Blended Practices for Teaching Young Children in Inclusive Settings, Second Edition

Authors: Jennifer Grisham-Brown Ed.D., Mary Louise Hemmeter Ph.D.; Foreword Authors: Pamela J. Winton Ph.D., Marilou Hyson Ph.D.; With Author: Kristie Pretti-Frontczak Ph.D.

Format: Paperback, 384 pages, 7.0 x 10.0
ISBN: 9781598576689
Price: $44.95

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As more and more early childhood settings implement inclusive practices, teachers need to blend special and general education techniques to help all children learn. They'll find out how with the new edition of this bestselling text, which combines today's best practices for teaching young children with and without disabilities into one comprehensive approach.

Ideal for current and future early childhood educators working with children from ages 2 to 5, this comprehensive text provides explicit guidance on developing a successful curriculum framework, working effectively with families and other team members, tailoring instruction to each child's individual needs, and embedding learning opportunities that address all children's goals. Teachers will learn from the field's most current research, and they'll get a full continuum of strategies for teaching young children with diverse abilities. Practical information on authentic assessment and data-driven decision-making is also woven throughout the book.

An essential reference to keep and use for years to come, this book is every early childhood educator's guide to blending the best of special and general education, developing effective curricula, and improving outcomes for all children.


  • Increased focus on how to implement multi-tiered systems of support (MTSS)
  • New chapters on applying blended practices in specific content areas: language, literacy, social-emotional skills, and math
  • The latest on state and federal funding initiatives for early childhood—and how to maintain quality practices that align with these initiatives
  • More guidance on determining the scope and sequence of what to teach children
  • Current recommendations from key professional organizations like NAEYC and DEC, and their implications for teachers
USER-FRIENDLY FEATURES: Includes visual aids and sample forms, vignettes and practical examples that illustrate key concepts and guiding principles, helpful summaries for each chapter, case studies, and learning activities that challenge students to test and expand their knowledge.


Review by: Susan Sandall, Professor, College of Education, University of Washington
"The second edition of this comprehensive text is an essential resource for implementing successful inclusion and ensuring that all children learn and thrive in their early childhood classrooms."
Review by: Barbara Smith, Research Professor, School of Education and Human Development, University of Colorado Denver
"Research evidence supports educating young children with special needs with their typically developing peers if those settings and early education practices are high quality. This book provides the guidance to school districts and other early education programs they need to ensure that their inclusion focus is not just on placement opportunities but on successful experiences for all the children. This takes professional development and support, intentional teaching strategies and a focus on the individual needs of all children and families."
Review by: Mary McLean, Professor, Department of Special Education, School Psychology and Early Childhood Studies, University of Florida
"The authors have done an excellent job of presenting evidence-based practice from early childhood education and early childhood special education in a way which will facilitate high quality services for all children. The content is blended throughout so the reader will understand recommended practices from both fields and, most importantly, how they can be implemented together in the same classroom. As a result, this text will be highly effective in blended personnel preparation programs, and equally effective in programs that are not blended."
Review by: Dathan Rush, Associate Director, Family, Infant & Preschool Program
"The addition of new chapters providing "how to" guidance in several subject areas to promote learning of young children with and without disabilities in classroom-based settings makes the second edition a resource you will turn to again and again."
Review by: Virginia Buysse, Principal Researcher, American Institutes for Research
"This edition is regarded as a primary source for anyone seeking a comprehensive approach for implementing quality inclusive practices in early education."

Table of Contents

About the Authors
About the Contributors
Foreword: Marilou Hyson, Ph.D., and Pamela Winton, Ph.D.

I: Setting the Stage for Blended Practices

1. Introduction to Blended Practices
Mary Louise Hemmeter and Jennifer Grisham-Brown
2. Curriculum Framework as a Model of Blended Practices
Jennifer Grisham-Brown and Mary Louise Hemmeter
3. Identifying Outcomes for Children in Blended Early Childhood Classrooms
Jennifer Grisham-Brown, Kristie Pretti-Frontczak, and Mary Louise Hemmeter
4. Recommended Instructional Practices
Jennifer Grisham-Brown and Mary Louise Hemmeter
Appendix 4A: Intentional Instruction Sequence Planning Form

II: Tiered Instruction

5. Universal Instructional Practices
Mary Louise Hemmeter and Jennifer Grisham-Brown
6. Focused Instructional Strategies
Kristie Pretti-Frontczak, Jennifer Grisham-Brown, and Mary Louise Hemmeter
7. Systematic Instructional Practices
Jennifer Grisham-Brown, and Mary Louise Hemmeter
Appendix 7A: Sample Intervention Plans

III: Special Considerations in the Application of Blended Practices

8. The Team Process of Planning, Implementation, and Revising Instruction
Julie Harp Rutland, Sarah Hawkins-Lear, Jennifer Grisham-Brown, and Mary Louise Hemmeter
Appendix 8A: Activity Matrix
Appendix 8B: Family Data Collection Sheet
9. Blended Practices for Promoting Social-Emotional Development in Young Children
Kathleen Artman-Meeker, Elizabeth McLaren, Mary Louise Hemmeter, and Jennifer Grisham-Brown
10. Blended Practices for Promoting Literacy Skills
Ragan H. McLeod, Jill F. Grifenhagen, Anna H. Hall, Mary Louise Hemmeter, and Jennifer Grisham-Brown
11. Promoting the Language and Literacy Skills of Dual Language Learners
Lillian Durán, Jennifer Grisham-Brown, and Mary Louise Hemmeter
Appendix 11A: Family Language Questionnaire
Appendix 11B: Family Cultural Interview
Appendix 11C: Dual Language Learner Resources
12. Blended Practices for Promoting Early Math Skills
Jessica K. Hardy, Sarah Hawkins-Lear, Mary Louise Hemmeter, and Jennifer Grisham-Brown
Appendix 12A: Early Math Screening Instrument

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