Young Children with Special Needs, Third Edition, introduces early childhood special education and intervention through the child, setting, family, and service process. Warren Umansky and Stephen R. Hooper examine developmental disabilities, assessment, family partnerships, inclusive environments, and individualized planning for students and practitioners working with young children.
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The text considers cognitive, communication, social-emotional, physical, and health-related disabilities within the early years. Developmental characteristics are connected with the environments in which children learn, keeping both the individual child and the surrounding setting central to the discussion.
Family-centered work includes cultural diversity, parent participation, and collaboration among professionals. Assessment in natural environments leads into individualized education and family service planning, with intervention discussed across motor, language, cognitive, and adaptive development. Historical and legal foundations provide context for the service system. The third edition suits introductory coursework and readers studying how child characteristics, family relationships, and educational processes fit together in early intervention.
Young Children with Special Needs introduces early intervention by holding four things together: the child, the setting, the family, and the service process. Warren Umansky and Stephen R. Hooper survey developmental disabilities, assessment, family partnerships, inclusive environments, and individualized planning for readers preparing to work with young children.
The book treats cognitive, communication, social-emotional, physical, and health-related disabilities as they appear in the early years, always tying developmental characteristics to the environments where children learn. Family-centered discussion covers cultural diversity, parent participation, and collaboration across disciplines. Assessment conducted in natural environments leads into individualized education and family service planning, and intervention is followed across motor, language, cognitive, and adaptive domains. Historical and legal foundations explain how the service system took shape. The third edition is built for introductory coursework and for readers who want child characteristics, family relationships, and educational processes understood together.
The text surveys disabilities across cognitive, communication, social-emotional, physical, and health dimensions as they present in young children. Each area is described in developmental terms so that characteristics are understood as part of a child's functioning rather than as labels.
Developmental characteristics are read alongside the environments where learning happens. Home, classroom, and inclusive settings shape what a child can do and what support is needed. Keeping both child and setting in view prevents explanations that rest on the individual alone.
Families are treated as partners rather than recipients of decisions. The book discusses parent participation, cultural diversity, and collaboration among professionals, showing how family context should inform goals. Partnership is presented as a process requiring attention and respect.
Assessment is placed where children actually spend time. The text explains how observation and evaluation in natural environments can inform decisions about strengths and needs. Results are meant to guide planning rather than stand as ends in themselves.
Assessment leads into planning that is specific to the child and family. The book describes individualized education and family service planning as ways to translate findings into goals and supports. Legal and historical foundations give the process its context.
Intervention is followed across motor, language, cognitive, and adaptive development. The text shows how support in one domain connects with progress in others, keeping the child's overall development in view. Readers see early intervention as coordinated rather than fragmented.
Students in early childhood special education, instructors teaching introductory courses, and practitioners who work with young children, families, and multidisciplinary early intervention teams.
Edition, audience, and study-guide details at a glance.
Young Children with Special Needs, Third Edition, introduces early childhood special education and intervention through the child, setting, family, and service process. Warren Umansky and Stephen R. Hooper examine developmental disabilities, assessment, family partnerships, inclusive environments, and individualized planning for students and practitioners working with young children.
This listing is for the 3rd edition. Check the title, ISBN, and book details above before ordering, especially if your course or reading list names a specific edition.
Students in early childhood special education, instructors teaching introductory courses, and practitioners who work with young children, families, and multidisciplinary early intervention teams.
Yes. This page includes an original study guide with six thematic sections, key takeaways, and a topic map for structured reading.
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