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Exceptional Children : An Introduction to Special Education

ISBN: 9780130129383 | 0130129380
Edition: 6th
Format: Hardcover
Publisher: Prentice Hall
Pub. Date: 6/1/1999

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SummaryTable of ContentsAuthor Biography
For courses in Introduction to Special Education, Exceptionalities or Mainstreaming. For two decades, professors at more than 350 colleges and universities have relied on this comprehensive, engaging text for professional research, current practice, and trends in special education. Grounded in scholarship, yet written with the human experience in mind, this best-selling book effectively conveys the stories of teachers and children in special education. With a reorganized format, this latest edition captures the spirit of previous editions but with the necessary updates future teachers will need in the dynamic field of special education.
Prologue A Personal View of Special Education
Part 1 Foundations for Understanding Special Education1(152)
Defining Special Education
2(44)
Who Are Exceptional Child... MORE
4(1)
How Many Exceptional Children Are There?
5(1)
Why Do We Label and Classify Exceptional Children?
6(5)
Labeling and Eligibility for Special Education
9(1)
Impact on Instruction
9(2)
Why Are Laws Governing the Education of Exceptional Children Necessary?
11(5)
An Exclusionary Past
11(1)
What's in a Name? The Labels and Language of Special Education
12(3)
Separate Is Not Equal
15(1)
Equal Protection
15(1)
The Individuals with Disabilities Education Act
16(14)
Six Major Principles of IDEA
17(1)
Other Provisions of the Law
18(4)
Legal Challenges Based on IDEA
22(2)
Related Legislation
24(6)
What Is Special Education?
30(7)
Special Education As Intervention
31(1)
Special Education As Instruction
32(3)
Defining Features of Special Education
35(1)
Signaling for Help
36(1)
Current and Future Challenges
37(9)
Bridge the Research-to-Practice Gap
37(2)
Increase the Availability and Intensity of Early Intervention
39(1)
Improve Students' Transition from School to Adult Life
39(1)
Improve the Special Education-Regular Education Partnership
39(1)
Using the Internet to Learn about Special Education and the Council for Exception Children
40(6)
Jill C. Dardig
Planning and Providing Special Education Services
46(36)
The Process of Special Education
48(4)
Prereferral Intervention
50(1)
Evaluation and Identification
50(1)
Program Planning
51(1)
Placement
52(1)
Evaluation
52(1)
The Importance of Collaboration and Teaming
52(5)
Collaboration
52(1)
Teaming
53(1)
Interactive Teaming
54(3)
Vivian I. Correa
Individualized Education Program
57(8)
Someone's Missing: The Student As an Overlooked Participant in the IEP Process
62(3)
Mary T. Peters
Least Restrictive Environment
65(3)
A Continuum of Services
66(1)
Determining the LRE
67(1)
Inclusive Education
68(6)
Arguments For and Against Full Inclusion
69(3)
Inclusion versus Full Inclusion
72(2)
Douglas Fuchs
Lynn S. Fuchs
Where Does Special Education Go from Here?
74(8)
Moving Toward Inclusive Education
76(6)
Michael F. Giangreco
Special Education in a Culturally Diverse Society
82(34)
Vivian I. Correa
William L. Heward
Why Are There Disproportionate Placements of Culturally Diverse Students in Special Education?
86(6)
Incongruence Between Teachers and Culturally Diverse Students
86(2)
Inaccurate Assessment and Referral
88(1)
The So Called
89(2)
Pazcual Villaronga
Ineffective Curriculum and Instruction
91(1)
Becoming a Culturally Responsive Educator
92(9)
Teacher Awareness and Development
93(3)
A Cultural Journey
96(1)
An Ethnic Feelings Book
97(1)
B. A. Ford
C. Jones
Working with Culturally and Linguistically Diverse Families
98(3)
Appropriate Assessment of Culturally Diverse Students
101(6)
Refugee Children from Vietnam: Adjusting to American Schools
102(5)
Culturally Responsive Curriculum and Instruction
107(4)
A Culturally Responsive Pedagogy
107(1)
Bilingual Special Education
108(3)
Thinking about Your Own Practice
111(5)
Parents and Families of Children with Special Needs
116(37)
Support for Parent and Family Involvement
118(2)
Parents Advocate for Change
118(1)
Educators Strive for Greater Effectiveness and Significance
119(1)
Legislators Mandate Parent and Family Participation
119(1)
Understanding Parents and Families of Children with Disabilities
120(9)
The Impact of a Child with Disabilities on the Family
120(1)
The Many Roles of the Exceptional Parent
121(3)
Abuse and Neglect of Children with Disabilities
124(2)
Changing Needs as Children Grow
126(3)
Parent-Teacher Communication
129(10)
Principles of Effective Communication
129(1)
Barriers to Effective Parent-Teacher Communication
130(2)
Methods of Home-School Communication
132(7)
Other Types of Parent Involvement
139(8)
Parents As Teachers
139(2)
Parent Education and Support Groups
141(1)
A Parent-Professional Partnership in Positive Behavioral Support
142(2)
Glen Dunlap
Bobbie J. Vaughn
Lise Fox
Parent to Parent Groups
144(1)
Parents As Research Partners
144(2)
In Support of Jay
146(1)
Ann P. Turnbull
Mary E. Morningstar
How Much Parent Involvement?
147(1)
Current Issues and Future Trends
147(6)
Part 2 Educational Needs of Exceptional Students153(475)
Early Childhood Special Education
154(46)
The Importance of Early Intervention
156(7)
First-Generation Research
156(1)
Second-Generation Research
157(3)
Selecting Toys for Young Children with Disabilities
160(2)
Summarizing the Research Base
162(1)
IDEA and Early Childhood Special Education
163(8)
Early Intervention for Infants and Toddlers
163(3)
Individualized Family Services Plan
166(1)
Special Education for Preschoolers
166(1)
Educating Young Children Prenatally Exposed to Illegal Drugs
167(4)
Judith J. Carta
Screening, Identification, and Assessment
171(4)
Screening Tools
171(1)
Diagnostic Tools
172(2)
Program Planning and Evaluation Tools
174(1)
Curriculum Goals in Early Childhood Special Education
175(5)
Developmentally Appropriate Practice
177(1)
Idea Bunny Helps Preschoolers Be More Independent
178(2)
Diane M. Sainato
Marie C. Ward
Jamie Brandt
Jill McQuaid
Tamara C. Timko
Intervention Strategies in Early Childhood Special Education
180(9)
Developing Language in Preschoolers with Disabilities
180(3)
Promoting the Social Competence of Preschoolers with Disabilities
183(2)
Developing a Preschool Activity Schedule
185(4)
Service Delivery Alternatives for Early Intervention
189(5)
Hospital-Based Programs
189(1)
Home-Based Programs
189(1)
Center-Based Programs
190(1)
Combined Home-Center Programs
191(1)
Including Preschool Children with Autism: Five Strategies that Work
192(2)
Ilene S. Schwartz
Felix F. Billingsley
Bonnie M. McBride
Who Can Help?
194(6)
Physicians and Other Health Professionals
195(1)
Other Early Intervention Specialists
195(1)
Early Childhood Educators
196(1)
Families: Most Important of All
196(4)
Mental Retardation
200(44)
Defining Mental Retardation
202(16)
AAMR's IQ-Based Definition
202(1)
Measuring Intellectual Functioning
203(3)
Measuring Adaptive Behavior
206(2)
Classifying Mental Retardation Based on Intellectual Ability
208(1)
Alternative Definitions That Emphasize Individualized Need for Supports
209(2)
AAMR's Definition Based on Needed Supports: The 1992 System
211(1)
Positive Expectations and 10,000 Hours
212(1)
Classification Based on Intensity of Needed Supports
213(3)
Criticisms of the AAMR's New Definition of Mental Retardation
216(2)
Prevalence
218(1)
Causes of Mental Retardation
218(4)
Organic Causes
218(1)
Environmental Causes
218(4)
Educational Approaches
222(12)
Curriculum Goals
222(1)
Instructional Methodology
223(5)
How Many Can You Do in One Minute?
228(4)
What to Do When Students Make Mistakes
232(2)
Educational Placement Alternatives
234(4)
Inclusive Classrooms
234(2)
Some Things We've Learned About Inclusion
236(2)
Martha E. Snell
Rachel E. Janney
Current Issues and Future Trends
238(6)
Rights of Persons with Mental Retardation
238(1)
Prevention of Mental Retardation
238(2)
Normalization and Self-Determination
240(4)
Learning Disabilities
244(44)
Defining Learning Disabilities
246(3)
The Definition in IDEA
246(1)
The NJCLD Definition
246(1)
Putting the Definition to Work
247(2)
Characteristics of Students with Learning Disabilities
249(10)
Reading Problems
249(1)
Six Principles for Early Reading Instruction
250(3)
Bonnie Grossman
Written Language Deficits
253(1)
Math Underachievement
254(1)
Social Skills Deficits
255(1)
Attention Problems and Hyperactivity
255(3)
Behavioral Problems
258(1)
The Defining Characteristic
258(1)
Prevalence
259(3)
Causes of Learning Disabilities
262(3)
Brain Damage
263(1)
Heredity
263(1)
Biochemical Imbalance
263(1)
Environmental Factors
264(1)
Assessment
265(5)
Norm-Referenced Achievement Tests
265(1)
Criterion-Referenced Tests
265(1)
Informal Reading Inventories
266(1)
Curriculum-Based Measurement
266(2)
Tutoring Joe: Winning with the Precision Teaching Team
268(2)
John O. Cooper
Educational Approaches
270(8)
Explicit Instruction
270(1)
Content Enhancements
271(1)
What Is Direct Instruction?
272(3)
Learning Strategies
275(1)
Mnemonic Strategies
276(2)
Margo A. Mastropieri
Thomas E. Scruggs
Educational Placement Alternatives
278(3)
Regular Classroom
278(1)
Consultant Teacher
279(1)
Resource Room
280(1)
Seprate Classroom
281(1)
Current Issues and Future Trends
281(7)
Will the Real Student with Learning Disabilities Please Stand Up?
281(1)
Should All Students with Learning Disabilities Be Educated in the Regular Classroom?
282(1)
Maintaining a Positive Focus
282(6)
Emotional and Behavioral Disorders
288(38)
Defining Emotional and Behavioral Disorders
290(2)
IDEA Definition of Emotional Disturbance
290(1)
CCBD Definition of Emotional or Behavioral Disorders
291(1)
Characteristics of Children with Emotional and Behavioral Disorders
292(6)
Externalizing Behaviors
292(2)
Internalizing Behaviors
294(1)
School Achievement and Intelligence
294(1)
Social Skills and Interpersonal Relationships
295(1)
Using Response Cards to Increase Participation and Achievement
296(2)
Prevalence
298(2)
Gender
299(1)
Juvenile Delinquency
299(1)
Causes of Emotional and Behavioral Disorders
300(3)
Biological Factors
300(1)
Environmental Factors
301(2)
Identification and Assessment
303(5)
Screening Tests
304(1)
Projective Tests
305(1)
Direct Observation and Measurement of Behavior
306(1)
Functional Assessment
306(2)
Educational Approaches
308(12)
Theoretical and Conceptual Models
308(1)
Curriculum Goals
309(3)
``Look, I'm All Finished!'' Recruiting Teacher Attention
312(2)
Sheila R. Alber
William L. Heward
Behavior Management
314(4)
My Return Voyage
318(1)
Patricia M. Barbetta
Affective Traits of a Good Teacher
319(1)
Educational Placement Alternatives
320(2)
Current Issues and Future Trends
322(4)
Communication Disorders
326(38)
Communication, Language, and Speech
328(3)
Communication
328(1)
Language
328(2)
Speech
330(1)
Normal Language Development
330(1)
Defining Communication Disorders
331(6)
What Are Speech Disorders?
334(1)
What Are Language Disorders?
334(1)
Leadership Roles Encourage Language in the Classroom
335(1)
Dialects and Differences
336(1)
Prevalence
337(1)
Types and Causes of Communication Disorders
338(4)
Articulation Disorders
338(2)
Fluency Disorders
340(1)
Voice Disorders
341(1)
Language Disorders
341(1)
Identification and Assessment
342(3)
Case History and Physical Examination
342(1)
Evaluation Components
343(1)
Arena Assessment
344(1)
Educational Approaches
345(4)
Treating Articulation Disorders
345(1)
Treating Fluency Disorders
346(1)
Helping the Child Who Stutters in the Classroom
347(1)
Treating Voice Disorders
348(1)
Treating Language Disorders
348(1)
Augmentative and Alternative Communication
349(8)
Active Learning Dialogues for Students with Language Learning Disabilities
350(2)
Elaine R. Silliman
Jill L. Beasman
Symbol Sets and Symbol Systems
352(3)
Selecting the Symbols
355(1)
Transmitting the Symbols
355(1)
My Communication System
356(1)
Stephen W. Hawking
Educational Placement Alternatives
357(1)
Current Issues and Future Trends
358(6)
Changing Populations
358(1)
Across-the-Day Interventions
359(1)
Communication Partners: Strategies for Opening Doors to Communication
360(4)
Hearing Loss
364(42)
Defining Hearing Loss
366(3)
How We Hear
367(1)
The Nature of Sound
368(1)
Prevalence
369(1)
Types and Causes of Hearing Loss
369(3)
Types and Age of Onset
369(2)
Prelingual Causes
371(1)
Postlingual Causes
371(1)
Identification and Assessment
372(8)
Pure-Tone Audiometry
372(2)
Deaf President Now!
374(2)
Speech Audiometry
376(1)
Alternative Audiometric Techniques
376(1)
Degrees of Hearing Loss
377(3)
Effects of Hearing Loss
380(3)
English Literacy and Academic Achievement
380(1)
Social and Psychological Factors
381(1)
Writer's Workshop: Teaching Process Writing to Students Who Are Deaf
382(1)
Barbara R. Schirmer
Educational Approaches
383(6)
Oral/Aural Approaches
384(1)
Total Communication
385(2)
Bilingual-Bicultural Approach
387(1)
Controversy and Choices
388(1)
Assistive Listening Devices and Other Support Technologies
389(5)
Amplification Instruments
389(1)
Auditory Learning
390(1)
Speech Reading
391(1)
Interpreters
392(1)
Tips for Facilitating Communication
393(1)
Text Telephones
394(1)
Television Captioning
394(1)
Alerting Devices
394(1)
Educational Placement Alternatives
394(3)
I Am Not Disahled---I'm Just Deaf
396(1)
Postsecondary Education
397(1)
Current Issues and Future Trends
397(9)
Defiantly Deaf: Deaf People Live, Proudly, in Another Culture, but Not a Lesser One
399(2)
Andrew Soloman
Deafness: The Dilemma
401(5)
Bonnie Tucker
Blindness and Low Vision
406(36)
Defining Visual Impairment
408(3)
Legal Definition of Blindness
408(1)
Educational Definitions of Visual Impairments
409(1)
Age at Onest
409(2)
Prevalence
411(1)
Types and Causes of Visual Impairment
411(5)
Refractive Errors
411(2)
Other Types of Visual Impairments
413(3)
Educational Approaches
416(17)
Special Adaptations for Students Who Are Blind
416(3)
Special Adaptations for Students with Low Vision
419(5)
Helping the Student with Low Vision
424(1)
Listening
425(1)
Daily Living and Social Skills
426(1)
Human Sexuality
427(1)
I Made It Myself, and It's Good!
428(2)
Issues in Assessment
430(1)
Orientation and Mobility
431(2)
Educational Placement Alternatives
433(5)
Public Schools
434(1)
Residential Schools
435(1)
Including Ryan: Using Natural Supports to Make Inclusion Natural
436(2)
Current Issues and Future Trends
438(4)
Specialization of Services
438(1)
Technology and Research
438(1)
Fighting against Discrimination and for Self-Determination
438(4)
Physical Impairments and Special Health Care Needs
442(42)
Types of Physical Impairments and Special Health Care Needs
444(15)
Orthopedic and Neurological Impairments
444(7)
Other Health Impairments
451(6)
Traumatic Brain Injury
457(2)
Prevalence
459(1)
Variables Affecting the Impact of Physical Impairments and Chronic Health Conditions
459(3)
Age of Onset
459(1)
Severity
459(3)
Educational Approaches
462(12)
The Interdisciplinary Team
462(1)
Environmental Modifications
463(1)
Special Health Care Needs
464(2)
Using Dolls to Teach Self-Catheterization Skills to Children with Spina Bifida
466(3)
Assistive Technology
469(2)
Inclusive Attitudes
471(1)
Adapting Toys for Children with Cerebral Palsy
472(2)
Educational Placement Alternatives
474(1)
Current Issues and Future Trends
475(9)
Related Services Support Inclusion
475(1)
New and Emerging Technologies for Persons with Severe Physical Disabilities
476(1)
Animal Assistance
476(1)
Employment, Life Skills, and Self-Advocacy
477(1)
Self-Advocacy
477(1)
Grasping the Future with Robotic Aids
478(6)
Richard D. Howell
Severe Disabilities
484(48)
Defining Severe Disabilities
486(3)
Are All Children Educable?
488(1)
Characteristics of Students with Severe Disabilities
489(6)
Deaf-Blindness
491(2)
Autism
493(2)
Prevalence
495(3)
The Autism Wars
496(2)
Catherine Maurice
Causes of Severe Disabilities
498(1)
Educational Approaches
498(34)
Curriculum: What Should Be Taught to Students with Severe Disabilities?
498(3)
My Brother Darryl: A Case for Teaching Functional Skills
501(6)
Preston Lewis
Instructional Methods: How Should Students with Severe Disabilities Be Taught?
507(6)
Disabilities Be Taught?
513(1)
Positive Behavioral Support in Action
514(8)
John Umbreit
Planning for Inclusion with MAPS
522(2)
Marsha Forest
Jack Pearpoint
The Challenge and Rewards of Teaching Students with Severe Disabilities
524(2)
The Metropolitan Nashville Peer Buddy Program
526(6)
Carolyn Hughes
Carol Guth
Judy Presley
Marilee Dye
Corie Byers
Giftedness and Talent Development
532(44)
Richard D. Howell
William L. Heward
Defining Giftedness and Talent
534(4)
Federal Definition
534(1)
An Emerging Paradigm: From Intelligence to Talent
535(1)
Renzulli's Three-Trait Definition
535(1)
Piirto's Concept of Talent Development
536(1)
Maker's Problem-Solving Perspective
537(1)
A New Definition of Outstanding Talent
537(1)
Characteristics of Students Who Are Gifted and Talented
538(7)
Making the Earth a Better Place
540(1)
Individual Differences among Gifted and Talented Students
540(1)
Creativity
541(3)
Precocity as a Hallmark of Giftedness
544(1)
Jane Piirto
Prevalence
545(1)
Identification and Assessment
545(12)
Multicultural Assessment and Identification
550(2)
Gifted and Talented Girls
552(1)
Gifted and Talented Students with Disabilities
553(1)
I Was Thinking About Black Holes
554(3)
Stephen W. Hawking
Educational Approaches
557(14)
Curricular Goals
557(1)
Curriculun Organization and Delivery Methods
558(3)
Dumbing Down: Pretending That All Students Are Equal Doesn't Make It So
561(3)
Robin Marantz Hening
New and Emerging Technologies for Gifted and Talented Students
564(2)
Instructional Models and Methods
566(5)
Current Issues and Future Trends
571(5)
Transition to Adulthood
576(52)
How Do Former Special Education Students Fare As Adults?
578(5)
Employment Status
578(1)
Wages and Benefits
578(1)
Postsecondary Education
579(1)
Dropouts
579(1)
A Friendship Program for Future Special Education Teachers
580(2)
Jill C. Dardig
Living Arrangement and Community Participation
582(1)
Overall Adjustment and Success
583(1)
Transition from School to Adult Life: Models and Services
583(10)
Will's Bridges Model of School-to-Work Transition
583(1)
Halpern's Three-Dimensional Model
584(1)
Definition of Transition Services
585(1)
Individualized Transition Plan
585(3)
Beginning Career Development and Transition Activities Early
588(2)
Removing Transition Hurdles with Effective Communication
590(3)
Sue Brewster
Lyn Dol
Employment
593(12)
Competitive Employment
595(1)
Supported Employment
595(4)
Learning Independence and Adaptability on the Job
599(3)
Sheltered Employment
602(3)
Residential Alternatives
605(8)
Institutions
606(1)
Group Homes
607(2)
Foster Homes
609(1)
Apartment Living
610(1)
Supported Living
610(3)
Recreation and Leisure
613(2)
The Ultimate Goal: A Better Life
615(13)
Quality of Life
615(1)
Handicapism
616(2)
Self-Advocacy
618(6)
Still a Long Way to Go
624
Sebine: Twelve Years Later---``I Need a Vacation''
621(7)
Postscript Developing Your Own Personal View of Special Education628
GlossaryG-1
ReferencesR-1
Name IndexI-1
Subject IndexI-15
Photo CreditsI-23
William Lee Heward has been a member of the special education faculty at The Ohio State University since 1975.

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