Solutions for The Exceptional Child, Inclusion in Early Childhood Education, 9th Edition Allen (All Chapters included)
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Child development
Institution
Child Development
Complete Solutions Manual for The Exceptional Child, Inclusion in Early Childhood Education, 9th Edition by Eileen K. Allen, Glynnis Edwards Cowdery ; ISBN13: 9780357630693.... (Full Chapters included Chapter 1 to 19)....1. An Inclusive Approach to Early Education.
2. Federal Legislation: Early In...
The Exceptional Child, Inclusion in
Early Childhood Education
9th Edition by Eileen K. Allen
Complete Chapter Solutions Manual
are included (Ch 1 to 19)
** Immediate Download
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** All Chapters included
,Solution and Answer Guide
Allen, The Exceptional Child: Inclusion in Early Childhood Education 2022 ISBN 9780357630693;
Chapter 1: An Inclusive Approach to Early Education
Table of Contents
Content Type ..................................................................................................................................... 1
Did You Get It? ............................................................................................................................................. 1
Case Study .................................................................................................................................................... 3
Student Activities ......................................................................................................................................... 3
Review Questions ......................................................................................................................................... 4
Content Type
Did You Get It?
1. Why is the concept of “goodness of fit” considered essential when developing inclusive
programs?
a. The family identifies the community to which it belongs and in which the child is to
be included.
b. Goodness of fit is the concept of an inclusive program that considers the uniqueness
of every child and family and considers how it can address the child’s strengths and
needs as well as family priorities.
c. The term implies compatibility.
d. Inclusion reflects the cultural influences of the family.
Answer: b
Feedback: The concept of “goodness of fit” (Thomas & Chess, 1977) is essential when
developing inclusive programs. An inclusive program must consider the uniqueness of
every child and family and how it can address the child’s strengths and needs as well as
family priorities.
2. What created the period of “identify-and-help,” as identified by Caldwell?
a. President John F. Kennedy’s family’s acceptance of disabilities
b. Custodial care of the first special education classes
c. Report by Madeline Will
d. Political and social activities
Answer: d
Feedback: The identify-and-help period came about during the 1960s as a result of
political and social activities. Caldwell summed up this period thus: “We have not
abandoned concern with screening, with trying to find children who need help…We now
try to make the search earlier in hopes of affording early remediation or more
accurately, secondary prevention.”
,3. What issue is raised by Haring and McCormick regarding the separation of children with
disabilities?
a. Awareness will be minimized.
b. Healthy development by playing with typically developing children is required.
c. Separating young people from the real world means that reentry is required, and
reentry problems can be avoided by not removing the child from normal settings.
d. Children who are typically developing need to get to know children with disabilities.
Answer: b
Feedback: As Haring and McCormick (1994) point out, “separating young children with
handicaps [disabilities] from normal experiences creates distance, misunderstanding,
and rejection. . . . Moreover, separating these youngsters from the real world means that
there must be reentry. Reentry problems can be avoided by not removing the child from
normal settings.”
4. What significant children to children outcome was visible in the Devoney study?
a. When the teacher structured the environment, the children with and without
disabilities played together.
b. When the children with disabilities played with typically developing children, they
played in a more organized and mature way than had been characteristic of their
earlier play.
c. It demonstrated that children can learn to imitate their peers during small-group
activities.
d. The amount of time that children with and without disabilities played together in
small groups during free-choice time increased.
Answer: b
Feedback: An interesting sidenote in the Devoney study was that children with
disabilities who were playing with children who are typically developing played in a more
organized and mature way than had been characteristic of their earlier play.
5. What implicit attitude displayed by typically developing children toward children with
disabilities results in an increased learning benefit?
a. Motivation to “try a little harder”
b. More stimulating and varied experience
c. Curriculum activities focusing on strengths
d. Imitation of skills
Answer: a
Feedback: Children with developmental problems are likely to benefit from a quality
inclusive preschool experience because these programs feature an implicit motivation to
“try a little harder” because children who are typically developing often expect and
encourage improved behaviors from children with disabilities.
6. In addition to caring about the values and beliefs of each child in an inclusive setting, what is
essential to provide?
a. Adequate support to succeed
b. Fun
, c. Insistence on inclusion at all costs
d. Physical presence
Answer: a
Feedback: Inclusion is about values and beliefs, but it also must be about what works
best for each child. Care must be taken to ensure that when a child is placed in an
inclusive setting, the child is also provided with adequate support to succeed. When a
child is not able to learn in an inclusive setting, it is because planning and support were
not provided.
Case Study
1. How much to share? One of the challenges faced by parents of children with special needs
is how much information to share about their child with potential early childhood programs.
Some parents have faced rejection from care providers when they hear the child has special
needs, often before the care providers have even met the child. On the other hand, once
parents have found a program, it is critical that the staff have the information needed to
provide proper care and effective teaching. Think about how you would approach this issue
as a parent.
a. What types of questions could you ask a program to determine whether it is a good
fit?
Answers may vary: Successful inclusion can look different for each child. One child
might be able to learn in a neighborhood preschool without extra support or
specialized services, while another might require the assistance of a shadow aide or
paraprofessional for all or part of the day. Ask questions specific to your child’s need.
Will an aide be available? What accessibility accommodations do they have for
children that use mobility aids?
b. What are the potential problems, if any, of not sharing enough information or
sharing too much information?
Answers may vary: If information regarding the child and their disability is not
clearly presented to the educators, there could be many severe consequences. Most
significantly, the program will not be equipped to adequately educate the child,
resulting in further issues.
Student Activities
Refer to the Standard Writing Rubric at the end of the Instructor Manual for assessment of these
activities.
1. Arrange a panel discussion on the pros and cons of inclusion. What are your beliefs and
values concerning the law of inclusion? Do you think there are situations where inclusion
might not be the best option? If so, identify some examples.
2. Talk with a teacher in an infant center or early childhood center. Ask about the types and
numbers of children with disabilities in the program. What accommodations have they made
for these students?
3. Observe an early childhood setting. Record any episodes of a child learning through
observing, imitating, or peer tutoring.
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