| Special Features |
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xxiii | |
| Preface |
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xxvi | |
| Acknowledgments |
|
xxx | |
| A Special Thank-You to Our Filming Participants |
|
xxxiii | |
| About the Contributors |
|
xxxiv | |
| About the Authors |
|
xxxvi | |
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PART 1 FOUNDATIONS OF SPECIAL EDUCATION |
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Chapter 1 Special Education in Context: People, Concepts, and Perspectives |
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3 | (1) |
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Definitions and Terminology |
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3 | (6) |
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4 | (1) |
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Disability Versus Handicap |
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5 | (1) |
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Developmentally Delayed and At Risk |
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6 | (1) |
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First Person: Elizabeth: Perceptions and Impressions |
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6 | (2) |
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8 | (1) |
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Strategies for Effective Teaching and Learning: Suggestions for Communicating About Individuals With Disabilities |
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8 | (1) |
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9 | (2) |
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Prevalence of Children and Young Adults With Disabilities |
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11 | (3) |
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Number of Children and Young Adults Served |
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12 | (2) |
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A Brief History of the Development of Special Education |
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14 | (8) |
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Pioneers of Special Education |
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14 | (1) |
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The Establishment of Institutions |
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15 | (1) |
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Special Education in the Public Schools |
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16 | (1) |
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Professionals Who Work With Individuals With Exceptionalities |
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17 | (1) |
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Insights: A Timeline of Key Dates in the History of Special Education in the United States |
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18 | (2) |
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20 | (1) |
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20 | (2) |
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22 | (5) |
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23 | (1) |
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23 | (1) |
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23 | (1) |
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23 | (1) |
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24 | (1) |
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25 | (2) |
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Universal Design for Learning |
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27 | (1) |
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Exceptionality Across the Life Span |
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28 | (11) |
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Infants/Toddlers and Preschoolers With Special Needs |
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29 | (1) |
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Adolescents and Young Adults With Disabilities |
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30 | (9) |
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Chapter 2 Policies, Practices, and Programs |
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39 | (1) |
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Litigation and Legislation Affecting Special Education |
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39 | (1) |
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40 | (3) |
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Individuals With Disabilities Education Act: 1975--1997 |
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43 | (3) |
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Educational Reform: Standards-Based Education |
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46 | (1) |
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No Child Left Behind Act of 2001 |
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46 | (1) |
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Individuals With Disabilities Education Improvement Act of 2004 |
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47 | (1) |
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Every Student Succeeds Act |
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48 | (1) |
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Charter Schools and Students With Disabilities |
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49 | (1) |
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49 | (4) |
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Section 504 of the Rehabilitation Act of 1973 |
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49 | (2) |
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First Person: Lisa: Teaching in the Age of Accountability |
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51 | (1) |
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Public Law 101--336 (Americans With Disabilities Act) |
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51 | (1) |
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Public Law 110--325 (Americans With Disabilities Act Amendments of 2008) |
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52 | (1) |
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Identification and Assessment of Individual Differences |
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53 | (1) |
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Referral and Assessment for Special Education |
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53 | (6) |
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54 | (1) |
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55 | (1) |
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56 | (1) |
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Instructional Programming and Appropriate Placement |
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57 | (1) |
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Insights: Assessment Accommodations |
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58 | (1) |
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Designing Individualized Instructional Programs |
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59 | (4) |
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Individualized Education Program |
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59 | (1) |
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Insights: Elements of a Meaningful Individualized Education Program |
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60 | (1) |
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Strategies for Effective Teaching and Learning: Suggested Individualized Education Program Meeting Agenda |
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61 | (1) |
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Individualized Family Service Plan |
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61 | (2) |
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Service Delivery Options: Where a Special Education Is Provided |
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63 | (12) |
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63 | (1) |
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A Cascade of Service Delivery Options |
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63 | (2) |
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65 | (10) |
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Chapter 3 Cultural and Linguistic Diversity and Exceptionality |
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75 | (1) |
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Cultural Diversity: The Changing Face of a Nation |
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75 | (5) |
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Insights: Cultural and Linguistic Diversity Quiz |
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76 | (1) |
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Cultural Diversity in the Teaching Profession |
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77 | (1) |
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From Assimilation to Cultural Pluralism |
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77 | (1) |
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Terminology of Cultural Differences |
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78 | (1) |
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79 | (1) |
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Multicultural Education, Bilingual Education, and Student Diversity |
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80 | (4) |
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Multicultural Education: Concepts and Characteristics |
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80 | (1) |
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Bilingual Education: Concepts and Characteristics |
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80 | (2) |
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Bilingual Special Education: Concepts and Characteristics |
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82 | (1) |
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Insights: Instructional Options for Students Who Are Bilingual |
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83 | (1) |
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First Person: Jenny: Teaching English Learners |
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83 | (1) |
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Disproportionate Representation of Minority Students in Special Education Programs |
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84 | (5) |
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Factors Contributing to Over- and Underrepresentation |
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87 | (1) |
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Consequences of Disproportionate Representation |
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88 | (1) |
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Issues in Assessing Students From Culturally and Linguistically Diverse Groups |
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89 | (4) |
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90 | (1) |
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90 | (1) |
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91 | (1) |
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Contemporary Assessment Strategies |
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92 | (1) |
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Assessment Recommendations |
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92 | (1) |
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Strategies for Effective Teaching and Learning: Recommendations for Assessing Culturally and Linguistically Diverse Pupils |
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93 | (1) |
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Educational Programming for Students With Exceptionalities Who Are Culturally and Linguistically Diverse |
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93 | (6) |
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Strategies for Effective Teaching and Learning: Guidelines for Selecting and Evaluating Instructional Materials |
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94 | (5) |
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Chapter 4 Parents, Families, and Exceptionality |
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99 | (1) |
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Parent-Professional Relationships: Changing Roles |
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99 | (5) |
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Antagonistic and Adversarial Relationships |
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100 | (2) |
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102 | (1) |
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Parent Empowerment and Family-Centered Relationships |
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102 | (2) |
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A Family Systems Approach |
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104 | (2) |
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The Effects of a Child's Disability on Parents and the Family |
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106 | (1) |
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Stages of Parental Reaction to Disability |
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107 | (3) |
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First Person: A Parent's Perspective on Denial |
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109 | (1) |
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Disability and the Family |
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110 | (6) |
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111 | (1) |
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Mothers of Children With Disabilities |
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111 | (1) |
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Fathers of Children With Disabilities |
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111 | (1) |
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First Person: Kristina: Day Dreams |
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112 | (1) |
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Siblings of Children With Disabilities |
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112 | (2) |
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First Person: A Mother's Personal Perspective: Eight Things Siblings of Children With Special Needs Struggle With |
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114 | (1) |
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Grandparents of Children With Disabilities |
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115 | (1) |
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Working With Families Who Are Culturally and Linguistically Diverse |
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116 | (1) |
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Cultural Reactions to Disability |
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117 | (1) |
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Strategies for Effective Teaching and Learning: Recommendations for Providing Families With Culturally Sensitive Services |
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118 | (1) |
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Suggestions for Facilitating Family and Professional Partnerships |
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118 | (7) |
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Chapter 5 Assistive Technology |
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125 | (1) |
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125 | (1) |
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126 | (1) |
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History and Legislation of Assistive Technology |
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126 | (2) |
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Assistive Technology Decision Making |
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128 | (1) |
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Assistive Technology and the IEP |
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129 | (1) |
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Assistive Technology Categorization |
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130 | (1) |
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131 | (7) |
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First Person: Matthew: Teaching in the Age of Technology |
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132 | (5) |
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First Person: Whitney: Teaching in the Twenty-First-Century Classroom |
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137 | (1) |
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Issues With Assistive Technology |
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138 | (1) |
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Assistive Technology Future Trends |
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139 | (6) |
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PART 2 A STUDY OF INDIVIDUALS WITH EXCEPTIONALITIES |
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145 | (2) |
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Chapter 6 Individuals With Intellectual Disability |
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147 | (3) |
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Defining Intellectual Disability: An Evolving Process |
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150 | (4) |
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Historical Interpretations |
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150 | (3) |
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153 | (1) |
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Assessing Intellectual Ability and Adaptive Behavior |
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154 | (2) |
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154 | (1) |
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155 | (1) |
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Classification of Individuals With Intellectual Disability |
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156 | (2) |
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An Etiological Perspective |
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156 | (1) |
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156 | (1) |
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An Educational Perspective |
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157 | (1) |
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157 | (1) |
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A Brief History of the Field |
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158 | (2) |
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158 | (1) |
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158 | (1) |
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159 | (1) |
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159 | (1) |
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The Emergence of Public Education for Students With Intellectual Disability |
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159 | (1) |
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Prevalence of Intellectual Disability |
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160 | (1) |
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Etiology of Intellectual Disability |
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161 | (6) |
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162 | (3) |
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165 | (1) |
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166 | (1) |
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Characteristics of Individuals With Intellectual Disability |
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167 | (3) |
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167 | (2) |
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Social and Behavioral Characteristics |
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169 | (1) |
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Educational Considerations |
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170 | (10) |
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Where Are Students With Intellectual Disability Educated? |
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171 | (1) |
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Educational Programming Options |
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172 | (2) |
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Instructional Methodology |
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174 | (1) |
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Strategies for Effective Teaching and Learning: Teaching Pupils With Intellectual Disability |
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175 | (3) |
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Strategies for Effective Teaching and Learning: Using Scaffolding in the Classroom |
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178 | (1) |
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Making Inclusion Work: Individuals With Intellectual Disability |
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178 | (2) |
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Technology and Individuals With Intellectual Disability |
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180 | (1) |
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180 | (1) |
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Services for Young Children With Intellectual Disability |
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180 | (2) |
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Transition Into Adulthood |
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182 | (2) |
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Adults With Intellectual Disability |
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184 | (1) |
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185 | (1) |
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First Person: Meredith: In Her Own Words |
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185 | (1) |
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186 | (1) |
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Trends, Issues, and Controversies |
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186 | (7) |
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Chapter 7 Individuals With Learning Disabilities |
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193 | (2) |
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Defining Learning Disabilities |
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195 | (2) |
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Federal Definition of Learning Disabilities |
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195 | (2) |
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Association for Children With Learning Disabilities |
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197 | (1) |
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197 | (1) |
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A Brief History of the Field |
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197 | (3) |
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198 | (1) |
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199 | (1) |
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199 | (1) |
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Twenty-First-Century Issues |
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200 | (1) |
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Prevalence of Learning Disabilities |
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200 | (1) |
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Etiology of Learning Disabilities |
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200 | (3) |
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201 | (1) |
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Genetic/Hereditary Influences |
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202 | (1) |
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Biochemical Abnormalities |
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202 | (1) |
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Environmental Possibilities |
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202 | (1) |
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Characteristics of Individuals With Learning Disabilities |
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203 | (6) |
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203 | (2) |
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Insights: Understanding Dyslexia: A Quick Look |
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205 | (3) |
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Social and Emotional Problems |
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208 | (1) |
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Attention Problems and Hyperactivity |
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208 | (1) |
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Assessment of Learning Disabilities |
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209 | (4) |
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209 | (1) |
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210 | (2) |
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212 | (1) |
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Educational Considerations |
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213 | (7) |
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Where Are Students With Learning Disabilities Educated? |
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214 | (1) |
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214 | (1) |
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Strategies for Effective Teaching and Learning: Supporting Mathematics Problem Solving for Students With Learning Disabilities |
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215 | (4) |
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Strategies for Effective Teaching and Learning: Suggestions for Teaching Students With Learning Disabilities |
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219 | (1) |
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Making Inclusion Work: Individuals With Learning Disabilities |
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219 | (1) |
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Technology and Individuals With Learning Disabilities |
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220 | (1) |
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221 | (1) |
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Services for Young Children With Learning Disabilities |
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221 | (1) |
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Transition Into Adulthood |
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222 | (2) |
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First Person: Christopher: In His Own Words |
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223 | (1) |
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Adults With Learning Disabilities |
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224 | (2) |
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226 | (1) |
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226 | (1) |
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Trends, Issues, and Controversies |
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227 | (6) |
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Challenges in Service Delivery: The Full Inclusion Movement |
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227 | (1) |
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Insights: Learning Disabilities Association of America |
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228 | (5) |
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Chapter 8 Individuals With Attention Deficit Hyperactivity Disorder |
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233 | (2) |
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Defining Attention Deficit Hyperactivity Disorder |
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235 | (1) |
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A Brief History of the Field |
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236 | (1) |
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Prevalence of Attention Deficit Hyperactivity Disorder |
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237 | (1) |
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Etiology of Attention Deficit Hyperactivity Disorder |
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238 | (1) |
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238 | (1) |
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239 | (1) |
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239 | (1) |
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Characteristics of Individuals With Attention Deficit Hyperactivity Disorder |
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239 | (3) |
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Behavioral Inhibition and Executive Functioning |
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240 | (1) |
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Social and Emotional Issues |
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240 | (1) |
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First Person: Helen: Good Things Come in Small Packages |
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241 | (1) |
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242 | (1) |
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Assessment of Attention Deficit Hyperactivity Disorder |
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242 | (2) |
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242 | (1) |
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Behavioral/Educational Evaluation |
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243 | (1) |
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Educational Considerations |
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244 | (11) |
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Where Are Students With Attention Deficit Hyperactivity Disorder Educated? |
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244 | (1) |
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Functional Behavioral Assessment |
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245 | (1) |
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Strategies for Effective Teaching and Learning: Accommodations to Help Students With Attention Deficit Hyperactivity Disorder |
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245 | (2) |
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Self-Regulation/Monitoring |
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247 | (1) |
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Home-School Collaboration |
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248 | (1) |
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Instructional Modification |
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249 | (1) |
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Making Inclusion Work: Individuals With Attention Deficit Hyperactivity Disorder |
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250 | (2) |
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252 | (2) |
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Insights: Myths and Misunderstandings About Stimulant Medication: A Quiz for Teachers |
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254 | (1) |
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Technology and Individuals With Attention Deficit Hyperactivity Disorder |
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255 | (1) |
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255 | (1) |
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Adolescents and Adults With Attention Deficit Hyperactivity Disorder |
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255 | (2) |
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Educational/Vocational Outcomes |
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257 | (1) |
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257 | (4) |
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Chapter 9 Individuals With Emotional or Behavioral Disorders |
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261 | (2) |
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Defining Emotional or Behavioral Disorders |
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263 | (4) |
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263 | (1) |
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An Alternative Definition |
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264 | (1) |
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First Person: My Eagle Scout |
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265 | (2) |
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Classification of Individuals With Emotional or Behavioral Disorders |
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267 | (1) |
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Clinically Derived Classification Systems |
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267 | (1) |
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Statistically Derived Classification Systems |
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267 | (1) |
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A Brief History of the Field |
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268 | (2) |
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Prevalence of Emotional or Behavioral Disorders |
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270 | (1) |
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Etiology of Emotional or Behavioral Disorders |
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270 | (3) |
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271 | (1) |
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Psychosocial Risk Factors |
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271 | (2) |
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Prevention of Emotional or Behavioral Disorders |
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273 | (3) |
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273 | (1) |
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Research on Positive Behavioral Support |
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274 | (2) |
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Characteristics of Children and Youth With Emotional or Behavioral Disorders |
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276 | (1) |
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276 | (1) |
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276 | (1) |
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Language/Communication Characteristics |
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276 | (1) |
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Assessing Students With Emotional or Behavioral Disorders |
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276 | (2) |
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277 | (1) |
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Recent Trends in Assessment of Students With Emotional or Behavioral Disorders |
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277 | (1) |
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Educational Considerations |
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278 | (11) |
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Where Are Students With Emotional or Behavioral Disorders Educated? |
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278 | (1) |
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Physical Environment Interventions |
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279 | (1) |
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Strategies for Effective Teaching and Learning: Suggestions for Effective Scheduling |
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280 | (2) |
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Academic and Instructional Interventions |
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282 | (1) |
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Making Inclusion Work: Individuals With Emotional or Behavioral Disorders |
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283 | (1) |
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Behavioral and Cognitive-Behavioral Interventions |
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284 | (1) |
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Strategies for Effective Teaching and Learning: Representative Behavioral Principles |
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285 | (1) |
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286 | (1) |
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Strategies for Effective Teaching and Learning: Guidelines for Establishing Classroom Rules |
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287 | (2) |
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Technology and Individuals With Emotional or Behavioral Disorders |
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289 | (1) |
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289 | (1) |
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Services for Young Children With Emotional or Behavioral Disorders |
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290 | (1) |
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Transition Into Adulthood |
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291 | (1) |
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Adults With Emotional or Behavioral Disorders |
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291 | (1) |
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Family-Centered Interventions |
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292 | (1) |
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292 | (1) |
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Trends, Issues, and Controversies |
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293 | (6) |
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Chapter 10 Individuals With Autism Spectrum Disorders |
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299 | (2) |
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Defining Autism Spectrum Disorders: An Evolving Process |
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301 | (4) |
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302 | (1) |
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Individuals With Disabilities Education Act |
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302 | (1) |
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American Psychiatric Association Definition |
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303 | (2) |
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A Brief History of the Field |
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305 | (1) |
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305 | (1) |
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306 | (1) |
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306 | (1) |
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Prevalence of Autism Spectrum Disorders |
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306 | (1) |
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Etiology of Autism Spectrum Disorders |
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307 | (1) |
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Characteristics of Individuals With Autism Spectrum Disorders |
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308 | (4) |
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308 | (1) |
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309 | (1) |
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309 | (1) |
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310 | (1) |
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Repetitive and Restrictive Behaviors |
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310 | (1) |
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311 | (1) |
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Assessment of Autism Spectrum Disorders |
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312 | (1) |
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312 | (1) |
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312 | (1) |
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Screening for Asperger Syndrome |
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313 | (1) |
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Educational Considerations |
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313 | (7) |
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Where Are Individuals With Autism Spectrum Disorders Educated? |
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313 | (1) |
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313 | (3) |
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Strategies for Effective Teaching and Learning: Tips for Teaching High-Functioning Individuals With Autism Spectrum Disorders |
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316 | (1) |
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Making Inclusion Work: Individuals With Autism Spectrum Disorders |
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317 | (1) |
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Strategies for Effective Teaching and Learning: Social Stories™ |
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318 | (1) |
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Strategies for Effective Teaching and Learning: Using Applied Behavior Analysis in the Classroom: A Token Economy |
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319 | (1) |
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Technology and Individuals With Autism Spectrum Disorders |
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320 | (3) |
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321 | (2) |
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Services for Young Children With Autism Spectrum Disorders |
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323 | (1) |
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Early Intervention Services |
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323 | (1) |
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Preschool Children With Autism Spectrum Disorders |
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323 | (1) |
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Transition Into Adulthood |
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324 | (1) |
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Insights: Transition Planning: Questions to Consider |
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325 | (1) |
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Adults With Autism Spectrum Disorders |
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325 | (1) |
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326 | (1) |
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326 | (1) |
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327 | (1) |
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Trends, Issues, and Controversies |
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327 | (6) |
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Chapter 11 Individuals With Speech and Language Impairments |
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333 | (2) |
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The Nature of Speech, Language, and Communication |
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335 | (3) |
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Insights: The Genetics of Speech |
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338 | (1) |
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Defining Speech and Language Impairments |
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339 | (1) |
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Classifying Speech and Language Impairments |
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340 | (1) |
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340 | (2) |
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Insights: Questions and Answers About Articulation Problems |
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342 | (1) |
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Insights: Questions and Answers About Stuttering |
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343 | (1) |
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344 | (1) |
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Central Auditory Processing Disorder |
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345 | (2) |
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347 | (1) |
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Prevalence of Speech and Language Impairments |
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348 | (1) |
|
Etiology of Speech and Language Impairments |
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348 | (1) |
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Prevention of Speech and Language Impairments |
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349 | (1) |
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Characteristics of Individuals With Speech and Language Impairments |
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350 | (1) |
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Assessing Speech and Language Impairments |
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351 | (5) |
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First Person: Emily: A Journey Toward Success |
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352 | (3) |
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Strategies for Effective Teaching and Learning: Teaching Language Skills |
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355 | (1) |
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Educational Considerations |
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356 | (2) |
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Where Are Students With Speech and Language Impairments Served? |
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356 | (1) |
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Making Inclusion Work: Individuals With Speech and Language Impairments |
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357 | (1) |
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Technology and Individuals With Speech and Language Impairments |
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358 | (1) |
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359 | (1) |
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Services for Young Children With Speech and Language Impairments |
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359 | (1) |
|
Adolescents and Adults With Speech and Language Impairments |
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360 | (1) |
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360 | (1) |
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361 | (1) |
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Trends, Issues, and Controversies |
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362 | (5) |
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Chapter 12 Individuals With Hearing Impairments |
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367 | (1) |
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Definitions and Concepts of Hearing Impairment |
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368 | (1) |
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The Anatomy of the Auditory System |
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369 | (1) |
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Classifications of Hearing Loss |
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370 | (1) |
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Measurement of Hearing Impairment |
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371 | (2) |
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Other Types of Hearing Assessment |
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373 | (1) |
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374 | (1) |
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A Brief History of the Field |
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374 | (2) |
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Prevalence of Hearing Impairment |
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376 | (1) |
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Etiology of Hearing Impairment |
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376 | (3) |
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Genetic/Hereditary Factors |
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377 | (1) |
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377 | (1) |
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Developmental Abnormalities |
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378 | (1) |
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Environmental/Traumatic Factors |
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378 | (1) |
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Characteristics of Individuals With Hearing Impairments |
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379 | (3) |
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379 | (1) |
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379 | (1) |
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380 | (1) |
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380 | (2) |
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Assessment of Individuals With Hearing Impairments |
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382 | (1) |
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382 | (1) |
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382 | (1) |
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Personal/Social/Behavioral Assessment |
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382 | (1) |
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Educational Considerations |
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383 | (9) |
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Strategies for Effective Teaching and Learning: Suggestions for Teaching Students With Hearing Impairments |
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385 | (2) |
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Where Are Students With Hearing Impairments Served? |
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|
387 | (1) |
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First Person: Mindy: Believing in Yourself |
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387 | (2) |
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Instructional Interventions |
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|
389 | (1) |
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Making Inclusion Work: Individuals With Hearing Impairments |
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390 | (2) |
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Technology and Individuals With Hearing Impairments |
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392 | (6) |
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Hearing Aids and Auditory Training Devices |
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392 | (2) |
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394 | (1) |
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Insights: How to Check a Hearing Aid |
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395 | (1) |
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396 | (1) |
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396 | (1) |
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Telecommunication Devices |
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396 | (1) |
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396 | (2) |
|
Services for Young Children With Hearing Impairments |
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|
398 | (1) |
|
Strategies for Effective Teaching and Learning: Promoting Language Development in Young Children With Hearing Impairments |
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|
399 | (1) |
|
Transition and Individuals With Hearing Impairments |
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|
399 | (1) |
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Services for Adults With Hearing Impairments |
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|
400 | (1) |
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|
|
401 | (1) |
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|
401 | (1) |
|
Siblings and Grandparents |
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|
402 | (1) |
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|
402 | (1) |
|
Trends, Issues, and Controversies |
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|
402 | (7) |
|
Chapter 13 Individuals With Visual Impairments |
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|
409 | (2) |
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Defining Visual Impairments |
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|
411 | (1) |
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|
412 | (1) |
|
Classification of Visual Impairments |
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|
413 | (1) |
|
A Brief History of Visual Impairments |
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|
414 | (3) |
|
Prevalence of Visual Impairments |
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|
417 | (1) |
|
The Vision Process and Etiology of Visual Impairments |
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|
417 | (2) |
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Prevention of Visual Impairments |
|
|
419 | (1) |
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|
419 | (1) |
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|
419 | (1) |
|
Characteristics of Individuals With Visual Impairments |
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|
420 | (2) |
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|
|
421 | (1) |
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|
|
421 | (1) |
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|
|
421 | (1) |
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|
|
422 | (1) |
|
Assessment of Students With Visual Impairments |
|
|
422 | (6) |
|
Functional Vision Evaluation |
|
|
424 | (1) |
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|
|
425 | (1) |
|
Educational Assessment and Program Planning |
|
|
426 | (1) |
|
Eligibility Determination |
|
|
427 | (1) |
|
Educational Considerations |
|
|
428 | (3) |
|
Where Are Students With Visual Impairments Educated? |
|
|
428 | (1) |
|
Instructional Considerations |
|
|
429 | (1) |
|
First Person: Carrie: The Face of "Different" |
|
|
430 | (1) |
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|
|
431 | (3) |
|
Strategies for Effective Teaching and Learning: Accommodations for Students With Visual Impairments |
|
|
433 | (1) |
|
Making Inclusion Work: Individuals With Visual Impairments |
|
|
433 | (1) |
|
Strategies for Effective Teaching and Learning: Orientation and Mobility Tips |
|
|
434 | (1) |
|
Technology and Individuals With Visual Impairments |
|
|
434 | (4) |
|
|
|
435 | (1) |
|
|
|
436 | (1) |
|
Technology and Mathematics |
|
|
436 | (1) |
|
|
|
437 | (1) |
|
|
|
437 | (1) |
|
Young Children With Visual Impairments |
|
|
438 | (1) |
|
Transition Into Adulthood |
|
|
439 | (1) |
|
Adults With Visual Impairments |
|
|
439 | (1) |
|
|
|
440 | (1) |
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|
|
440 | (1) |
|
Trends, Issues, and Controversies |
|
|
441 | (6) |
|
Chapter 14 Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities |
|
|
447 | (2) |
|
Defining Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities |
|
|
449 | (2) |
|
A Brief History of the Field |
|
|
451 | (1) |
|
|
|
451 | (1) |
|
Emergence of Public Education |
|
|
452 | (1) |
|
Prevalence of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities |
|
|
452 | (1) |
|
Etiology of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities |
|
|
453 | (2) |
|
Chromosomal and Genetic Causes |
|
|
453 | (1) |
|
|
|
454 | (1) |
|
First Person: Virginia: One Day at a Time |
|
|
454 | (1) |
|
Prematurity and Complications of Pregnancy |
|
|
455 | (1) |
|
|
|
455 | (1) |
|
Characteristics of Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities |
|
|
455 | (14) |
|
Characteristics of Students With Orthopedic Impairments |
|
|
456 | (6) |
|
Characteristics of Students With Multiple Disabilities |
|
|
462 | (1) |
|
Characteristics of Students With Traumatic Brain Injury |
|
|
462 | (2) |
|
Strategies for Effective Teaching and Learning: Strategies That May Be Used for Students With Traumatic Brain Injury |
|
|
464 | (1) |
|
Characteristics of Students With Other Health Impairments |
|
|
465 | (2) |
|
Strategies for Effective Teaching and Learning: Steps for Teachers to Take When a Tonic-Clonic Seizure Occurs |
|
|
467 | (2) |
|
Characteristics of Students With Deaf-Blindness |
|
|
469 | (1) |
|
Assessment of Students With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities |
|
|
469 | (1) |
|
Assessment of Students With Deaf-Blindness |
|
|
470 | (1) |
|
Educational Considerations |
|
|
470 | (11) |
|
Where Are Students With Physical or Health Disabilities Educated? |
|
|
471 | (1) |
|
Impact on School Performance |
|
|
471 | (3) |
|
Making Inclusion Work: Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities |
|
|
474 | (1) |
|
Meeting Educational Needs |
|
|
475 | (4) |
|
Strategies for Effective Teaching and Learning: Teaching Students With Physical or Health Disabilities |
|
|
479 | (1) |
|
Meeting the Educational Needs of Students Who Are Deaf-Blind |
|
|
479 | (2) |
|
Technology and Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities |
|
|
481 | (5) |
|
|
|
482 | (1) |
|
|
|
483 | (1) |
|
Augmentative and Alternative Communication |
|
|
484 | (1) |
|
Positioning and Seating Devices |
|
|
484 | (1) |
|
|
|
485 | (1) |
|
Environmental Control and Assistive Technology for Daily Living |
|
|
485 | (1) |
|
Assistive Technology for Play and Recreation |
|
|
485 | (1) |
|
Services for Young Children With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities |
|
|
486 | (1) |
|
Transition Into Adulthood |
|
|
487 | (1) |
|
Adults With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities |
|
|
488 | (1) |
|
|
|
489 | (1) |
|
|
|
489 | (1) |
|
Trends, Issues, and Controversies |
|
|
490 | (7) |
|
Chapter 15 Individuals Who Are Gifted and Talented |
|
|
497 | (1) |
|
Defining Giftedness: Refining the Meaning |
|
|
498 | (1) |
|
Insights: Common Questions About Students Who Are Gifted and Talented and Their Education |
|
|
499 | (2) |
|
Talent Development Definition |
|
|
501 | (2) |
|
Insights: Using a Rubik's Cube as a Metaphor to Understand Giftedness |
|
|
503 | (1) |
|
Assessing Giftedness and Talent |
|
|
504 | (3) |
|
Differences Among Children Who Are Gifted and Talented |
|
|
507 | (1) |
|
A Brief History of the Field of Gifted and Talented Education |
|
|
508 | (3) |
|
The First Half of the Twentieth Century: Pioneering the Field |
|
|
508 | (1) |
|
The 1950s, 1960s, and 1970s: Establishing Foundations for the Field |
|
|
508 | (1) |
|
The 1980s and 1990s: The Field Matures and Provides Focus for School Reform |
|
|
509 | (1) |
|
The Twenty-First Century: Challenges and Promise |
|
|
510 | (1) |
|
Prevalence of Giftedness and Talent |
|
|
511 | (1) |
|
Etiology of Giftedness and Talent |
|
|
511 | (1) |
|
Characteristics of Individuals Who Are Gifted and Talented |
|
|
512 | (3) |
|
Insights: Myths and Truths About Gifted Students |
|
|
515 | (1) |
|
Educational Considerations |
|
|
515 | (11) |
|
|
|
516 | (1) |
|
Strategies for Effective Teaching and Learning: Differentiated Instruction |
|
|
516 | (1) |
|
|
|
517 | (2) |
|
First Person: Patrice: One Size Does Not Fit All |
|
|
519 | (1) |
|
|
|
520 | (3) |
|
Making Inclusion Work: Individuals Who Are Gifted and Talented |
|
|
523 | (2) |
|
Self-Contained Classes and Special Schools |
|
|
525 | (1) |
|
First Person: Graham: Summer Programming |
|
|
525 | (1) |
|
Technology and Individuals Who Are Gifted and Talented |
|
|
526 | (1) |
|
|
|
526 | (1) |
|
Services for Young Children Who Are Gifted and Talented |
|
|
527 | (1) |
|
Adolescents Who Are Gifted and Talented |
|
|
528 | (1) |
|
|
|
529 | (1) |
|
|
|
529 | (6) |
|
Students With Gifts and Talents and Disabilities |
|
|
530 | (1) |
|
Girls Who Are Gifted and Talented |
|
|
531 | (1) |
|
Identifying and Serving Children From Diverse Backgrounds |
|
|
532 | (3) |
|
Trends, Issues, and Controversies |
|
|
535 | (8) |
|
|
|
535 | (1) |
|
Striving for World-Class Standards |
|
|
536 | (1) |
|
|
|
536 | (1) |
|
|
|
537 | (1) |
|
Services for Gifted Students Instead of the Gifted Program |
|
|
537 | (1) |
|
|
|
538 | (5) |
| Postscript |
|
543 | (1) |
| Appendix A Federal Definitions of Disabilities |
|
544 | (2) |
| Appendix B Professional Standards: Council for Exceptional Children |
|
546 | (5) |
| Glossary |
|
551 | (10) |
| References |
|
561 | (32) |
| Author Index |
|
593 | (9) |
| Subject Index |
|
602 | |
Lisainfo e-raamatute kohta