As more and more early childhood settings implement inclusive practices, teachers need to blend special and general education techniques to help all children learn. Theyll find out how with the new edition of this bestselling text, which combines todays 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 childs individual needs, and embedding learning opportunities that address all childrens goals. Teachers will learn from the fields most current research, and theyll 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 educators guide to blending the best of special and general education, developing effective curricula, and improving outcomes for all children. WHATS NEWIncreased 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 mathThe latest on state and federal funding initiatives for early childhood--and how to maintain quality practices that align with these initiativesMore guidance on determining the scope and sequence of what to teach childrenCurrent recommendations from key professional organizations like NAEYC and DEC, and their implications for teachersUSER-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. See how this product helps strengthen Head Start program quality and school readiness. About the Author: Jennifer Grisham-Brown, Ed.D., is Professor in the Interdisciplinary Early Childhood Education program at the University of Kentucky, Lexington. She received her doctorate in Education from the University of Kentucky. She is also Director of the Early Childhood Laboratory at the University of Kentucky, an inclusive early childhood program for children from birth to 5 years of age. Dr. Grisham-Brown directs research projects on topics including linking assessment and instruction, early care and education program quality, and individualizing instruction for young children with disabilities. In addition, she has conducted research on the effectiveness of instructional procedures that are embedded into developmentally appropriate activities, use of distance learning in personnel preparation programs, and assessment strategies for students with significant disabilities. Dr. Grisham-Brown provides training and technical assistance through the United States on these topics. Dr. Grisham-Brown is co-founder of a children (TM)s home and preschool program in Guatemala City called Hope for Tomorrow, where she accompanies students for the education abroad program. Mary Louise Hemmeter, Ph.D., is Professor in the Department of Special Education at Vanderbilt University. Her research focuses on effective instruction, social-emotional development, challenging behavior, and on coaching teachers. She has been a principal investigator (PI) or co-PI on numerous projects funded by the U.S. Departments of Education and Health and Human Services. Through her work on the National Center on Social Emotional Foundations for Early Learning and Institute of Education Sciences (IES)-funded research projects, she was involved in the development of the Pyramid Model for Supporting Social Emotional Competence in Young Children and practice-based coaching, a model for supporting teachers in implementing effective practices. She is currently the PI on on an IES-funded development project on programwide supports for implementing the Pyramid Model, a co-PI on an IES developmental project on implementing the Pyramid Model in infant-toddler settings, and a co-PI on an IES efficacy sutdy examining approaches to supporting teachers in implementing embedded instructions. She was a coeditor of the Journal of Early Intervention and President of the Council for Exceptional Children (TM)s Division for Early Childhood (DEC). She received the Mary McEvoy Service to the Field Award from the Division for Early Childhood. Pamela J. Winton, a Senior Scientist at Frank Porter Graham Child Development Institute, has been involved