Resources for Individualizing in Early Childhood
Other Articles and Resources
Ayres, A.J. 2005. Sensory Integration and the Child: Understanding Hidden Sensory Challenges, 25th anniversary edition. Los Angeles: Western Psychological Services.
Banda, D.R., E. Grimmett, & S.L. Hart. 2009. “Activity Schedules: Helping Students with Autism Spectrum Disorders in General Education Classrooms Manage Transition Issues.” Teaching Exceptional Children 41 (4): 16–21.
Barton, E.E., K. Lawrence, & F. Deurloo. 2012. “Individualizing Interventions for Young Children With Autism in Preschool.” Journal of Autism and Developmental Disorders 42 (6): 1205–1217.
Brassell, D. 2010. Dare to Differentiate: Vocabulary Strategies for All Students. Teaching Practices That Work Series. 3rd ed. New York: Guilford.
Coleman, M.R., V. Buysse, & J. Neitzel. 2006. Recognition and Response: An Early Intervening System for Young Children At-Risk for Learning Disabilities. Chapel Hill: The University of North Carolina at Chapel Hill, FPG Child Development Institute.
Council for Exceptional Children Division for Early Childhood (DEC). 2010. “Responsiveness to ALL Children, Families, and Professionals: Integrating Cultural and Linguistic Diversity Into Policy and Practice.” Position statement. Missoula, MT: DEC.
Cox, J.T. 2008. Differentiating in Number and Operations & the Other Math Content Standards, Pre-K–Grade 2. Portsmouth, NH: Heinemann.we
DeBaryshe, B.D., D.M. Gorecki, & L.N. Mishima-Young. 2009. “Differentiated Instruction to Support High-Risk Preschool Learners.” NHSA Dialog 12 (3): 227–44.
Dunlap, G., K. Wilson, & J. Lee. 2013. Prevent-Teach-Reinforce for Young Children: The Early Childhood Model of Individualized Positive Behavior Support. Baltimore: Brookes.
Dunn, W. 2007. “Supporting Children to Participate Successfully in Everyday Life by Using Sensory Processing Knowledge.” Infants & Young Children 20 (2): 84–101.
Gardner, H. 2011. Frames of Mind: The Theory of Multiple Intelligences. 3rd ed. New York: Basic Books.
Gettinger, M., & K.C. Stoiber. 2012. “Curriculum-Based Early Literacy Assessment and Differentiated Instruction With High-Risk Preschoolers.” Reading Psychology 33 (1–2): 11–46.
Grisham-Brown, J., & K. Pretti-Frontczak. 2003. “Using Planning Time to Individualize Instruction for Preschoolers With Special Needs.” Journal of Early Intervention 26 (1): 31–46.
Jones, S., L. Clark, & G. Enriquez. 2009. The Reading Turnaround: A Five-Part Framework for Differentiated Instruction. New York: Teachers College Press.
Katz, L.G., & S.C. Chard. 2000. Engaging Children’s Minds: The Project Approach. 2nd ed. Stamford, CT: Ablex.
Kosanovich, M. 2012. Using Instructional Routines to Differentiate Instruction: A Guide for Teachers. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Kosanovich, M.L., C. Weinstein, & E. Goldman. 2009. Using Student Center Activities to Differentiate Reading Instruction: A Guide for Teachers. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Lesaux, N. K., & S.H. Marietta. 2012. Making Assessment Matter: Using Test Results to Differentiate Reading Instruction. New York: Guilford Press.
Lynch, S., & C. Simpson. 2004. “Sensory Processing: Meeting Individual Needs Using the Seven Senses.” Young Exceptional Children 7 (4): 2–9.
Macy, M.G., & D.D. Bricker. 2007. “Embedding Individualized Social Goals Into Routine Activities in Inclusive Early Childhood Classrooms.” Early Child Development and Care 177 (2): 107–20.
Middendorf, C. 2007. Differentiating Instruction in Kindergarten: Planning Tips, Assessment Tools, Management Strategies, Multi-Leveled Centers, and Activities That Reach and Nurture Every Learner. New York: Scholastic.
Miller, L.J. 2006. Sensational Kids: Hope and Help for Children With Sensory Processing Disorder. New York: G.P. Putnam’s Sons.
Morrow, L.M. 2010. “Preparing Centers and a Literacy-Rich Environment for Small-Group Instruction in Early Reading First Preschools.” In Promoting Early Reading: Research, Resources, and Best Practices, eds. M.C. McKenna, S. Walpole, & K. Conradi, 124–41. New York: Guilford.
Pavelka, P. 2007. Differentiating Instruction in a Whole-Group Setting: Taking the Easy First Steps Into Differentiation (1–4). Portland, ME: Stenhouse.
Pierce, R.L., & C.M. Adams. 2004 . “Tiered Lessons: One Way to Differentiate Mathematics Instruction.” Gifted Child Today 27 (2): 58–66.
Pinnell, G.S., & I.C. Fountas. 2009. When Readers Struggle: Teaching That Works. Portsmouth, NH: Heinemann.
Reutzel, D.R. 2011. “Organizing Effective Literacy Instruction: Differentiating Instruction to Meet Student Needs.” In Best Practices in Literacy Instruction, 4th ed., eds. L.M. Morrow & L.B. Gambrell, 412–35. New York: Guilford.
Roberts, J.L., & J.R. Boggess. 2012. Differentiating Instruction With Centers in the Gifted Classroom. Waco, TX: Prufrock.
Samson, J.F., & B.A. Collins. 2012. “Preparing All Teachers to Meet the Needs of English Language Learners: Applying Research to Policy and Practice for Teacher Effectiveness.” Washington, DC: Center for American Progress.
Smutney, J.F., & S.E. Von Fremd. 2010. Differentiating for the Young Child: Teaching Strategies Across the Content Areas, PreK–3. 2nd ed. Thousand Oaks, CA: Corwin.
Sousa, D.A., & C A. Tomlinson. 2010. Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom. Bloomington, IN: Solution Tree.
Tomlinson, C.A., & M.B. Imbeau. 2010. Leading and Managing a Differentiated Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C.A., & CC. Eidson. 2003. Differentiation in Practice, Grades K–5: A Resource Guide for Differentiating Curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.
Tyner, B. 2009. Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers. 2nd ed. Newark, DE: International Reading Association.
Vakil, S., E. Welton, B. O’Connor, & L.S. Kline. 2009. “Inclusion Means Everyone! The Role of the Early Childhood Educator When Including Young Children With Autism in the Classroom.” Early Childhood Education Journal 36 (4): 321–26.
Yatvin, J. 2004. A Room With a Differentiated View: How to Serve All Children as Individual Learners. Portsmouth, NH: Heinemann.