work in a classroom setting; the importance of sensory profiles and sensory play; and how play therapy can aid neuroplasticity.
