Author: Frances Wardle, PhD

Educating Children with Exceptionalities has been specifically developed for early childhood education programs, providing a balanced focus on children with disabilities or developmental delays; children who are gifted and talented; and twice-exceptional children—those who are gifted and talented and have one or more disabilities. The text starts from the beginning, diving deep into the history of education in the United States and the laws—both past and present—that shape how teachers support and work with exceptional children. It also examines the wide range of factors that can contribute to exceptionalities, beginning with pregnancy and continuing through a child’s development. The text is laden with the theory, history, and application necessary for students to grasp this multi-faceted topic and provides authentic, from-the-field experiences of practitioners, parents, and community members whose lives are intertwined with exceptional young children. The author believes that for future educators to be effective and successful, they must understand all of the medical, legal, societal, historical, cultural, political, familial, and media-related factors that influence the lives of children with exceptionalities, and presents the topics so that educators will be better equipped to work with exceptional children and their families.

Table of Contents

Abbreviated Contents

Educating Children with Exceptionalities, Online Textbook

• Educating Children with Exceptionalities
• Copyright © 2027 by The Goodheart-Willcox Company, Inc.
• Preface
• About the Author
• Reviewers
• Acknowledgments
• Features of the Textbook
• • Chapter Opening Materials
  • Additional Features
  • Illustrations
  • End-of-Chapter Content
• Tools for Student and Instructor Success
• • Student Tools
  • Instructor Tools
• Brief Contents
• Contents
• Feature Contents
• • Case Study
  • Videos from the Field
  • Spotlight
  • Teacher Profile
  • Historical Lens
  • Cultural Lens
• Introduction
• Unit 1 Working with Young Children with Exceptionalities: An Introduction and Causes
• • Unit 1 Chapters
• Chapter 1 Introduction: Young Children with Exceptionalities
• • Chapter 1 Learning Outcomes
  • Chapter 1 Key Terms
  • Chapter 1 Introduction
  • 1.1 Young Children, Birth to Age 8
  • 1.2 Exceptional Children
  • 1.3 Young Children with Developmental Delays and Special Needs
  • 1.4 Young Children with Multiple Delays or Disabilities
  • 1.5 Programs that Serve Young Children with Various Delays or Disabilities
  • 1.6 Young Children Who Are Gifted and Talented
  • 1.7 Twice-Exceptional Young Children
  • 1.8 Typically Developing Children vs. Children with Exceptionalities
  • 1.9 Inclusion of Children with Exceptionalities and Natural Environments
  • Chapter 1 Review and Assessment
• Chapter 2 Causes of Exceptionalities
• • Chapter 2 Learning Outcomes
  • Chapter 2 Key Terms
  • Chapter 2 Introduction
  • 2.1 Chromosomal and Genetic Disorders
  • 2.2 Prenatal Teratogens/Poisons
  • 2.3 Effects of Maternal Stress During Pregnancy
  • 2.4 Birthing Complications
  • 2.5 Illness, Accidents, and Environmental Hazards
  • 2.6 Trauma: Child Abuse and Child Neglect
  • 2.7 Environmental, Social, and Educational Trends That Influence Disabilities/Delays
  • 2.8 The Struggle to Find a Cause for Autism Spectrum Disorder
  • Chapter 2 Review and Assessment
• Unit 2 Young Children with Exceptionalities in the United States: History, Laws, and Classification
• • Unit 2 Chapters
• Chapter 3 U.S. History and Laws Affecting Young Children with Exceptionalities
• • Chapter 3 Learning Outcomes
  • Chapter 3 Key Terms
  • Chapter 3 Introduction
  • 3.1 History and Philosophy of Public Education in the United States
  • 3.2 Child Care and Head Start
  • 3.3 History of Racial and Ethnic Discrimination in Schools
  • 3.4 School Desegregation
  • 3.5 Eugenics: Development of the IQ Tests, Army Alpha and Beta Tests, and the Concept of Giftedness
  • 3.6 History of the Rights of Students with Exceptionalities
  • 3.7 Individuals with Disabilities Education Act: Parts A, B, C, D, and E
  • 3.8 Americans with Disabilities Act
  • 3.9 Jacob K. Javits Gifted and Talented Students Education Act
  • Chapter 3 Review and Assessment
• Chapter 4 Classification of Young Children with Exceptionalities
• • Chapter 4 Learning Outcomes
  • Chapter 4 Key Terms
  • Chapter 4 Introduction
  • 4.1 The 13 Federal Categories for Part B of IDEA
  • 4.2 Five Developmental Categories for Part C Defined by Each State
  • 4.3 Identifying Children Who Are GT
  • 4.4 Standardized and Authentic Assessments
  • 4.5 Screening and Identification
  • 4.6 Problems with Assessment of Young Children
  • 4.7 The Individualized Education Plan
  • 4.8 The Individualized Family Service Plan
  • 4.9 Where Services are Provided (Including Private Programs)
  • 4.10 Who Pays for Early Childhood Special Education Services?
  • Chapter 4 Review and Assessment
• Unit 3 Knowledge and Approaches to Working with Young Children with Exceptionalities and their Families
• • Unit 3 Chapters
• Chapter 5 Early Childhood Body of Knowledge
• • Chapter 5 Learning Outcomes
  • Chapter 5 Key Terms
  • Chapter 5 Introduction
  • 5.1 Constructivist Theory
  • 5.2 Psychosocial Development Theory
  • 5.3 Sociocultural Theory
  • 5.4 Ecological Systems Theory
  • 5.5 Behaviorism
  • 5.6 Information Processing
  • 5.7 The Montessori Method
  • 5.8 John Dewey
  • 5.9 STEM/STREAM
  • 5.10 Neuroscience/Brain-Based Learning
  • Chapter 5 Review and Assessment
• Chapter 6 General Approaches to Working with Young Children with Exceptionalities
• • Chapter 6 Learning Outcomes
  • Chapter 6 Key Terms
  • Chapter 6 Introduction
  • 6.1 Things to Do Before Recommending a Child for an Assessment of a Possible Disability/Delay
  • 6.2 Use of the Arts in Working with Children with Disabilities/Delays and Twice-Exceptional Children
  • 6.3 Behavioral Approaches
  • 6.4 Bloom’s Taxonomy of Educational Objectives
  • 6.5 Explain the Use of Assistive Technology
  • 6.6 Response to Intervention
  • 6.7 Universal Design for Learning
  • Chapter 6 Review and Assessment
• Chapter 7 Working with Families of Young Children with Exceptionalities
• • Chapter 7 Learning Outcomes
  • Chapter 7 Key Terms
  • Chapter 7 Introduction
  • 7.1 General History of Programs Working with Families
  • 7.2 History of Family Engagement Programs for Families of Children with Disabilities/Delays
  • 7.3 Theoretical Approaches to Working with Families of Children with Disabilities/Delays
  • 7.4 Head Start/Early Head Start Model for School–Family Partnerships
  • 7.5 Epstein’s School–Family Partnership Model
  • 7.6 Family Systems Model for Families of Children with Disabilities/Delays
  • 7.7 Impact of an Exceptional Child on Other Family Members
  • Chapter 7 Review and Assessment
• Unit 4 How to Best Serve Young Children with Exceptionalities: Least Restrictive Environment, Inclusion, and Programs
• • Unit 4 Chapters
• Chapter 8 Least Restrictive Environment, Inclusion, and How Best to Serve Young Children with Exceptionalities
• • Chapter 8 Learning Outcomes
  • Chapter 8 Key Terms
  • Chapter 8 Introduction
  • 8.1 Least Restrictive Environment, Mainstreaming, and Regular Education Initiatives
  • 8.2 Continuum of Service Delivery Options
  • 8.3 Full Inclusion
  • 8.4 Full Inclusion or Full Acceptance?
  • 8.5 Inclusion in Private Schools and Charter Schools
  • 8.6 Inclusion of Gifted and Talented and Twice-Exceptional Children
  • 8.7 Interdisciplinary, Multidisciplinary, and Transdisciplinary Teams
  • 8.8 Cooperative or Co-Teaching
  • Chapter 8 Review and Assessment
• Chapter 9 Programs for Young Children with Exceptionalities
• • Chapter 9 Learning Outcomes
  • Chapter 9 Key Terms
  • Chapter 9 Introduction
  • 9.1 Public Elementary Schools and Children with Disabilities/Delays
  • 9.2 Non-Public Elementary Schools
  • 9.3 Public School Preschool Programs
  • 9.4 Head Start and Department of Defense Early Childhood Programs
  • 9.5 State-Funded Preschool Programs
  • 9.6 Religious/Faith-Based Early Childhood Programs
  • 9.7 Non-Religious and Non-Public School Early Childhood Programs
  • 9.8 Infant/Toddler Care
  • 9.9 Family Child Care
  • Chapter 9 Review and Assessment
• Unit 5 Approaches to Working with Young Children with a Variety of Exceptionalities
• • Unit 5 Chapters
• Chapter 10 Approaches to Working with Young Children with Specific Learning Disabilities
• • Chapter 10 Learning Outcomes
  • Chapter 10 Key Terms
  • Chapter 10 Introduction
  • 10.1 The Definition of Specific Learning Disabilities
  • 10.2 Young Children with Specific Learning Disabilities/Delays
  • 10.3 The Use of Cognitive Training and Mnemonic Devices for Young Children with Specific Learning Disabilities/Delays
  • 10.4 The Learning Strategies Approach and Other Instructional Approaches for Young Children with Specific Disabilities/Delays
  • 10.5 Direct Instruction with Young Children with Specific Learning Disabilities/Delays
  • 10.6 Young Children with Learning Disabilities/Delays Who Are Gifted and Talented
  • 10.7 Curricular and Instructional Approaches for Young Children with Specific Learning Disabilities/Delays Who Are Also Gifted and Talented
  • Chapter 10 Review and Assessment
• Chapter 11 Approaches to Working with Young Children Who Have Attention-Deficit/Hyperactivity Disorder
• • Chapter 11 Learning Outcomes
  • Chapter 11 Key Terms
  • Chapter 11 Introduction
  • 11.1 The Clinical Definition of ADHD
  • 11.2 Assessment and Misidentification of Young Children with ADHD
  • 11.3 Under-Identification of Black and Latino Children with ADHD
  • 11.4 Federal IDEA Definition of ADHD
  • 11.5 Children with ADHD Who Are Gifted and Talented
  • 11.6 Causes of ADHD
  • 11.7 Treatment and Intervention for Young Children with ADHD
  • 11.8 Approaches to Working with Young Children with ADHD
  • 11.9 Teaching Social and Emotional Skills and Working with Families of Children with ADHD
  • Chapter 11 Review and Assessment
• Chapter 12 Approaches to Working with Young Children with Autism Spectrum Disorder
• • Chapter 12 Learning Outcomes
  • Chapter 12 Key Terms
  • Chapter 12 Introduction
  • 12.1 What is ASD?
  • 12.2 Causes of ASD in Young Children
  • 12.3 Prevalence of ASD in Young Children
  • 12.4 Characteristics of Young Children with ASD
  • 12.5 Diagnoses of ASD in Young Children
  • 12.6 Neurodiversity
  • 12.7 Learning Environments for Young Children Who Are Typically Developing and Adaptations for Children with ASD
  • 12.8 Approaches to Working with Young Children with ASD
  • 12.9 Specific Approaches to Working with Young Children with ASD
  • 12.10 Use of Naturalistic Teaching Strategies, Peer Support, and Cognitive/Language Strategies to Help Young Children with ASD Self-Regulate
  • Chapter 12 Review and Assessment
• Chapter 13 Approaches to Working with Young Children with Hearing and Vision Loss, and with Communication Disorders
• • Chapter 13 Learning Outcomes
  • Chapter 13 Key Terms
  • Chapter 13 Introduction
  • 13.1 Young Children Who are Deaf-Blind
  • 13.2 Young Children with Deafness and Who are Hard of Hearing
  • 13.3 Young Children with Speech or Language Disabilities/Delays
  • 13.4 Young Children with Communication Disorders
  • 13.5 Young Children with Vision Loss
  • 13.6 Using Sign Language with Young Children Who are Deaf or Hard of Hearing
  • 13.7 Working with Young Children Who are Hard of Hearing
  • 13.8 Working with Young Children with Speech and Language Disabilities/Delays and Communication Disorders
  • 13.9 Working with Young Children with Vision Loss
  • 13.10 Use of Assistive Technology with Young Children Who Have Disabilities/Delays
  • Chapter 13 Review and Assessment
• Chapter 14 Approaches to Working with Young Children with Emotional and/or Behavioral Disorders
• • Chapter 14 Learning Outcomes
  • Chapter 14 Key Terms
  • Chapter 14 Introduction
  • 14.1 Definitions for Young Children with Emotional and/or Behavioral Disorders
  • 14.2 Identification of Young Children with Emotional and/or Behavioral Disorders
  • 14.3 Misidentification of Young Children with Emotional and/or Behavioral Disorders
  • 14.4 Causes of Emotional and Behavioral Disorders in Young Children
  • 14.5 Adverse Childhood Experiences and Toxic Stress
  • 14.6 Trauma-Informed Care for Young Children with Disabilities/Delays
  • 14.7 General Approaches to Working with Children Who Have Experienced Toxic Stress or Have Emotional and/or Behavioral Disorders
  • 14.8 Working with Young Children with Emotional and/or Behavioral Disorders
  • 14.9 Additional Ideas for Working with Young Children with Emotional and/or Behavioral Disorders
  • Chapter 14 Review and Assessment
• Chapter 15 Approaches to Working with Young Children with Intellectual Disabilities and Sensory Processing Disorders
• • Chapter 15 Learning Outcomes
  • Chapter 15 Key Terms
  • Chapter 15 Introduction
  • 15.1 Definition of Intellectual Disabilities/Delays in Young Children
  • 15.2 Identification of Young Children with Intellectual Disabilities/Delays
  • 15.3 Causes of Intellectual Disabilities/Delays in Young Children: Genetics and Brain Development
  • 15.4 Causes of Intellectual Disabilities/Delays in Young Children: Environmental Impacts
  • 15.5 Working with Young Children with Intellectual Disabilities/Delays
  • 15.6 Using Generalizations, Task Analysis, and Scaffolding in Working with Young Children with Intellectual Disabilities/Delays
  • 15.7 Sensory Processing (Integration) Disorders in Young Children
  • 15.8 Approaches to Working with Young Children with Sensory Processing Disorders
  • Chapter 15 Review and Assessment
• Glossary
• References
• Index