Top

Amazon no longer offers textbook rentals. We do!

Annual Editions: Educating Children with Exceptionalities 10/11

by: Freiberg, Karen

Annual Editions: Educating Children with Exceptionalities 10/11

by: Freiberg, Karen

ISBN 13:
9780078135873
ISBN 10:
0078135877
Edition: 20th
Format: Paperback
Copyright: 10/21/2009
Publisher: McGraw-Hill/Dushkin
Newer Edition

Rent

Sorry, this item is currently unavailable.

Free Shipping On Every Order

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

Extend or Purchase Your Rental at Any Time

Need to keep your rental past your due date? At any time before your due date you can extend or purchase your rental through your account.

Annual Editions: Educating Children with Exceptionalities 10/11 > ISBN13: 9780078135873

Summary

This Nineteenth Edition of ANNUAL EDITIONS: EDUCATING CHILDREN WITH EXCEPTIONALITIES provides convenient, inexpensive access to current articles selected from the best of the public press. Organizational features include: an annotated listing of selected World Wide Web sites; an annotated table of contents; a topic guide; a general introduction; brief overviews for each section; a topical index; and an instructors resource guide with testing materials.

Annual Editions: Educating Children with Exceptionalities 10/11

Preface

Correlation Guide

Topic Guide

Internet References

UNIT 1: Inclusive Education

Unit Overview

1. The Issues of IDEA, Joetta Sack-Min, American School Board Journal, March 2007

This article is an excellent overview of how IDEA has impacted special education. It gives the history of legal requirements, family involvement, IEPs, and accountability. It explains the current dilemmas: more use of accommodations and technology, increased enrollments and decreased funding.

2. Learn about Your New Students, MaryAnn Byrnes, Intervention in School and Clinic, September 2005

Dr. Byrnes, a leading expert in inclusive education, gives 20 pointers for beginning the new school year. Each student's needs will be in their IEPs, and previous year's files. Collaboration with parents and school personnel to discover what worked, and what challenges to expect, can promote success.

3. Use Authentic Assessment Techniques to Fulfill the Promise of No Child Left Behind, Carol A. Layton and Robin H. Lock, Intervention in School and Clinic, January 2007

This article gives 20 ways to make assessments and accommodations for students with disabilities more appropriate and precise. IEP teams struggle to fulfill the legal mandates of NCLB and IDEA for specific results to guide instructional practices. These suggestions meet the needs for authenticity and accountability.

4. Does This Child Have a Friend?, Mary M. Harrison, Teaching Tolerance, Fall, 2007

Mary Harrison, a freelance writer, describes the advent of social inclusion programs in middle schools across the United States. With parents advocating for IDEA's principles, instructional methods which emphasize social skills (e.g., Gym Friends; Yes I Can) are experiencing unexpected successes, even for students with autistic spectrum disorders.

5. Rethinking Inclusion: Schoolwide Applications, Wayne Sailor and Blair Roger, Phi Delta Kappan, March 2005

The legalities of No Child Left Behind (NCLB) have promoted inclusion and accountability in education to enhance learning schoolwide. The authors describe a collaborative model, tested at nine schools, which helps integrate general and special education by six guiding principles.

UNIT 2: Families/Early Intervention

Unit Overview

6. Children of Alcoholics: Risk and Resilience, Cara E. Rice et al., The Prevention Researcher, November 2006

This article addresses the 25 percent of children in the United States who have been exposed to alcohol abuse or dependence in the family. These children of alcoholics, or COAs, show increased risk for problems. The article examines prenatal risk factors and the role of resilience/protective factors in preventive intervention possibilities.

7. What Can You Learn from Bombaloo?, Debby M. Zambo, Teaching Exceptional Children, Jan/Feb 2007

An important goal of early intervention for young children with disabilities is social skills training. Bibliotherapy helps. Pictures in books encourage communication, sharing, and cooperation. This article illustrates how inclusive preschools assist children to gain emotional regulation, regardless of disability (e.g., ADHD, EBD, MR), through reading appropriate books.

UNIT 3: Learning Disabilities

Unit Overview

8. Dyslexia and the Brain: What Does Current Research Tell Us?, Roxanne F. Hudson, Leslie High, and Stephanie Al Otaiba, The Reading Teacher, March 2007

Imaging brain studies have revealed differences in hemisphere size, grey and white matter, and metabolism in persons with dyslexia. There is no cure. However, early intervention and family involvement can prevent fear of failure and low self-esteem. Instructional methods that work are described, as well as ways to assess progress and demonstrate accountability.

9. Build Organizational Skills in Students with Learning Disabilities, Rita F. Finstein, Fei Yao Yang, and Ráchele Jones, Intervention in School and Clinic, January 2007

Students with learning disabilities often earn disappointing grades due to poor organizational skills. This article suggests 20 instructional methods to support their learning in diverse ways. Among the hints: parental, mentor and peer participation, organization as an IEP goal, multiple types of reminders, and instruction in prioritizing and time management.

10. Inclusion by Design: Engineering Inclusive Practices in Secondary Schools, Charles Dukes and Pamela Lamar-Dukes, Teaching Exceptional Children, Jan/Feb 2009, Vol. 41(3)

Inclusive education in high school presents unique challenges. The authors use engineering as a metaphor for resolving them: identify needs, identify process, develop specifics, evaluate. Assessment of SPED needs, collaboration in the IEP design, conflict resolution, accommodations, and accountability are topics addressed by the authors.

(Article 11. Reading Disability and the Brain was incorrectly placed in Unit 4. This article should have been placed in Unit 3: Learning Disabilities. The incorrect placement was made by the publisher and in no way reflects the editorial expertise of the editor, Karen Freiberg. The publisher regrets this inconvenience.)

UNIT 4: Intellectual Disabilities/Autistic Spectrum Disorders

Unit Overview

11. Reading Disability and the Brain, Sally E. Shaywitz and Bennett A. Shaywitz, Educational Leadership, (March 2004)

Sally E. and Bernett A. Shaywitz, summarize their recent research findings suggesting that advances in medicine, together with reading research, can virtually eliminating reading disabilities.

(Article 11. Reading Disability and the Brain was incorrectly placed in Unit 4. This article should have been placed in Unit 3: Learning Disabilities. The incorrect placement was made by the publisher and in no way reflects the editorial expertise of the editor, Karen Freiberg. The publisher regrets this inconvenience.)

12. Autism, the Law, and You, Edwin C. Darden, American School Board Journal, September 2007

This article explains the legal implications of parents pushing for early intervention, collaboration, accommodations, and specific instructional methods for their child with autism in public school. IDEA mandates an individualized education program (IEP) that is free and appropriate and meets all SPED needs, including communication. These are high-priced.

UNIT 5: Emotional and Behavioral Disorders

Unit Overview

13. Heading Off Disruptive Behavior, Hill M. Walker, Elizabeth Ramsey, and Frank M. Gresham, American Educator, Winter 2003–2004

Not only has curriculum once only found in our elementary schools made its way into preschools, behavior problems have as well. Teachers are now dealing with challenging issues as they work to guide the behavior of all young children. A proactive approach is suggested by the authors of this article.

14. Understanding and Accommodating Students with Depression in the Classroom, R. Marc Crundwell and Kim Killu, Teaching Exceptional Children, Sept/Oct 2007, Vol. 40(1)

The authors describe multiple symptoms of depression which teachers should note. This emotional behavioral disorder may lead to suicide attempts if untreated. Assessment and appropriate IEP planning with family involvement and professional collaboration (social work, psychologist) is essential. Two case studies illustrate strategies that help (peer tutors, lessons in social skills).

15. Rethinking How Schools Address Student Misbehavior and Disengagement, Howard S. Adelman and Linda Taylor, Addressing Barriers to Learning, (Spring 2008)

The authors, co-directors of the UCLA School Mental Health Project, based in the Center for Mental Health in Schools, believe that many discipline problems could be eliminated by whole school initiatives that create and sustain an environment that addresses positive social and emotional development as well as academics.

16. Young Women in Jail Describe Their Educational Lives, Signe Nelson and Lynn Olcott, American Jails, Jan/Feb 2009

This article gives voice to a group of young at-risk women with emotional-behavior disorders who have been incarcerated. Most dropped out of high school or were expelled. When asked about education, most reported that they were "hands-on'' learners. They wanted kinesthetic instructional methods (do) over reading or listening. This has important SPED implications.

17. Classroom Problems That Don't Go Away, Laverne Warner and Sharon Lynch, Childhood Education, Winter 2002–2003

Educators have all experienced children with chronic emotional and behavioral disorders. This article suggests exploring the ABCs of difficulties (antecedents, behaviors, consequences). The authors give many suggestions for prevention of behaviors. Teaching the child alternatives can bring much conflict resolution and improved socialization.

UNIT 6: Communication Disorders

Unit Overview

18. Assessment and Intervention for Bilingual Children with Phonological Disorders, Brian A. Goldstein and Leah Fabiano, The ASHA Leader, February 13, 2007

Over five million students with limited English proficiency attend U.S. elementary schools. Many have communication disorders, especially in articulation/phonology. Assessment is complicated. The authors suggest five essential elements. Developing an IEP and providing appropriate inclusive education requires speech language pathologist collaboration and family/cultural considerations.

19. A Speech-Language Approach to Early Reading Success, Adele Gerber and Evelyn R. Klein, Teaching Exceptional Children, July/August 2004

Drs. Gerber and Klein, speech-language pathologists, address many issues involved in communication and reading skills: articulation, phonetic awareness, decoding, hearing the sounds of speech, and discriminating defective production of sounds. A two-stage program with assessment and remediation is described.

UNIT 7: Hearing and Visual Impairments

Unit Overview

20. The Debate over Deaf Education, Burton Bollag, Chronicle of Higher Education, May 12, 2006

This commentary about the education of children with hearing impairments reveals that the average 18-year-old with deafness reads below the 4th grade level. Debates about learning oral-English, versus American Sign Language (ASL), are raging as cochlear implants make oral-English practicable. Cognition is stunted without some language. Educators and IEPs should consider each individual's needs.

21. Using Tactile Strategies with Students Who Are Blind and Have Severe Disabilities, June E. Downing and Deborah Chen, Teaching Exceptional Children, November/December 2003

This article describes tactile strategies to support instruction of students who have multiple disabilities and visual impairments. Teachers need creative ways to bypass tactile defensiveness. Collaboration with specialists, family, and peer-tutors can provide ideas. Plans for teaching using touch should be written into individualized education programs in schools.

UNIT 8: Physical and Health Impairments

Unit Overview

22. Writing Explicit, Unambiguous Accommodations: A Team Effort, MaryAnn Byrnes, Intervention in School and Clinic, September 2008

Accommodations level the playing field by removing barriers for students with disabilities, (e.g., physical and health impairments). IDEA mandates accommodations for assessments (e.g., extended time) and classroom instruction (e.g., scribing, preferential seating). They are legal entities. The author gives guidelines for entering them into IEPs in explicit, unambiguous ways.

23. ADHD and the SUD in Adolescents, Timothy E. Wilens, Paradigm, Fall 2006

In this article, the author explains the overlap between teens with Attention Deficit Hyperactive Disorder (ADHD) and Substance Use Disorder (SUD).

24. Trick Question, Michael Fumento, The New Republic, February 3, 2003

The assessment of attention-deficit hyperactive disorder (ADHD) as a health impairment, learning disability, or emotional/behavioral disorder has been criticized. Using the drug Ritalin is condemned for making boys like girls and reducing creativity. This article argues that ADHD is a real brain disorder. Ritalin helps students wherever they are in school; elementary, middle, or high school.

UNIT 9: Severe Disabilities/Multiple Disabilities

Unit Overview

25. Monitor That Progress!: Interpreting Data Trends for Assistive Technology Decision Making, Howard P. Parette et al., Teaching Exceptional Children, Sept/Oct 2007, Vol. 40(1)

Students with severe or multiple disabilities need accommodations in order to assess their progress as legally mandated by IDEA and No Child Left Behind. Their IEPs need to state what assistive technology (AT) will allow them to make progress, and what alternatives to AT are available if devices or computers malfunction. This article explains accountability and how to monitor interventions.

UNIT 10: Gifted or Talented

Unit Overview

26. Addressing the Social and Emotional Needs of Twice-Exceptional Students, Emily Williams King, Teaching Exceptional Children, September/October 2005

Students with learning disabilities and/or giftedness, often suffer low self-esteem. They report not fitting in with their peers. This article describes several of their characteristic behaviors. Dr. King suggests a variety of support services that address their social and emotional needs and nurture their academic strengths. Parents, family, and adult mentors play key roles.

27. Creating a Personal Technology Improvement Plan for Teachers of the Gifted, Kevin Besnoy, Gifted Child Today, Fall 2007

Technology is beneficial for educating students with special gifts and talents. This article presents a 5-step process of assessing, implementing, and evaluating computer hardware and software for gifted education. This plan increases accountability for instructional methods used.

Test-Your-Knowledge Form

Article Rating Form

Supplemental Materials

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

Write a Review

Currently unavailable

Related Products

Previous Related Products Next Related Products

Amazon no longer offers textbook rentals. We do!

Annual Editions: Educating Children with Exceptionalities 10/11

Annual Editions: Educating Children with Exceptionalities 10/11

9780078135873

0078135877

Summary

Table of Contents

Write a Review

Related Products