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The Carolina Curriculum for Preschoolers with Special Needs
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The Carolina Curriculum for Preschoolers with Special Needs is designed for use with children in the 24 to 60 months developmental range who have mild to severe special needs. It is a criterion-referenced system that links assessment to intervention and includes jargon-free, logical teaching sequences with specific curricular intervention strategies. The CCPSN is similar in structure to the CCITSN. The opening chapters of the book discuss the approach and principles of CCPSN, highlight changes from the previous edition, and offer instructions on how to use the curriculum. Most of the book outlines the 22 teaching sequences, which are clustered into five areas: cognition, communication, social/adaptation, fine motor, and gross motor. Every sequence is introduced with a short description and special adaptation ideas for children with motor, vision, or hearing impairments. This volume overlaps with the third edition of CCITSN at the 24 to 36 months levels, which will provide an easier transition between the two curricula than in previous editions.
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Table of Contents

Introduction; Optimal Environments for Preschoolers with Special Needs; How to Use the CCPSN Assessment Log; Sequences; Social Adaptation; Self Regulation; Interpersonal Skills; Self-Concept; Self-Help Skills: Eating; Self-Help Skills: Dressing; Self-Help Skills: Grooming; Self-Help Skills: Toileting; Cognition; Attention and Memory: Visual; Visual Perception: Blocks and Puzzles; Visual Perception: Matching and Sorting; Functional Use of Objects and Symbolic Play; Problem Solving/Reasoning; Cognition/Communication; Number Concepts; Concepts/Vocabulary: Receptive; Concepts/Vocabulary: Expressive; Communication; Attention and Memory: Auditory; Verbal Comprehension (following directions); Conversation Skills; Sentence Construction; Imitation: Vocal; Fine Motor; Motor Imitation; Fine Motor Skills: Grasp and Manipulation; Fine Motor Skills: Bilateral Skills; Fine Motor Skills: Tool Use; Visual Motor Skill; Gross Motor; Gross Motor Skills Upright: Posture and Locomotion; Gross Motor Skills Upright: Balance; Gross Motor Skills: Balls; Gross Motor Skills: Outdoor Play; Appendix A; Appendix B ]

About the Author

Nancy M. Johnson-Martin, Ph.D., has been a consultant for assessment and early intervention following her retirement fromm the University of North Carolina at Chapel Hill where she held positions in the Division for Disorders of Development and Learning and in the Frank Porter Graham Child Development Center (now called the Frank Porter Graham Child Development Institute). Bonnie J. Hacker, M.H.S., OTR/L, is an occupational therapist with more than 25 years of experience working with children. She holds certifications in Neurodervelopmental Therapy, Southern California Sensory Integration Tests, and Sensory Integration and Parxis Tests. She is currently the director of Emerge A Child's Place, a pediatric clinic in Durham and Chapel Hill, North Carolina, that provides children with occupational and speech therapy services. Susan M. Attermeier, Ph.D., PT, is a pediatric physical therapist in private practice in Hillsborough, North Carolina. She was previously Assistant Professor in the Division of Physical Therapy at the University of North Carolina at Chapel Hill. "

Reviews

"Very helpful to me as an early intervention service coordinator. I have used the training I received and the manual to assist families in developing and completing IFSP outcomes for families, and used this as a monitoring piece for parents to see how their child is making progress."--Michelle Isaacs"Early Intervention Service Coordinator, CDSA of the Blue Ridge, NC" (08/05/2008) "I find [Carolina Curriculum] very helpful when I want a more in-depth curriculum-oriented assessment than standardized testing can provide. I also sometimes go directly to the intervention activities when I need ideas for IFSP Outcome activities." --Lee Rouse

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