Meaningful, authentic assessment practices are one key to the success of early childhood inclusion. Prepare current and future teachers with the second edition of this comprehensive textbook, an in‐depth guide to the how and the why of high‐quality assessment in the context of inclusive early childhood settings.
Updated with an emphasis on equity and coverage of other critical topics, the second edition of this comprehensive textbook takes a blended practices approach to assessment in inclusive settings, combining recommended practices from early childhood education and early childhood special education. Well‐known experts Kristie Pretti‐Frontczak, Jennifer Grisham, and contributor Lynn Sullivan have developed this text to align with Division for Early Childhood Recommended Practices on assessment. Educators will learn how to select and use assessment instruments, conduct authentic assessment during daily activities and routines, collaborate with families and other team members, conduct eligibility assessments, use assessment to inform program planning and monitor progress, master the challenges of kindergarten assessment, and more.
Ideal for both undergraduate and graduate courses and professional development programs, this comprehensive text gives teachers the knowledge and tools they need to implement high‐quality assessment and reap its benefits: inclusive, family‐centered programming that improves outcomes for all children.
WHAT'S NEW:
- New section on considerations for special populations: dual language learners, children in kindergarten, and children who have severe and multiple disabilities
- Increased focus on educational equity throughout the book
- New and expanded coverage of important themes and topics, including authenticity, collaborative partnerships, and data‐based decision making
- New invited contributors who are experts in the field and advocates for early childhood inclusion
- More practical materials, including new and extended case studies, a revised Curriculum‐Based Assessment Rating Rubric and glossary, and a list of recommended practices
- Overview of revised versions of commonly used curriculum‐based assessments, including AEPS‐3, COR Advantage, and Work Sampling System
- Companion materials for faculty, including PowerPoints with links to activities and resources
Dr. Kristie Pretti-Frontczak is a highly sought-after speaker, accomplished author, and educatorsâ (TM) educator. With nearly three decades of educational experience, Kristie cultivates real change within educational systems. She instills an impressive sense of joy, humor, and fun in creating inclusive educational practices and empowering teachers and leaders to spread wellness both in and beyond the classroom walls. Along with Dr. Julie Causton, at Inclusive Schooling, Kristie designs and delivers transformative professional development that addresses and supports the wholeness of the adult professional and helps leaders create school cultures that ensure all children experience a sense of belonging. Kristie spent 16 years, as faculty, at Kent State University and has published extensively in peer-referenced journals and is an author of over 10 books and monographs. Since 2013 she has followed her true passion, which is supporting adult learners. As a result, she has accumulated over 50,000 hours of helping educators and leaders work from a place of compassion, hope, and love in locations from Cincinnati to Singapore. She currently resides in Northeastern Ohio. You can learn more about Kristie and Inclusive Schooling at www.inclusiveschooling.com.
Check out our spotlight on Kristie Pretti‐Frontczak! Discover bestselling books, an engaging webinar recording on inclusion, and download a free classroom poster! Dr. Grisham 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 Faculty 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 has directed 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, the application of multi-tiered systems of support in early childhood settings, and coaching teachers and caregivers to implement evidencebased instructional strategies with fidelity. Dr. Grisham is Project Director for the Kentucky Deaf-Blind Project, which provides technical assistance to families and service providers of infants, toddlers, children, and youth with deaf-blindness. She coauthored a book titled Reach for the Stars: Planning for the Future (with D. Haynes; American Printing House for the Blind, 2013), which is used to support families of young children in planning for their childrenâ (TM)s future and articulating their priorities to educational team members, as well as Blended Practices for Teaching Young Children in Inclusive Settings, Second Edition (with M. L. Hemmeter; Brookes Publishing Co., 2017), and Assessing Young Children in Inclusive Settings: The Blended Practices Approach (with K. Pretti-Frontczak; Brookes Publishing Co., 2011).
Finally, Dr. Grisham directed the nationwide field test for AEPS-3. Dr. Grisham is frequently asked to provide professional development to state departments of education, universities, and local education agencies on topics for which she conducts research throughout the country. Dr. Grisham is co-founder of a childrenâ (TM)s home and preschool program in Guatemala City, Hope for Tomorrow, where she accompanies students for the education abroad program. Dr. Grisham also works internationally in other locations to promote inclusion of young children with disabilities.
Lynn Sullivan, M.Ed. is currently a private consultant in the areas of special education, early childhood, and interagency collaboration. After a first career in social work, she spent 35 years as the early childhood consultant for one of twenty regional technical assistance centers in Texas. In that career with Education Service Center, Region 11, Ms. Sullivan provided consultative and technical assistance to local school districts, charter schools, and community agencies in the development and improvement of instructional programs and services for students with disabilities age three, four, and five. She planned, facilitated, presented and coordinated regional training for educators (including PreK and K teachers), speech language pathologists, diagnosticians, campus and district leaders of preschoolers with disabilities These were based on Federal, state, regional and local data sources along with anecdotal patterns, trend lines in longitudinal data analysis and school district priorities. In conjunction with Drs. Pretti-Frontczak and Grisham, Ms. Sullivan developed a multi-year, data driven project to support and sustain best practices in meeting the needs of young children with disabilities in small and rural communities.Ms. Sullivan served as the Part B representative on the Texas Interagency Coordinating Council for Early Childhood Intervention for 18 years, and is currently a member of CEC and DEC, having served as Texas DEC president 1994-1996.
