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Introduction
Inclusive Education
Supporting a Pro-Inclusive Climate in the Kindergarten
The Non-specific Form of Inclusion Models
The Specific Form of Inclusion Models
Pro-inclusive Measures in the Kindergarten
Inclusion in Kindergarten – Communication with Parents
Building Partnerships with Children’s Parents
Communicating with Families
Teacher Communication Skills
Strategies to Promote Effective Communication
How to Communicate the Importance and Benefits of Inclusion to all Parents
Things to avoid when Communicating with Children (or Adults) with Disabilities
Managing Initial Interviews with Parents of a Child with a “Difference”
Principles of Effective Communication with Parents when Solving Problems
How to Manage Communication with “Angry” Parents
Behavioral Difficulties
Attention Deficit Hyperactivity Disorder (ADHD)
Attention Disorder
Hyperactivity
Impulsivity
Oppositional Defiant Disorder
Pervasive Developmental Disorders
Childhood Autism
Asperger syndrome
Rett Syndrome
Childhood Disintegrative Disorder
Atypical Autism
Emotional Difficulties
Emotional Disorders with Onset Specific to Childhood
Disorders of Social Functioning with Specific Onset in Childhood and Adolescence
Tic Disorders
Other Behavioral and Emotional Disorders with Onset Usually Occurring in Childhood and Adolescence
Impaired Communication Ability
Impaired Speech Development
Articulation Disorders
Dyslalia
Dysarthria
Fluency Disorders
Stammering (balbuties)
Mumbling (tumultus sermonis)
Speech Sound Disorders
Rhinolalia (hypernasal speech)
Palatolalia
Neurotic Speech Disorders
Mutism
Mental Retardation
Light Mental Retardation
Mild Mental Retardation
Severe Mental Retardation
Profound Mental Retardation
Physical Disabilities
Brain-related Motor Disorders (Palsies)
Cleft Spine (spina bifida)
Muscular Dystrophy
Deformities of the Spine
Sensory impairment
Visual impairment
Degrees of visual defect
Hearing Impairment
Degree of hearing impairment
Social Disadvantage
Exceptional Talent
Definition and Singling Out
Aptitude Diagnostics
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