Achieving Learning Goals Through Play, 2nd ed.
by Anne H. Widerstrom (Brookes Publishing, 2004, ISBN 9781557666987)
The best early childhood inclusive classrooms are all about creating opportunities for learning through play. Much of that play happens in traditional play areas and times such as home living and dramatic play, art center, sensory table, music time, and outdoor playtime. Achieving Learning Goals Through Play offers suggestions and tips for teachers that can help them become more intentional in their planning for these learning experiences for all children in the inclusive classroom.
Blended Practices for Teaching Young Children in Inclusive Settings
by Jennifer Grisham-Brown, Mary Louise Hemmeter, and Kristie Pretti-Frontczak (Brookes Publishing, 2005, ISBN 9781557667991)
This resource offers a more holistic approach to planning for the early childhood classroom. Why plan some experiences for the typically developing children and then have to make changes for the children with special needs? Authors Grisham-Brown, Hemmeter, and Pretti-Frontczak suggest that the most effective planning blends the best of special and general education strategies into one approach that meets the needs of everyone in the classroom.
Building Blocks for Teaching Preschoolers with Special Needs, 2nd ed.
by Susan R. Sandall and Ilene S. Schwartz (Brookes Publishing, 2008, ISBN 9781557669674)
Those new to inclusion will find this book very informative. It not only answers questions about inclusive practices; it also provides great examples of classroom experiences that are structured to meet the learning needs of children with low need as well as those who need much more instructional support. The Early Childhood Quality Network (ECQnet) that Ohio teachers rely upon for early childhood professional development modules uses Building Blocks for their modules that introduce inclusive practices and special education topics such as curriculum modifications and instructional strategies that help children with individual learning objectives.
Creating Inclusive Learning Environments for Young Children: What to Do on Monday Morning
by Clarissa Willis (Corwin Press, 2009, 9781412957199)
If you are working to improve your classroom or your teaching practice by making it more accessible and inclusive, this text offers a wealth of information in a succinct and clear manner. After a general introduction that answers questions about why inclusion is important and why it is beneficial to blend inclusive practices into the general classroom, the book provides information about specific disabilities and how to make changes in the classroom and teaching practices that will provide your young people more access to what's going on in the classroom. There is also a glossary of important terms after each chapter, as well as extensive lists of specific strategies, children's books, and professional resources that will be helpful for that issue or disability.
Engagement of Every Child in the Preschool Classroom
by R. A. McWilliam and Amy M. Casey (Brookes Publishing, 2007, ISBN 9781557668578)
Have you ever walked into a classroom where children were so focused on learning that they didn't even turn around to see who was entering their space? Most of us don't have that level of success, but this text can help teachers work toward that end. Here you will find field-tested strategies for intentional learning, routine, and transition times that can heighten children's engagement and success.
Including One, Including All: A Guide to Relationship-Based Early Childhood Inclusion
by Leslie Roffman and Todd Wanerman (Redleaf Press, 2010, ISBN 9781605540137).
This text explains the model used by teachers at the Little School who are not trained special education teachers and who, when they first began their journey into inclusion, felt "ill-equipped and nervous" about the idea of adopting an inclusion model for their preschool. Now, however, they feel empowered by their success to offer a "practitioner-based approach" for the inclusive classroom teacher. If you are looking for a print-based explanation of inclusion, the first chapter of the book is the place to go. Also very interesting is the chapter on working with families and the practical appendix that captures the language of inclusion in a variety of situations.
Inclusion Strategies for Young Children, 2nd ed.
by Lorraine O. Moore (Corwin Press, 2009, 9781412971089)
Teachers are looking for practical and appropriate ways to make their teaching more engaging and meaningful for all the children in the classroom. The strategies in Ms. Moore's book are divided into multiple categories and are specific enough to be very helpful and not so burdened down with jargon that they are difficult to understand or put into practice. This updated edition includes current information about IDEA and organizations that support children with special needs and teachers in inclusive classrooms.
The Inclusive Early Childhood Classroom: Easy Ways to Adapt Learning Centers for All Children
by Patti Gould and Joyce Sullivan (Gryphon House, 1999, ISBN 9780876592038).
This book offers just what it says, examples and suggestions for teachers who serve children with a range of abilities and disabilities. The experience descriptions are organized to correspond with common learning centers, transitions, and routines. What makes this activity book different from most books teachers use as they plan is that each experience listed includes information about ways to meet the needs of children with special needs.
The Me, Too! Series
edited by Marci J. Hanson and Paula Beckman (Brookes Publishing, 2001, ISBN 1557665087)
These little books have been written with the needs of parents of young children with disabilities in mind. Each one discusses one area which has been found to be important to children who have special needs and attend preschool with typically developing children. The titles are Introducing Me; My Community, My Family; My New Friends; Look What I Can Do Now; On My Best Behavior; and It's Time for Preschool.