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" Educating Exceptional Children, Eighth Edition"

by:
ISBN: 9780395780510 | 0395780519
Edition: 8th
Format: Hardcover
Publisher: HOUGHTON MIFFLIN CO
Pub. Date: 8/1/1996

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Table of Contents
Preface1
Chapter 1 Educating the Exceptional Child
1(42)
The Exceptional Child as a Special Learner
2(2)
... MORE
Who Is an Exceptional Child?
2(1)
Characteristics of Exceptional Children
3(1)
The Context of the Exceptional Child
4(7)
Ecology and the Exceptional Child
5(2)
The Influence of Family
7(2)
The Social Context: The Influence of the Environment
9(1)
The Influence of Culture
9(2)
The Significance of Language and Terminology
11(1)
Individual Differences and Their Assessment
11(8)
Individual Differences and the Classroom
12(1)
The Role of Assessment
12(7)
Inter-Individual Differences
13(6)
Intra-Individual Differences
19(1)
Developmental Profiles
19(2)
Culture and Assessment
21(2)
Culture-Bound Assessment Measures
21(1)
Environmental Conditions
22(1)
Conflicting Values
23(1)
Child-Family Interaction
23(4)
Parental Response
24(1)
Family Responsibilities
25(2)
The Child in Context: Anatomy Is Not Destiny
27(8)
Changing Family Roles
29(4)
Working Mothers
29(1)
Parent Empowerment
30(1)
Parents as Team Members
30(2)
Parents as Advocates
32(1)
Siblings
33(2)
Identifying and Coping with Family Stress
35(4)
Special Problems of Parents of Children with Special Gifts and Talents
39(4)
Chapter 2 Exceptional Children and Their Environment
43(47)
A Historical Perspective
45(1)
Establishing Residential Schools
45(1)
Adapting Public Schools
45(1)
The Exceptional Child and the School
46(1)
Integration
46(1)
The Child in Context: "One Child Is Included"
47(17)
Lifespan Perspective
51(2)
Early Childhood
51(1)
Transition Services
51(2)
Special Education Adaptations
53(6)
Learning Environment
54(2)
Content
56(1)
Skills
56(1)
Computers and Technology
57(2)
Referral and Assessment
59(5)
Assessment
60(2)
The Individualized Education Program
62(2)
Educational Restructuring
64(20)
The Regular Education Initiative
64(2)
The Inclusion Movement
66(6)
Restructuring in General Education: America 2000
72(10)
Middle Schools
72(1)
Cooperative Learning
72(1)
Site-Based Management
73(1)
Academic Standards
74(1)
Effective Assessment Tools
75(1)
Accountability
76(1)
State and Federal Legislation
76(6)
The Role of the Courts
82(2)
The Role of the Organized Religion
84(1)
Conclusion
84(6)
Chapter 3 Early Intervention: Priorities and Programs
90(35)
Overview and Origins of Early Intervention
92(3)
Definitions and Goals
92(1)
Origins of Early Intervention
92(2)
Legislative Support for Early Intervention
94(1)
Why Early Intervention?
95(2)
Avoiding Developmental Delays
95(1)
Preventing Additional Deficits
96(1)
Are Early Childhood Intervention Programs Effective?
97(1)
What Puts Children at Risk?
98(1)
Genetic Disorders
99(1)
Events During Pregnancy and Birth
99(2)
Environmental Risks
99(2)
Child Abuse
99(1)
Lower Socioeconomic Conditions (Poverty)
100(1)
Substance Abuse
100(1)
Primary Prevention
101(3)
Genetic Counseling
101(1)
Prenatal Care
102(2)
Alpha-fetoprotein Test
102(1)
Sonography
103(1)
Amniocentesis
104(1)
Chorionic Villus Biopsy
104(1)
Detecting Disabilities After Birth
104(3)
Screening at Birth
104(1)
Medical Intervention
105(1)
Developmental Screening
106(1)
Intervention Programs
107(10)
The Individualized Family Services Plan
107(4)
Settings and Strategies
111(4)
In a Hospital
111(2)
Home
113(1)
In an Early Childhood Intervention Center
114(1)
Evaluation and Curriculum
115(1)
Model Programs
116(1)
The Child in Context: The Making of a Miracle
117(3)
Families
120(5)
Chapter 4 Children Who Are Gifted and Talented
125(53)
Definitions
127(2)
Components of Intellectual Competence
129(1)
One Gift or Many?
130(2)
Factors That Contribute to Giftedness and Talent
132(2)
Heredity
132(1)
Environment
132(2)
Studies of Students Who Are Gifted
134(3)
The Burden of Giftedness
137(1)
Developmental Profiles
138(1)
The Child in Context: On Going to College Early
139(4)
Identification
143(2)
Special Groups of Children Who Are Gifted
145(9)
Girls Who Are Gifted
145(2)
Children of Extraordinary Ability
147(1)
Underachievers Who Are Gifted
148(2)
Culturally Different Children Who Are Gifted
150(3)
Children with Disabilities Who Are Gifted
153(1)
Education Reform and Its Effects
154(2)
Educational Adaptations
156(16)
Modifications to the Learning Environment
156(4)
Modifications to Content
160(3)
Teaching Cognitive Strategies
163(7)
Problem Finding and Problem Solving
165(3)
Creativity
168(2)
Student Acceleration
170(2)
Lifespan Issues
172(6)
Chapter 5 Children with Mental Retardation
178(53)
Definition
179(5)
Intellectual Subnormality
179(1)
Adaptive Behavior
180(2)
Levels of Mental Retardation
182(2)
Biological Factors That Contribute to Mental Retardation
184(5)
Chromosomal Abnormalities
184(3)
Down Syndrome
184(2)
Phenylketonuria
186(1)
Fragile X Syndrome
187(1)
Toxic Agents
187(2)
Fetal Alcohol Syndrome
187(1)
Heavy Metals
188(1)
Infections
189(1)
The Family and Other Environmental Factors That Affect Mental Retardation
189(3)
Characteristics of Children with Retardation
192(3)
Ability to Process Information
192(2)
Ability to Acquire and Use Language
194(1)
Emotional Problems and Social Acceptance
194(1)
Developmental Profiles
195(1)
Prevention of Mental Retardation
196(1)
The Child in Context: Jon Will's Aptitudes
197(3)
Educational Adaptations
200(23)
Identification
200(2)
Differential Programming
202(1)
Individualized Education Programs
203(1)
Learning Environments
203(4)
Regular Classroom
203(1)
Teacher Consultants or Facilitators
203(3)
Resource Room
206(1)
Special Classes
206(1)
Middle School
206(1)
Curriculum Content
207(5)
Basic Academic Skills
209(1)
Language and Communication
209(2)
Socialization
211(1)
Prevocational and Work-Study Skills
212(1)
Uses of Technology
213(3)
Skills Mastery
216(2)
Teaching Strategies
218(3)
Behavior Modification
218(1)
Intrinsic Motivation
219(1)
Counseling
220(1)
Cooperative Learning
220(1)
Special Olympics
221(1)
Can Special Education Make a Difference?
221(2)
Lifespan Issues
223(8)
Transition from School to Work
223(2)
Transition to Adulthood
225(6)
Chapter 6 Children with Learning Disabilities
231(46)
A Historical Overview
232(1)
Definitions
233(2)
Prevalence
235(2)
Is There a Single Cause?
237(1)
Characteristics of Children with Learning Disabilities
237(1)
Classification of Learning Disabilities
238(7)
Neuropsychological/Developmental Learning Disabilities
239(4)
Biological and Genetic Explanations
240(1)
Perceptual-Motor Problems
240(1)
Visual Processing Deficits
241(1)
Auditory Processing Deficits
241(1)
Memory Disorders
241(1)
Attentional Deficits and Hyperactivity
241(2)
Academic/Achievement Learning Disabilities
243(2)
Language and Reading Disorders
243(1)
Dyslexia
243(1)
Writing Disorders
244(1)
Spelling Disorders
244(1)
Mathematics Disorders
244(1)
The Child in Context: A Student Helps Other Dyslexics
245(2)
Deficits in Executive Function or Cognitive Strategies
247(1)
Social Disabilities
247(1)
Developmental Profiles
247(1)
Identification and Assessment
248(6)
Diagnosis
249(2)
Early Intervention
251(2)
Language Disabilities
251(1)
Perceptual-Motor Disabilities
252(1)
Attentional and Other Disabilities
252(1)
The Individualized Family Service Plan
253(1)
Schoolchildren
254(1)
Educational Adaptations
254(17)
Major Approaches for Teaching Students with Learning Disabilities
255(2)
Applied Behavioral Analysis
255(2)
Diagnostic Prescriptive Model
257(7)
Mnemonic Devices
257(1)
Cooperative Learning
257(1)
Cognitive Instruction
258(1)
Some Approaches to Instruction
259(5)
Learning Environment
264(4)
Secondary School Programs
268(1)
Transition Programs
268(3)
Families
271(6)
Chapter 7 Children with Behavior Problems
277(49)
Definition
278(3)
Factors Related to Behavior Problems
281(5)
Biological Risk Factors
281(3)
The Influence of Genes
283(1)
Interaction Between Genes and Environment
283(1)
The Influence of Drugs
284(1)
Family Risk Factors
284(1)
School Risk Factors
285(1)
Social Risk Factors
285(1)
Classifications and Characteristics
286(5)
Conduct Disorders
286(2)
Attention-Deficit Hyperactivity Disorder
287(1)
Anxiety-Withdrawal
288(3)
Developmental Profiles
291(2)
Identification and Placement
293(2)
The Child in Context: Vivienne: A Teacher's Viewpoint
295(1)
Intervention Strategies
296(8)
Operant Conditioning
298(2)
Functional Assessment
300(1)
Ecological Strategies
301(1)
Project Re-Ed
301(1)
Time-out
302(1)
The Challenge of Substance Abuse
302(1)
Drug Treatment
303(1)
Treatment Combinations
303(1)
Educational Adaptations
304(15)
The Role of the Case Manager (Service Coordinator)
304(1)
Learning Environment
304(2)
Inclusion
306(2)
Curriculum Content
308(1)
Computers: Aiding Content Mastery and Avoiding Negative Response
309(1)
Skills Mastery Techniques
310(8)
Cognitive Strategy Approaches
312(1)
Developing Social Skills
313(2)
Modeling Acceptable Behavior
315(3)
The Helping Teacher
318(1)
Lifespan Issues
319(7)
Transition from School to Work
319(1)
Transition to Adulthood
320(6)
Chapter 8 Children with Communication Disorders in Speech and Language
326(40)
Definitions
327(2)
Differences Between Speech Disorders and Language Disorders
329(1)
The Elements of Verbal Language
330(2)
Prevalence of Communication Disorders
332(1)
Language Development: A Brief Overview
332(5)
Characteristics of Language Development
332(2)
The Sequence of Language Development
334(3)
Classification of Communication Disorders
337(3)
Disorders of Articulation-Phonology
338(1)
The Nature of Articulation-Phonology Disorders
338(1)
Disabilities Associated with Articulation-Phonology Disorders
339(1)
Disorders of Fluency and Speech Timing
339(1)
Disorders of Voice
339(1)
Disorders of Language
340(1)
Developmental Delay in Communication
340(1)
Developmental Profile
341(1)
Identification and Assessment
342(5)
Preschool Children and Early Intervention
342(1)
School-Age Children
343(2)
Screening
344(1)
Evaluation and Diagnosis
344(1)
Developing the Individualized Education Program
345(1)
Linguistic Diversity
345(2)
Assessment of Non-English Speaking Children
345(1)
Dialects
346(1)
Educational Adaptations
347(12)
Intervention Priorities
348(1)
Intervention Strategies
348(6)
Therapy
348(2)
Interactive Approaches
350(1)
Intervention for Fluency Disorders
350(1)
Augmented and Alternative Communication
351(1)
Computers
352(1)
Auditory Integration Training
353(1)
Facilitative Communication
354(1)
Implications for Teachers
354(3)
Service Delivery Options
357(1)
Consultative Service
357(1)
Itinerant Service
358(1)
Intensive-Cycle Scheduling
358(1)
Educational Setting
358(1)
Additional Roles of the Speech-Language Pathologist
358(1)
Family Issues
359(1)
The Child in Context: Learning to Try
360(6)
Chapter 9 Children Who Are Deaf or Hard of Hearing
366(46)
Definitions
367(4)
Degree of Hearing Loss
367(1)
Age of Onset of Loss
367(3)
The Structure of the Ear and Types of Hearing Loss
370(1)
Prevalence of Hearing Loss
371(1)
Causes of Hearing Loss
372(5)
Genetic Causes
373(1)
Environmental Causes
374(3)
Characteristics of Children with Hearing Loss
377(5)
Cognitive Development
377(1)
Language Development
378(2)
Social and Personal Adjustment
380(2)
The Deaf Community
382(1)
Developmental Profiles
382(2)
The School's Role in Identification
384(2)
The Classroom Teacher
384(1)
The Audiologist
385(1)
Means of Testing Hearing Loss
386(1)
Pure-Tone Audiometry
386(1)
Bone-Conductor Test
386(1)
Behavioral Observation Audiometry
386(1)
Play Audiometry
386(1)
Technologies and Programs
387(2)
Hearing Aids
387(1)
Computers
388(1)
Other Technological Advances
388(1)
The Child in Context: Rachel Remembers
389(2)
Educational Adaptations
391(14)
Learning Environments
391(3)
Early Intervention
391(1)
Elementary School
392(1)
Secondary School
393(1)
Postsecondary Programs
393(1)
Communication Skills
394(6)
Communication Methods
395(3)
Approaches to Teaching Communications
398(2)
Academic Achievement
400(2)
General Teaching Strategies
402(2)
Instructor Variables
402(1)
Program Variables
402(1)
Home Variables
403(1)
The Educational Team
404(1)
Some Special Services
404(1)
Captioned Films for the Deaf
404(1)
Signaling Devices
404(1)
Registry of Interpreters for the Deaf, Inc.
404(1)
State Departments of Vocational Rehabilitation
404(1)
Telecommunications for the Deaf, Inc.
404(1)
Families
405(7)
Chapter 10 Children with Visual Impairments
412(54)
Definitions
413(1)
Visual Interpretation and the Human Eye
413(4)
The Human Eye
414(1)
Causes of Visual Impairments
415(2)
Characteristics of Children with Visual Impairments
417(4)
Intellectual Development
417(1)
Language Development
418(1)
Sensory Compensation and Perception
419(1)
Personal and Social Adjustment
419(2)
Developmental Profiles
421(2)
Early Intervention
423(2)
Identification
425(2)
Educational Adaptations
427(19)
Learning Environment
429(7)
Inclusion
429(2)
Special Schools
431(1)
Itinerant Teacher
432(1)
The Need for Teamwork
432(2)
The Need for Support Personnel
434(1)
Individualized Education Program
435(1)
Social Aspects of Inclusion
436(2)
Developing Adaptive Skills
438(8)
Communication Skills
438(4)
Environment Skills
442(3)
Skills in the Learning Environment
445(1)
The Child in Context: Taking Rachel Swimming
446(8)
Additional Skills Training
450(1)
Aids in the Learning Environment
450(2)
Content
452(2)
Science
452(1)
Mathematics
452(2)
The Uses of Technology
454(7)
Communication
454(4)
Transition from School to Work
458(1)
Program Evaluation
458(1)
Prevocational Training
458(3)
Lifespan Issues
461(1)
A Final Word
461(5)
Chapter 11 Children with Multiple and Severe Disabilities
466(46)
A Note About Terminology
468(1)
Definition
469(1)
Prevalence of Multiple and Severe Disabilities
470(1)
Causes of Multiple and Severe Disabilities
471(1)
Characteristics of Children with Multiple and Severe Disabilities
471(11)
Autism and Pervasive Developmental Disorders (NOS)
472(3)
Deaf-Blind Impairment
475(4)
Behavior Disturbance and Hearing Impairment
479(2)
Mental Retardation with Another Disability
480(1)
Mental Retardation and Cerebral Palsy
481(1)
Early Intervention
482(3)
Identification of Children with Multiple and Severe Disabilities
485(1)
Educational Adaptations
486(15)
A Philosophy of Teaching
486(6)
Functional Age-Appropriate Skills
487(1)
Learning Environment
487(2)
Integrated Settings
489(2)
Data Collecting
491(1)
Teaching and Assessing
492(3)
Normal Development
492(1)
Generalization of Skills
493(1)
Assessment of Skills
494(1)
Curriculum and Teaching Approaches
495(3)
Preschool
495(2)
Primary and Secondary School
497(1)
Adaptation for Nonvocal Students
498(1)
Transition from Home and School to Community and Work
499(1)
Computer Technology
500(1)
Adulthood and Lifespan Issues
501(1)
Living Arrangements
501(1)
Vocational Arrangements
501(1)
The Child in Context: The Miracles of Brea
502(4)
Day Treatment Programs
505(1)
Sheltered Workshops
505(1)
Supportive Competitive Employment
505(1)
Families
506(6)
Chapter 12 Children with Physical Disabilities and Health Impairments
512(46)
Definitions
513(1)
Prevalence of Physical Disabilities and Health Impairments
514(1)
Causes of Physical Disabilities and Health Impairments
516(1)
Congenital Disabilities
516(1)
Acquired Disabilities
516(1)
Classification and Characteristics
517(3)
Children with Physical Disabilities
517(1)
Neurological Conditions
518(2)
The Child in Context: The Prison of Paralysis, the Freedom of Words
520(15)
Musculoskeletal Conditions
523(3)
Children with Health Impairments
526(5)
Cardiopulmonary Conditions
526(2)
Acquired Immune Deficiency Syndrome
528(1)
Cooley's Anemia and Sickle Cell Anemia
528(1)
Substance Abuse
529(1)
Other Health-Related Conditions
530(1)
Technology-Dependent Health Conditions
531(3)
A Home-Care Success Story
531(1)
Tube Feeding
532(1)
Intravenous Feeding
532(1)
Catheterization and Colostomy
532(1)
Oxygen-Dependent Children
533(1)
Child Abuse
534(1)
Traumatic Brain Injury and Accidents
534(1)
Developmental Profiles
535(2)
Early Intervention
537(1)
Identification of Children with Physical Disabilities and Health Impairments
538(1)
Educational Adaptations
538(13)
Content and Instructional Adaptations
538(6)
The Role of Related Services
539(1)
Communication
540(3)
Instructional Materials and Classroom Equipment
543(1)
Physical Education
544(1)
Emergency and Medical Procedures
544(1)
Skill Development
544(5)
Motor Skills and Mobility
545(1)
Self-Care Skills
546(1)
Social and Emotional Adjustment
546(3)
Learning Environment
549(2)
Inclusion
549(2)
Accessibility
551(1)
Family and Lifespan Issues
551(7)
Transition
551(1)
Length of Life
552(1)
Discrimination
552(6)
Afterword Perspectives on Educating Exceptional Children in the Future558(4)
Glossary562(8)
References570(26)
Author/Source Index596(8)
Subject Index604

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