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An Introduction to Students with High-Incidence Disabilities

by: Stichter, Janine Peck; Conroy, Maureen A.; Kauffman, James M.

An Introduction to Students with High-Incidence Disabilities

by: Stichter, Janine Peck; Conroy, Maureen A.; Kauffman, James M.

ISBN 13:
9780131178021
ISBN 10:
0131178024
Edition: 1st
Format: Paperback
Copyright: 01/10/2007
Publisher: Pearson

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Summary

Educating Students with Mild Disabilitiesprovides a comprehensive and engaging overview of characteristics, assessment and current issues related to the education of students with high incidence disabilities. Separate chapters detail well researched and up to date information on learning disabilities, behavioral disorders, mild mental retardation as well as other high incidence disabilities within applied educational settings.

Historical Foundations of High-Incidence Disabilities
High-Incidence Disabilities: Definition and Prevalence	p. 3
Labels and Categories	p. 4
Disability, Handicap, and Inability	p. 5
High-Incidence Disabilities and Mild Disabilities	p. 6
Prevalence	p. 6
Severity	p. 7
The Importance of Labels	p. 8
Educational Services	p. 9
Identification	p. 9
Definitions and Terminology	p. 10
Emotional and Behavioral Disorders	p. 10
Learning Disabilities	p. 12
Mild Mental Retardation	p. 15
Overlap Among High-Incidence Disabilities	p. 16
Summary	p. 17
Case Studies	p. 19
Marcus	p. 19
Sara	p. 19
References	p. 20
The History and Current Trends Surrounding High-Incidence Disabilities	p. 23
Before the Education for All Handicapped Children Act	p. 24
The Early 19th Century	p. 25
Middle to Late 19th Century	p. 26
The 20th Century	p. 26
1975-Education for All Handicapped Children Act	p. 27
The Regular Education Initiative	p. 29
The Full Inclusion Movement	p. 30
Reauthorization of EAHCA	p. 31
The 1990 Reauthorization, Now Idea	p. 31
The 1997 Reauthorization	p. 31
The 2004 Reauthorization, NCLB, and Related Events	p. 32
No Child Left Behind	p. 34
Summary	p. 36
Case Study	p. 38
Greg	p. 38
References	p. 39
Understanding Causal Factors Related to High-Incidence Disabilities	p. 43
Normal (Typical) Development, Abnormal (Atypical) Development, and Risk	p. 45
Biological Risk Factors	p. 46
Brain Development and Function	p. 46
Genes-Heredity	p. 49
Temperament	p. 52
Other Biological Risk Factors	p. 54
Implications of Biological Risk Factors	p. 54
Environmental Risk Factors	p. 55
Prenatal Factors	p. 55
Perinatal Factors	p. 56
Postnatal Factors	p. 56
Family Factors	p. 57
Community Factors	p. 61
School and Cultural Factors	p. 62
Interaction of Biological and Environmental Factors	p. 64
Summary	p. 64
Case Studies	p. 66
Chandler	p. 66
Rhiannon	p. 66
Lindsey	p. 67
References	p. 68
The Unique Characteristics and Learning Needs of Students with High-Incidence Disabilities
Characteristics of Students with Learning Disabilities	p. 75
History	p. 76
Foundation Period	p. 76
Emergent Period	p. 78
Characteristics	p. 82
Early Childhood	p. 82
Elementary Grades	p. 83
Adolescence	p. 88
Identification of Students with SLD	p. 88
Early Childhood	p. 88
Elementary Grades	p. 89
Adolescence	p. 91
Unique Learning Needs of Students with SLD	p. 92
Early Childhood	p. 92
Elementary	p. 93
Adolescence	p. 97
Summary	p. 98
Case Studies	p. 101
Elton	p. 101
Carmen	p. 101
Matt	p. 101
References	p. 102
Characteristics of Students with Emotional and Behavioral Disorders	p. 109
Characteristics and Identification of Students with Emotional and Behavioral Disorders	p. 110
Defining Emotional and Behavioral Disorders	p. 111
Identification of Students with EBD	p. 115
Changing Characteristics and Identification of EBD Across Age Levels	p. 116
Unique Learning Needs and Evidence-Based Practices	p. 124
Applied Behavior Analysis	p. 125
Social Competence Interventions	p. 126
Wraparound and Systems of Care	p. 127
Psychopharmacology Interventions	p. 129
Summary	p. 130
Case Studies	p. 133
Dean	p. 133
Larissa	p. 134
Tommy	p. 134
References	p. 135
Characteristics of Students with Mild Mental Retardation	p. 139
Characteristics and Identification of Students with Mild Mental Retardation (MMR)	p. 140
Defining Mild Mental Retardation (MMR)	p. 143
Identification of Students with MMR	p. 148
Changing Characteristics and Identification of MMR Across Age Levels	p. 150
Unique Learning Needs and Evidence-Based Practices	p. 156
Unique Learning Characteristics	p. 156
Evidence-Based Practices for Students with MMR	p. 158
Summary	p. 159
Case Studies	p. 161
Carrie	p. 161
Evan	p. 161
David	p. 162
References	p. 162
Characteristics of Students with Other High-Incidence Disabilities	p. 165
Characteristics and Identification of Students with Attention Deficit Hyperactivity Disorder (ADHD)	p. 166
Characteristics of ADHD	p. 167
Identification of ADHD	p. 169
Unique Learning Needs and Evidence-Based Practices (ADHD)	p. 171
Characteristics and Identification of Students with Traumatic Brain Injury (TBI)	p. 172
Characteristics of TBI	p. 173
Identification of TBI	p. 174
Unique Learning Needs and Evidence-Based Practices (TBI)	p. 174
Characteristics and Identification of Students with High-Functioning Autism (HFA)	p. 175
Characteristics of HFA	p. 176
Identification of HFA	p. 178
Unique Learning Needs and Evidence-Based Practices (HFA)	p. 181
Summary	p. 182
Case Studies	p. 185
Samantha	p. 185
Rachael	p. 185
JT	p. 186
References	p. 187
Educational Instruction
Assessment for Academic Instruction	p. 191
Purpose and Benefits of Assessment	p. 192
Screening	p. 192
Diagnosis	p. 193
Progress Monitoring	p. 194
Outcome Measurement	p. 194
Types of Assessment	p. 194
Formal Assessments	p. 196
Informal Assessments	p. 199
Content of Assessment	p. 203
Assessing Oral Language	p. 203
Assessing Written Language	p. 206
Assessing Reading	p. 211
Assessing Math	p. 220
Assessing the Instructional Environment	p. 223
Assessment Process for High-Incidence Disabilities	p. 224
Screening, Referral, and Evaluation	p. 224
Placement and IEP Development	p. 225
Progress Monitoring	p. 226
Reevaluation	p. 226
Testing Accommodations	p. 226
Current Issues in the Assessment of Students with High-Incidence Disabilities	p. 227
Summary	p. 228
Case Studies	p. 230
Beyonce	p. 230
Raphael	p. 230
Heather	p. 230
References	p. 231
Evaluation for Social Instruction	p. 235
Defining Social Competence	p. 237
Social Skills	p. 238
Adaptive Behavior	p. 239
Assessment	p. 241
Measures	p. 241
Stages of Learning	p. 249
Summary	p. 253
Case Studies	p. 255
Stevie	p. 255
Rhiannon	p. 255
Nick	p. 255
References	p. 256
Educational Partnerships
Characteristics of Effective General Education Settings for Students with High-Incidence Disabilities	p. 261
The Component of an Effective General Education Setting	p. 263
Establishing the Learning Environment	p. 265
Manage the Instructional Process Efficiently	p. 265
Define Diversity as Part of the Setting	p. 266
Facilitation of Peer Supports and Social Networks	p. 267
Fostering Collaboration	p. 269
Integration of Effective Practices	p. 270
Summary	p. 278
Case Studies	p. 281
Mac	p. 281
Christy	p. 281
References	p. 282
Collaboration, Consultation, and Co-Teaching	p. 285
What Are Collaboration, Consultation, and Co-Teaching?	p. 286
Are Collaboration, Consultation, and Co-teaching the Same or Different?	p. 288
Why Collaborate? Historical and Legal Foundations for Collaboration, Consultation, and Co-Teaching	p. 289
Historical Foundations	p. 289
Legal Foundations	p. 290
Summary	p. 292
Putting Consultation, Collaboration, and Co-Teaching into Practice: How Does It Work?	p. 293
Who Is Part of the Collaborative Team?	p. 293
How Does Collaboration Work?	p. 294
How Does Consultation Work?	p. 298
How Does Co-teaching Work?	p. 301
Current Trends and Opportunities for Collaboration, Consultation, and Co-Teaching	p. 304
Collaborating Within the School	p. 304
Collaborating Across Schools	p. 305
Collaborating Outside the School	p. 305
Evaluating the Effectiveness of Consultation, Collaboration, and Co-Teaching: Data Speak Louder Than Words	p. 306
Summary	p. 307
Case Studies	p. 310
Aaron	p. 310
Janice/Kevin	p. 310
Carrie	p. 311
References	p. 312
Prevention and Early Intervention: Setting the Stage for Effective Learning	p. 315
Defining Prevention	p. 317
Primary and Secondary Conditions	p. 319
Prevention of EBD	p. 321
Prevention of LD	p. 330
Prevention of MMR	p. 336
Early Intervention	p. 339
National Agenda	p. 339
What Works in Early Intervention	p. 340
Early Intervention: Think Again	p. 342
Summary	p. 343
Case Studies	p. 345
Benton Elementary School	p. 345
Chandler	p. 345
Rhiannon	p. 346
References	p. 346
Glossary	p. 351
Name Index	p. 368
Subject Index	p. 375
Table of Contents provided by Ingram. All Rights Reserved.

Amazon no longer offers textbook rentals. We do!

An Introduction to Students with High-Incidence Disabilities

An Introduction to Students with High-Incidence Disabilities

9780131178021

0131178024

Summary

Table of Contents

Supplemental Materials

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Amazon no longer offers textbook rentals. We do!

An Introduction to Students with High-Incidence Disabilities

An Introduction to Students with High-Incidence Disabilities

9780131178021

0131178024

Summary

Table of Contents

Supplemental Materials

Write a Review

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