Early Childhood Intervention
Shaping the Future for Children with Special Needs and Their Families
by Steven Eidelman, Louise A. Kaczmarek, and Susan P. Maude, Editors Christina Groark, Set Editor
July 2011, 876pp, 6 1/8x9 1/4
3 volumes, Praeger

Hardcover: 978-0-313-37793-8
$179, £138, 156€, A246
eBook Available: 978-0-313-37794-5
Please contact your preferred eBook vendor for pricing.

It is scientifically known that early childhood is a time of significant brain development. That makes it especially crucial that children with special needs be recognized early so that appropriate services can be delivered. Such early intervention not only improves the lives of the child and the family, but significantly reduces future costs to the public.

This eye-opening set looks at young children with special needs, their families, and the laws, policies, programs, and services designed to help them.

The three-volume Early Childhood Intervention: Shaping the Future for Children with Special Needs and Their Families is a unique, comprehensive, and much-needed examination of a critically important issue. In its pages, a diverse array of experts discuss key aspects of policies, laws, rights, programs, and services available to children today. Examinations range from historical roots to present-day considerations, such as culturally and linguistically diverse children, use of technology, and contemporary testing and teaching methods.

Throughout, the most current and best available research is combined with professional and clinical experience, wisdom, values, and family perspectives. The work explores issues affecting both children with psychological disorders and those with physical challenges, such as children who are blind or hearing impaired. Coverage includes all aspects of life-skills, medicine, health sciences, education, and child welfare. Although it is focused on programs in the United States, this comprehensive set offers additional insights by including comparisons of U.S. programs and services with their international counterparts.

Features

  • Chapters from over 50 best-in-the-field contributors from disciplines including law, medicine, social work, occupational therapy, and education
  • Matrices, graphs, and diagrams
  • Extensive reference lists with every chapter
Christina Groark, PhD, is codirector of the University of Pittsburgh Office of Child Development and associate professor in the School of Education, Pittsburgh, PA. She is editor of Evidence-Based Practices and Programs for Early Childhood Care and Education, co-editor of The Effects of Early Social-Emotional and Relationship Experience on the Development of Young Orphanage Children, and recipient of the University of Pittsburgh's Chancellor Award for Public Service and the School of Education's Faculty Research award.

Steven Eidelman, MBA, MSW, is the University of Delaware's H. Rodney Sharp Professor of Human Services Policy and Leadership and holds joint faculty appointments in the School of Urban Affairs and Public Policy and the Department of Individual and Family Studies. He has served as executive director of both the Association for Retarded Citizens of the United States and the Joseph P. Kennedy, Jr. Foundation.

Louise A. Kaczmarek, PhD, is associate professor and program director of Early Childhood at the School of Education at the University of Pittsburgh, Pittsburgh, PA. She has served as an associate editor and editorial board member for the Journal of Early Intervention (JEI).

Susan P. Maude, PhD, is associate professor of the Department of Human Development and Family Studies, Iowa State University, Ames, IA, and has served as vice president and then president for the Division for Early Childhood (DEC) at the Council for Exceptional Children.

Awards

2012 Outstanding Academic Title—Choice, January 1, 2013

Reviews

"This is one of the best sets of books in the area of early childhood special education (ECSE) that has come along in years. . . . These books should be in the professional libraries of any serious scholar or teacher who works directly or indirectly with very young children with special needs or their families. Summing Up: Highly recommended."—Choice, February 1, 2012
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