The Complete Guide to Special Education, Third Edition, explores the special education process from testing and diagnosis to IEP meetings and advocating for special needs children. The stages of identification, assessment, and intervention are explained step by step to help you better understand special needs students’ legal rights and how to become an active, effective member of a child's educational team. This third edition has been revised throughout and discusses Response to Intervention (RTI); provides updates on new laws and regulations; expands coverage of autism spectrum disorders and bipolar disorder; and includes a revamped Resources section for teachers and parents.
| Meet the Authors |
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vii | |
| Preface: About This Book |
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viii | |
| Introduction: Collaboration versus Confrontation --- Speaking the Same Language |
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ix | |
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SECTION I UNDERSTANDING DISABILITIES |
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1 | (52) |
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1 Teachers and Parents: Common Interests and Goals |
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3 | (8) |
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2 Disabilities Defined and Explained |
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11 | (12) |
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3 Specifics about Specific Disabilities |
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23 | (23) |
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4 Using Response to Intervention to Identify a Specific Learning Disability |
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46 | (7) |
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SECTION II PSYCHOLOGICAL ASSESSMENTS |
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53 | (80) |
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5 Evaluation of Students' Difficulties: The What, Why, and How? |
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55 | (9) |
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6 Introduction to Assessment: What's It All About? |
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64 | (14) |
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7 The Assessment of Intelligence |
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78 | (19) |
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8 Evaluation of Academic and Processing Problems |
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97 | (10) |
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9 Assessment of Emotional Difficulties and Behavioral Problems Using Rating Scales and Classroom Observation |
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107 | (9) |
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116 | (9) |
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11 A Sample Psychological Report |
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125 | (8) |
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SECTION III GUIDELINES FOR SUCCESSFUL INTERVENTIONS |
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133 | (48) |
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12 Interventions and Supports to Address Problems of Executive Functions |
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135 | (14) |
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13 Interventions to Boost Self-Esteem, Social Competence, and Social Skills |
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149 | (9) |
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14 Behavior Modification in School and at Home |
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158 | (13) |
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15 Developing a Child's Personal Skills for Academic Success |
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171 | (10) |
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SECTION IV PLANNING FOR SUCCESS AND MONITORING CHANGE |
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181 | (22) |
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16 The Individualized Education Program (IEP) and the Importance of Teacher--Parent Collaboration |
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183 | (12) |
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17 Transitions: Important Information on Moving, Changing Schools, or Transitioning between Levels |
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195 | (8) |
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SECTION V SPECIAL EDUCATION LAWS AND REGULATIONS |
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203 | (31) |
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18 A Review of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) |
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205 | (13) |
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19 A 504 Plan vs. Special Education Eligibility and Placement |
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218 | (10) |
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20 A Comparison of IDEA 2004 and Section 504, and an Overview of the Every Student Succeeds Act (ESSA) |
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228 | (6) |
| Appendix A Acronyms 101: Educational Abbreviations Defined |
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234 | (13) |
| Appendix B Checklists for Child Problems |
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247 | (10) |
| Appendix C Sample Section 504 Plan |
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257 | (9) |
| Appendix D House Rules, Classroom Rules, and Positive Behavior Chart |
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266 | (3) |
| Appendix E Procedural Safeguards |
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269 | (8) |
| Appendix F State Departments of Special Education |
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277 | (7) |
| Appendix G Helpful Resources |
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284 | |
Linda Wilmshurst, PhD, ABPP, is in private practice and teaches graduate students online at Capella University. She has previously taught in graduate programs and practiced internationally. Linda is a Diplomate in Clinical Psychology, American Board of Professional Psychology, and is a licensed clinical and school psychologist in Florida.
Alan W. Brue, PhD, NCSP, teaches graduate students online at Capella University, is employed as a school psychologist, and works as an educational consultant. A Nationally Certified School Psychologist (NCSP), he has served students, teachers, and parents in several school districts in the Atlanta metro area.
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