preface

Part 1: Understanding Infant Development

Chapter 1: Basic Understanding of Infant Development
1.
Concepts and principles of development
2.
Factors hindering infant development

Chapter 2 Typical Developmental Process of Infants
1.
Developmental indicators
2.
Physical and Motor Development: Development of Large Muscles
3.
Physical and Motor Development: Development of fine motor and oral motor skills
4.
cognitive development
5.
Communication development
6.
Social and emotional development
7.
Adaptive behavior development


Part 2: Understanding Children with Disabilities

Chapter 3: Characteristics of Disabilities by Type in Infants and Toddlers
1.
The concept of developmental delay
2.
Characteristics of children with intellectual disabilities
3.
Characteristics of children with autism spectrum disorder
4.
Characteristics of children with emotional and behavioral disorders
5.
Characteristics of children with communication disorders
6.
Characteristics of children with physical disabilities
7.
Characteristics of children with health disabilities
8.
Characteristics of visually impaired children
9.
Characteristics of hearing-impaired infants

Chapter 4: Guidance Methods Based on the Characteristics of Each Type of Disability in Infants and Toddlers
1.
Teaching methods according to the characteristics of children with intellectual disabilities
2.
Teaching methods based on the characteristics of children with autism spectrum disorder
3.
Guidance methods based on the characteristics of children with emotional and behavioral disorders
4.
Teaching methods according to the characteristics of children with communication disorders
5.
Teaching methods according to the characteristics of children with physical disabilities
6.
Guidance methods based on the characteristics of children with health disabilities
7.
Teaching methods according to the characteristics of visually impaired children
8.
Teaching methods according to the characteristics of hearing-impaired children

Chapter 5: Understanding Families of Children with Disabilities
1.
Understanding Parents of Children with Disabilities
2.
Understanding Siblings of Children with Disabilities
3.
Collaborative relationship between parents and teachers of children with disabilities
4.
Communication with parents of children with disabilities

Chapter 6: The Role of Professionals Related to Inclusive Education for Children with Disabilities
1.
Early childhood teacher
2.
Early childhood special education teacher
3.
Auxiliary personnel
4.
speech therapist
5.
occupational therapist
6.
physical therapist


Part 3: Understanding and Practice of Inclusive Education for Children with Disabilities

Chapter 7: Conceptual Understanding of Inclusive Education
1.
Definition and concept of inclusive education
2.
The impact of integrated education
3.
The need for integrated education
4.
Conditions for successful inclusive education
5.
Principles of integrated education

Chapter 8: Environment for Inclusive Education of Children with Disabilities
1.
Social environment for inclusive education for children with disabilities
2.
Physical environment for inclusive education of children with disabilities

Chapter 9: Principles of Teaching Strategies for Inclusive Education of Children with Disabilities
1.
Principles of General Early Childhood Education Teaching Strategies
2.
Principles of Early Childhood Special Education Teaching Strategies
3.
Principles of Inclusive Education for Children with Disabilities

Chapter 10: Teaching Methods in Daily Routine and Activities for Inclusive Education of Children with Disabilities
1.
Transfer: going to school, transfer of activities, returning home
2.
Free choice activities
3.
large group activities
4.
Snack and meal times
5.
Outdoor play activities

Chapter 11: Behavioral Support for Inclusive Education of Children with Disabilities: Behavioral Support System
1.
A perspective on behavioral problems in children
2.
Continuous Behavioral Support System

Chapter 12: Behavioral Support for Inclusive Education of Children with Disabilities: Expected Behavior Guidance
1.
The need for behavioral expectations
2.
Method of Expected Behavior Guidance

Chapter 13: Dialogue Methods for Inclusive Education of Children with Disabilities
1.
Obstacles in Conversation with Toddlers
2.
How to communicate with children and empathize with them
3.
A conversation method that connects children with each other
4.
Conversation methods to promote language development in children with disabilities

References
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This book is largely divided into three parts: Part 1: Understanding Early Childhood Development, Part 2: Understanding Children with Disabilities, and Part 3: Understanding and Practice of Inclusive Education for Children with Disabilities.
Specifically, Chapters 1 and 2 of Part 1 explain the factors hindering infant development and the developmental process in each developmental area of ​​infants to help understand the development of infants with disabilities based on an understanding of the typical infant development process.

And Chapters 3 through 6, which correspond to Part 2, explain the characteristics of each type of disability that is frequently encountered in integrated education settings and special teaching methods according to those characteristics to help with a general understanding of children with disabilities, and explain the roles of professionals (early childhood teachers, early childhood special education teachers, assistants, speech therapists, occupational therapists, and physical therapists) related to integrated education for children with disabilities.

Chapters 7 through 13 of Part 3 cover the basic concepts, theory, and practice of inclusive education for children with disabilities.
Specifically, it explains the concept of inclusive education, the social and physical environment for inclusive education of children with disabilities, teaching strategies for general early childhood education, early childhood special education, and inclusive education of children with disabilities, methods for educating children with disabilities within the daily routine and activities of early childhood education institutions, a continuous support system and guidance on expected behavior for children with disabilities, and teachers' communication methods for inclusive education.