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|a2009032121
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|a9781605540139 (pbk.) :|cNT|1166
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020 |
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|a1605540137 (alk. paper)
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035 |
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|a318877152
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|a(OCoLC)318877152
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|aTWNTU|cTWNTU|dTWNTU
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|an-us---
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00
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|aLC1201|b.R64 2011
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00
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|a371.9/046|222
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095 |
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|aNTTU|bG|cE048664|d371.9046|eR719|pBOOK|y2011|fSYNSIA|zBOOK|m0|tDDC
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100 |
1
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|aRoffman, Leslie.
|
245 |
10
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|aIncluding one, including all :|ba guide to relationship-based early childhood inclusion /|cLeslie Roffman and Todd Wanerman with Cassandra Britton.
|
250 |
|
|a1st ed.
|
260 |
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|aSt. Paul, MN :|bRedleaf Press,|cc2011.
|
300 |
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|axx, 257 p. :|bill. ;|c28 cm.
|
440 |
0
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|a國科會補助人文及社會科學研究圖書計畫:弱勢者與多元文化的教育
|
504 |
|
|aIncludes bibliographical references (p. 255-257)
|
505 |
2
|
|apt. 1. The foundation of relationship-based inclusion. Why inclusion? -- Principles of relationship-based inclusion -- Sensory integration theory and the developmental-individual difference-relationship-based (DIR) model -- A way to begin: the engage-reflect-plan cycle -- pt. 2. Including all children: engage-reflect-plan. Engage: the first step is understanding -- Reflect-plan: putting understanding into action -- What's next? Revisiting the cycle -- Transitions: supporting children and families -- pt. 3. The wider view. Creating an inclusive children's community -- Supporting teachers -- The journey of families of children with special needs -- Creating an inclusive community of families -- Why inclusion? Future directions in early childhood.
|
650 |
0
|
|aInclusive education|zUnited States.
|
650 |
0
|
|aEarly childhood education|zUnited States.
|
650 |
0
|
|aChildren with disabilities|xEducation (Early childhood)|zUnited States.
|
700 |
1
|
|aWanerman, Todd.
|
700 |
1
|
|aBritton, Cassandra.
|
809 |
|
|a371.9046|eR719|y2011|tDDC|pBOOK
|