An essential teaching companion for instructors of pre-K educators, this convenient CD-ROM is a vivid blueprint for effective inclusive education using the popular Building Blocks approach.

Following the structure of the bestselling textbook with almost 40 pages of all-new material, this comprehensive guide helps teacher educators provide effective instruction on the three types of Building Blocks inclusion strategies. Ideal for use with preservice or inservice early childhood educators, this CD-ROM gives trainers everything they need to enhance their teacher preparation sessions:

• 8 engaging audio-visual presentations with optional audio narrationvideo clips of teachers and children demonstrating successful curriculum modifications and adaptations
• a NEW module (not in the textbook) on planning successful inclusive classrooms
• helpful presentation notes that can be used as a general guide or a more explicit script during professional development courses
• group activities that prepare pre-K teachers to solve challenges and promote learning in inclusive classrooms
• more strategies on inclusion and assessment that aren't in the textbook
• explicit instructions on how to use the forms in the book

With this comprehensive trainer's guide, professional development leaders and college professors can be confident they're delivering effective instruction on the Building Blocks model--and preparing pre-K teachers to create high-quality inclusive classrooms.

Get pre-K teachers ready to use the three Building Blocks of inclusion:

• curriculum modifications that allow all children to participate
• embedded learning opportunities used in typical classroom activities
• child-focused instructional strategies that help students with individual learning objectives
  
  About the Author:
  Dr. Joseph is an associate professor in the area of Early Childhood and Family Studies at the University of Washington. She teaches courses, advises students, provides service and conducts research on topics related to early care and education.

  Dr. Joseph has been involved in a number of research projects and training and technical assistance activities at the local, state and national levels related to child care quality, teacher preparation, and promoting children's social emotional development as well as preventing challenging behavior in early learning settings.

  She is the Founding Executive Director of Cultivate Learning, and was the Principal Investigator and director of the Head Stat Center for Inclusion (Headstartinclusion.org) and Co‐PI of the National Center for Quality Teaching and Learning funded by the Office of Head Start. At Cultivate Learning she oversees the work of quality ratings in all licensed childcare and state prek programs in the state.

  Dr. Sandall is Professor Emeritus at the University of Washington. She has directed personnel preparation projects, developed curriculum materials for all age groups, and published materials on educational practices to facilitate optimal outcomes for infants, toddlers, and preschoolers with disabilities.

  Her scholarly interests are effective instructional practices for young children with disabilities in inclusive settings, the changing roles of teachers of young children, and effective approaches to professional development and knowledge utilization.

  She was Principal Investigator of the National Center on Quality Teaching and Learning for the Office of Head Start; the Center continues its work as the EarlyEdU Alliance at Cultivate Learning at the UW. Dr. Sandall serves on the Division for Early Childhood (DEC) Commission on Recommended Practices and edited publications on the practices. She is on the editorial boards of Journal of Early Intervention and Topics in Early Childhood Special Education.

  Dr. Schwartz is Professor of Special Education and Director of the Haring Center at the University of Washington. Dr. Schwartz is also the Director of Project DATA (Developmentally Appropriate Treatment for Autism), a school‐based early intervention intensive behavioral intervention program for children with autism. She has an extensive background working with young children with special needs and their families, specifically with young children with autism and related disabilities.

  Dr. Schwartz is the director of the Applied Behavior Analysis Program at the UW, and is dedicated to creating high quality inclusive schools so that all children, regardless of their background or ability, can attend the school of their choice and receive a high quality education.

  Dr. Schwartz has published numerous chapters and articles about early childhood education and social validity. She serves on the editorial review boards of Topics in Early Childhood Special Education and the Journal of Early Intervention.