1st Edition
Teaching Beyond the Book Methods for Integrating Math, Science, and Literacy for All Preschoolers in the Inclusive Classroom
Chapter 1: Introduction
Katherine B. Green and Jacqueline Towson
Chapter 2: Why Integrate Mathematics, Science, and Children’s Literature?
Katherine B. Green and Jacqueline Towson
Chapter 3: Mathematics for Young Children
Katherine B. Green
Chapter 4: Science for Young Children
Stacey Britton
Chapter 5: Shared Interactive Book Reading
Jacqueline Towson
Chapter 6: REFRAME: A Systematic Approach to Integrate Math, Science, and Literacy
Katherine B. Green and Jacqueline Towson
Appendix A: Sample Lesson Plans
Appendix B: Sampling of Books with Math and Science Content
Appendix C: Book Adaptations
Appendix D: Further Ideas for Integrating Children’s Literature and Mathematics and Science: Resources, Websites, and Blogs
Biography
Katherine B. Green, Ph.D., is Assistant Dean, Professor, and Chair of Special Education at the University of West Georgia. She holds a Ph.D. in Education of Students with Exceptionalities from Georgia State University and degrees in Speech–Language Pathology. With over 20 years of experience—including eight years in public schools—her work focuses on inclusive early childhood practices, teacher preparation, and family engagement. Dr. Green has secured over $1 million in grant funding, authored more than 30 publications, and delivered over 100 national presentations. A dedicated member of the Council for Exceptional Children, she is committed to improving outcomes for young children with disabilities and the professionals who support them.
Jacqueline Towson, Ph.D., CCC-SLP, is Associate Professor and former Graduate Program Director and Interim Associate School Director in the School of Communication Sciences and Disorders, with a joint appointment in the School of Teacher Education at the University of Central Florida. She is dually certified as a speech–language pathologist and early childhood special educator. Dr. Towson earned her B.S. in Audiology and Speech Pathology from Florida State University, her M.S. in Communication Disorders from the University of Texas at Dallas, and her Ph.D. in Education of Students with Exceptionalities from Georgia State University. She spent 14 years in public schools as a speech–language pathologist, early childhood special education teacher, and administrator. Her research focuses on building the capacity of professionals who support young children with language impairments. She engages in professional learning and the Scholarship of Teaching and Learning, aligning with the book’s themes of equity and early intervention.
