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Exceptional Children and Youth : An Introduction to Special Education

ISBN: 9780618704637 | 0618704639
Edition: 4th
Format: Paperback
Publisher: Cengage Learning
Pub. Date: 8/15/2005

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SummaryTable of Contents
This text uses a straightforward approach and a highly personalized tone to present research and teaching practices, emphasizing the effects of disabilities on the lives of individuals, their families, and their teachers. Themes of commonality and collaboration encourage respect, minimize teacher anxiety, and de-emphasize the typical clinical approach to this content. This updated version includes an 8-page insert highlighting the 2004 IDEA Reauthorization Legislation as well as a table correlating the new HM Video Cases to specific chapters in... MORE
... MORE
Prefacexiii
PART 1 Building Blocks for Working with Exceptional Children and Youth
1(114)
An Introduction to Special Education
2(40)
Terms and Definitions
3(3)
Prevalence of Exceptional Children
6(1)
Foundations of Special Education
6(18)
Early History: Great Teachers and Their Legacies
7(1)
Later History: Advocates for Social Change
7(5)
Legislation
12(6)
Litigation
18(2)
Disproportionate Representation of Minority Children
20(4)
Individualized Education
24(6)
The Individualized Family Service Plan
24(2)
The Individualized Education Program
26(4)
The Individualized Transition Plan
30(1)
The Pros and Cons of Labeling
30(1)
Educational Setting
31(11)
The Framework of Support for Students with Disabilities
36(6)
Risk Factors and Early Intervention
42(36)
Terms and Definitions
43(1)
Types of Risk
44(17)
Biological Risk
45(10)
Environmental Risk
55(6)
Prevention
61(3)
Major Strategies for Prevention
61(3)
Early Intervention as Prevention
64(1)
Early Intervention
64(6)
Identification and Assessment of Infants at Risk
70(8)
Techniques for Identification and Assessment
71(1)
Can Disabilities Be Predicted from Risk Factors?
71(2)
The Resilient Child
73(1)
The Importance of Relationships
74(4)
Families and Culture
78(37)
Terms and Definitions
79(5)
The Macroculture and Microcultures
82(1)
Minority and Ethnic Groups
83(1)
Culture and Disability
83(1)
Working with Culturally Diverse Families
84(2)
Knowing Yourself
84(1)
Developing Cultural Competence
84(2)
Approaches to Studying Families
86(3)
The Family Systems Approach
86(3)
Ecocultural Theory
89(1)
Family Reactions to Disability Across Cultures
89(13)
Factors Affecting Families' Reactions
93(4)
Impact of Exceptionality on Family Functions
97(1)
Exceptionality and Family Interactions
97(3)
Coping Strategies
100(1)
Sources of Support
101(1)
The Role of the Family in Special Education Services
102(13)
The Parents' Rights
103(2)
Before Formal Schooling: The Early Years
105(1)
During the School Years
106(3)
Leaving School
109(1)
Transitions to Work and Higher Education
109(1)
Family Concerns for the Future
110(1)
Positive Aspects of Disabilities for Families
110(5)
PART 2 Learning About the Potential of Exceptional Children
115(402)
Children with Learning Disabilities
116(50)
Terms and Definitions
117(3)
The Federal Definition
117(2)
Prevalence and Definition Issues
119(1)
Causes of Learning Disabilities
120(3)
Internal Factors
121(2)
External Factors
123(1)
Characteristics of Individuals with Learning Disabilities
123(21)
Learning Disabilities and Cognition: Approaches to Learning
124(6)
Learning Disabilities and Academic Performance
130(12)
Learning Disabilities and Social and Emotional Development
142(2)
Teaching Strategies and Accommodations
144(22)
Assessment for Teaching
145(3)
Direct Instruction
148(2)
Strategy Instruction
150(1)
Special Skills Instruction
151(4)
Considerations for Culturally Diverse Learners
155(1)
Adapting Classroom Materials
156(5)
Curriculum
161(5)
Children with Mental Retardation
166(35)
Terms and Definitions
167(6)
Intelligence and General Cognitive Functioning
167(1)
Adaptive Behavior
168(1)
Manifestation During the Developmental Period
169(1)
Classification Issues
170(2)
Prevalence
172(1)
Causes of Mental Retardation
173(5)
Biomedical Factors
174(1)
Social, Behavioral, and Educational Factors
175(3)
Characteristics of Individuals with Mental Retardation
178(8)
Cognitive Development
178(2)
Language Development
180(1)
Physical Development
181(1)
Social and Emotional Development
182(2)
Effects on the Family
184(2)
Teaching Strategies and Accommodations
186(15)
Early Intervention
186(1)
Curriculum
186(6)
Delivery of Instruction
192(3)
Materials
195(1)
Personal and Civil Rights
196(5)
Children with Severe Disabilities
201(39)
Terms and Definitions
202(2)
Severe Disabilities
202(1)
Severe and Profound Mental Retardation
203(1)
Prevalence
203(1)
Causes of Severe Disabilities
204(2)
Characteristics of Individuals with Severe Disabilities
206(4)
Cognitive Development
206(1)
Physical Development and Health
207(1)
Language Development and Communication
208(1)
Social Behaviors and Emotional Development
209(1)
Effects on the Family
210(4)
Family Attitudes and Reactions
211(1)
Family Roles in Education
211(3)
Teaching Strategies and Accommodations
214(19)
Normalization
216(1)
Inclusion
217(3)
Curriculum
220(3)
Transition Programming
223(10)
Ethical Issues
233(7)
The Right to Life
234(2)
The Right to Education
236(4)
Children with Behavior Disorders
240(38)
Terms and Definitions
241(5)
The Federal Definition
241(1)
Measures of Behavior
242(1)
Classifying Behavior Disorders
243(2)
Prevalence
245(1)
Causes of Behavior Disorders
246(3)
Environmental Factors
247(1)
Physiological Factors
248(1)
Characteristics of Students with Behavior Disorders
249(7)
School Achievement
249(2)
Social Adjustment
251(1)
Language and Communication
252(1)
Severe Disorders
253(1)
Families
254(2)
Attention Deficit/Hyperactivity Disorder
256(3)
Assessment and Diagnosis
256(2)
Characteristics of Students with ADHD
258(1)
Educational Programs for Students with ADHD
258(1)
Teaching Strategies and Accommodations
259(19)
Identification and Assessment: The Classroom Teacher's Role
259(5)
Curriculum Focus
264(2)
Academic Programming
266(2)
Behavior-Change Interventions
268(4)
Discipline in the Schools
272(6)
Children with Autism and Related Disorders
278(34)
Terms and Definitions
279(5)
Defining Autism
279(1)
Autism Spectrum Disorders/Pervasive Developmental Disorders
280(2)
Dual Diagnosis
282(2)
Prevalence
284(1)
Causes of Autism
284(3)
Historical Opinions About Causes
284(1)
Current Hypotheses About Causes
285(2)
Characteristics of Individuals with Autism
287(9)
Cognitive Characteristics
287(3)
Physical Characteristics
290(1)
Social Interaction
290(1)
Language and Communication
291(2)
Behavior
293(2)
Family Interactions
295(1)
Teaching Strategies and Accommodations
296(16)
The Importance of Early Intervention
297(1)
Applied Behavior Analysis
298(2)
Environmental Interventions
300(2)
Language-Based Interventions
302(1)
Biochemical Interventions
303(2)
Transition to Adulthood
305(7)
Children with Communication Disorders
312(39)
Terms and Definitions
313(3)
Communication
313(2)
Language
315(1)
Speech
316(1)
Language Development
316(4)
Language Acquisition
317(3)
Speech Production
320(1)
Types and Characteristics of Communication Disorders
320(6)
Language Disorders
320(3)
Speech Disorders
323(2)
Dialects and Language Differences
325(1)
Hearing Loss
326(1)
Causes of Communication Disorders
326(5)
Prevalence
327(1)
Recognizing Risk for Language Disorders
328(3)
Teaching Strategies and Accommodations
331(20)
Assessment
331(7)
Placement and Service Options
338(2)
Strategies for Working with Students with Communication Learning Needs
340(1)
Members of the Collaborative Team
341(10)
Children Who Are Deaf and Hard of Hearing
351(40)
Terms and Definitions
352(1)
Causes of Hearing Loss
353(6)
Hearing and Hearing Loss
353(1)
Conductive Hearing Loss
354(2)
Sensorineural Hearing Loss
356(1)
Students with Hearing Loss and Additional Disabilities
356(2)
Prevalence
358(1)
Measurement of Hearing Loss
358(1)
Characteristics of Students with Hearing Loss
359(9)
Language Development
359(2)
Cognitive and Intellectual Development
361(1)
School Achievement
362(1)
Social and Emotional Development
363(1)
Deafness and Culture
364(4)
Teaching Strategies and Accommodations
368(16)
Early Identification and Intervention
368(1)
Developing Communication Skills
368(10)
Curriculum
378(2)
Assessment
380(1)
School Placement
380(4)
Technological Advances
384(7)
Hearing Aids
384(2)
Cochlear Implants
386(1)
Assistive Listening Devices
386(1)
Telecommunication Devices
386(1)
Captioning
387(4)
Children Who Are Blind or Have Low Vision
391(35)
Terms and Definitions
392(2)
Causes of Visual Impairment
394(2)
How We See
394(1)
Causes of Vision Loss
395(1)
Prevalence
395(1)
Characteristics of Students Who Are Blind or Have Low Vision
396(9)
Language and Concept Development
397(2)
Motor Development
399(1)
Cognitive and Intellectual Development
399(1)
Social and Emotional Development
400(1)
School Achievement
401(1)
Effects on the Family
402(3)
Teaching Strategies and Accommodations
405(21)
Early Intervention
405(1)
Identification and Assessment
406(2)
Curriculum
408(8)
School Settings for Students Who Are Blind or Have Low Vision
416(2)
Education for Students with Additional Disabilities
418(1)
Assistive Technology
418(8)
Children with Physical Disabilities and Health Impairments
426(42)
Terms and Definitions
427(1)
Physical Disabilities
427(1)
Health Impairment
428(1)
Prevalence
428(1)
Types of Physical Disabilities
428(11)
Neurological Conditions
429(6)
Musculoskeletal Conditions
435(2)
Traumatic Injury
437(2)
Types of Health Impairments
439(5)
Asthma
439(1)
Juvenile Diabetes
440(1)
Cystic Fibrosis
441(1)
Acquired Immune Deficiency Syndrome (AIDS)
442(1)
Childhood Cancer
443(1)
Attention Deficit/Hyperactivity Disorder (ADHD)
443(1)
Multiple Disabilities
444(1)
Characteristics of Individuals with Physical Disabilities and Health Impairments
444(5)
Cognitive Development
445(1)
Communication and Language Development
445(1)
Social and Emotional Development
446(1)
Effects on the Family
447(2)
Teaching Strategies and Accommodations
449(13)
Early Intervention
449(1)
Educational Planning
450(3)
Accessing Instruction
453(4)
Integrating Technology
457(5)
Adult Life
462(6)
Children Who Are Gifted and Talented
468(49)
Terms and Definitions
469(12)
Early Scholars and Their Ideas on Giftedness
470(1)
Current Definitions of Giftedness
471(8)
Criteria for Identification
479(2)
Factors Contributing to Giftedness
481(1)
Hereditary and Biological Factors
481(1)
Environmental Factors
481(1)
Prevalence
482(1)
Characteristics of Students Who Are Gifted and Talented
482(11)
Cognitive Characteristics
483(1)
Social and Emotional Characteristics
483(1)
Physical Characteristics
483(2)
Personal Characteristics
485(1)
Special Populations of Gifted Students
485(8)
Teaching Strategies and Accommodations
493(24)
Early Intervention
493(1)
Identification and Assessment: The Teacher's Role
494(1)
Placement Alternatives
495(7)
Program Models
502(1)
Curriculum Modifications in the General Education Classroom
503(6)
Is Special Education for Gifted Students Necessary?
509(8)
PART 3 Current Issues in Special Education
517
The Special and General Education Relationship: New Trends and Challenges
518
Educational Reform: General Implications
519(2)
Issues in Assessment
521(3)
Purposes of Assessment
521(1)
High-Stakes Testing
522(1)
School Accountability: Perceptions of Disability
523(1)
Access to the General Education Curriculum
524(4)
Curriculum Standards
525(1)
Universal Design for Learning
526(2)
Providing Instruction
528
Teacher Preparation
529(1)
Instructional Options
530
Glossary
References
Credits
Name Index
Subject Index

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