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Basic Concepts | |
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Historical Perspectives | |
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Historical Overview | |
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Antiquity: Prior to 1700 | |
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Emergence and Early Disillusionment of a Field: 1700-1890 | |
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Facilities-Based Orientation: 1890-1960 | |
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Services-Based Orientation: 1960-1985 | |
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Supports-Based Orientation: 1985-Present | |
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Terminology and Definition | |
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Mental Retardation in Context | |
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Terminology | |
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Disablism and Mental Retardation | |
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Defining Mental Retardation | |
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Contemporary Definitional Perspectives | |
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Operationalizing Definitional Perspectives | |
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Incidence and Prevalence | |
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Assessment of Mental Retardation | |
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Theories of Intelligence | |
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Assessment of Intelligence | |
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Theories of Adaptive Behavior | |
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Assessment of Adaptive Behavior | |
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Individual Rights and Legal Issues | |
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The Context for Securing Individuals' Rights | |
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Legal Precedents for Individual Rights | |
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Institutional Rights | |
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Community Rights | |
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Issues That Span a Lifetime | |
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Biology, Psychology, and Sociology of Mental Retardation | |
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Biological Sources of Mental Retardation and Efforts for Prevention | |
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Terminology | |
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Genetic Disorders | |
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Genetic Transmission | |
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Chromosomal Deviations | |
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Cranial Malformations | |
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Other Congenital Factors | |
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Prematurity and Perinatal Concerns | |
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Postnatal Biological Concerns | |
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Prevention | |
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Ethical Issues | |
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Psychosocial Aspects of Mental Retardation | |
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Individual Aspects | |
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Environmental Aspects | |
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Interventions | |
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Characteristics of Individuals with Milder Forms of Mental Retardation | |
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Characteristics of Milder Retardation | |
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Demographic Characteristics | |
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Motivational and Sociobehavioral Characteristics | |
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Learning Characteristics | |
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Speech and Language Characteristics | |
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Physical Health Characteristics | |
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Educational Characteristics | |
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Characteristics of Persons with Severe Mental Retardation | |
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Characteristics of Severe Mental Retardation | |
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Behavioral Characteristics | |
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Communication Characteristics | |
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Physical and Emotional Health Characteristics | |
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Educational Concerns | |
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Appropriate Outcomes | |
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Supports | |
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Programming and Issues across the Life Span | |
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Infancy and Early Childhood | |
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Rationale for Early Childhood Special Education | |
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Legislation Affecting Early Childhood Special Education Programs | |
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DEC-Recommended Practices | |
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Measures of Early Childhood Development | |
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Issues in Early Childhood Assessment | |
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Programming for Young Children | |
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Curriculum | |
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School Years: Educational Programming | |
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Individuals with Disabilities Education Act (IDEA) | |
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Educational Environment Options | |
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Assessment and Program Planning | |
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Programming for School-Age Learners | |
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Transitional Years: Preparing for Adulthood | |
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Basic Concepts of Transition | |
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Transition Education | |
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Transition Planning | |
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Vocational Preparation | |
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Adult Years: Life in the Community | |
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Adult Development | |
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Patterns of Residential and Community Living | |
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Adjusting to Life in the Community | |
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Issues of the Adult Years | |
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Future Issues | |
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Family Considerations | |
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Organization of the Family | |
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Family Functioning | |
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Issues in Family Living | |
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Assistive Technology Applications | |
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Definition of Assistive Technology | |
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Benefits of Assistive Technology | |
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Policies and Legalities Surrounding Assistive Technology | |
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Barriers of Assistive Technology | |
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Modifications | |
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Appendix | |
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Glossary | |
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Subject Index | |
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Name Index | |