Introduction to Students with High-Incidence Disabilities

ISBN-10: 0131178024
ISBN-13: 9780131178021
Edition: 2008
List price: $145.80
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Description: 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  More...

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Book details

List price: $145.80
Copyright year: 2008
Publisher: Prentice Hall PTR
Publication date: 1/10/2007
Binding: Paperback
Pages: 400
Size: 7.25" wide x 9.00" long x 0.75" tall
Weight: 2.398
Language: English

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
Labels and Categories
Disability, Handicap, and Inability
High-Incidence Disabilities and Mild Disabilities
Prevalence
Severity
The Importance of Labels
Educational Services
Identification
Definitions and Terminology
Emotional and Behavioral Disorders
Learning Disabilities
Mild Mental Retardation
Overlap Among High-Incidence Disabilities
Summary
Case Studies
Marcus
Sara
References
The History and Current Trends Surrounding High-Incidence Disabilities
Before the Education for All Handicapped Children Act
The Early 19th Century
Middle to Late 19th Century
The 20th Century
1975-Education for All Handicapped Children Act
The Regular Education Initiative
The Full Inclusion Movement
Reauthorization of EAHCA
The 1990 Reauthorization, Now Idea
The 1997 Reauthorization
The 2004 Reauthorization, NCLB, and Related Events
No Child Left Behind
Summary
Case Study
Greg
References
Understanding Causal Factors Related to High-Incidence Disabilities
Normal (Typical) Development, Abnormal (Atypical) Development, and Risk
Biological Risk Factors
Brain Development and Function
Genes-Heredity
Temperament
Other Biological Risk Factors
Implications of Biological Risk Factors
Environmental Risk Factors
Prenatal Factors
Perinatal Factors
Postnatal Factors
Family Factors
Community Factors
School and Cultural Factors
Interaction of Biological and Environmental Factors
Summary
Case Studies
Chandler
Rhiannon
Lindsey
References
The Unique Characteristics and Learning Needs of Students with High-Incidence Disabilities
Characteristics of Students with Learning Disabilities
History
Foundation Period
Emergent Period
Characteristics
Early Childhood
Elementary Grades
Adolescence
Identification of Students with SLD
Early Childhood
Elementary Grades
Adolescence
Unique Learning Needs of Students with SLD
Early Childhood
Elementary
Adolescence
Summary
Case Studies
Elton
Carmen
Matt
References
Characteristics of Students with Emotional and Behavioral Disorders
Characteristics and Identification of Students with Emotional and Behavioral Disorders
Defining Emotional and Behavioral Disorders
Identification of Students with EBD
Changing Characteristics and Identification of EBD Across Age Levels
Unique Learning Needs and Evidence-Based Practices
Applied Behavior Analysis
Social Competence Interventions
Wraparound and Systems of Care
Psychopharmacology Interventions
Summary
Case Studies
Dean
Larissa
Tommy
References
Characteristics of Students with Mild Mental Retardation
Characteristics and Identification of Students with Mild Mental Retardation (MMR)
Defining Mild Mental Retardation (MMR)
Identification of Students with MMR
Changing Characteristics and Identification of MMR Across Age Levels
Unique Learning Needs and Evidence-Based Practices
Unique Learning Characteristics
Evidence-Based Practices for Students with MMR
Summary
Case Studies
Carrie
Evan
David
References
Characteristics of Students with Other High-Incidence Disabilities
Characteristics and Identification of Students with Attention Deficit Hyperactivity Disorder (ADHD)
Characteristics of ADHD
Identification of ADHD
Unique Learning Needs and Evidence-Based Practices (ADHD)
Characteristics and Identification of Students with Traumatic Brain Injury (TBI)
Characteristics of TBI
Identification of TBI
Unique Learning Needs and Evidence-Based Practices (TBI)
Characteristics and Identification of Students with High-Functioning Autism (HFA)
Characteristics of HFA
Identification of HFA
Unique Learning Needs and Evidence-Based Practices (HFA)
Summary
Case Studies
Samantha
Rachael
JT
References
Educational Instruction
Assessment for Academic Instruction
Purpose and Benefits of Assessment
Screening
Diagnosis
Progress Monitoring
Outcome Measurement
Types of Assessment
Formal Assessments
Informal Assessments
Content of Assessment
Assessing Oral Language
Assessing Written Language
Assessing Reading
Assessing Math
Assessing the Instructional Environment
Assessment Process for High-Incidence Disabilities
Screening, Referral, and Evaluation
Placement and IEP Development
Progress Monitoring
Reevaluation
Testing Accommodations
Current Issues in the Assessment of Students with High-Incidence Disabilities
Summary
Case Studies
Beyonce
Raphael
Heather
References
Evaluation for Social Instruction
Defining Social Competence
Social Skills
Adaptive Behavior
Assessment
Measures
Stages of Learning
Summary
Case Studies
Stevie
Rhiannon
Nick
References
Educational Partnerships
Characteristics of Effective General Education Settings for Students with High-Incidence Disabilities
The Component of an Effective General Education Setting
Establishing the Learning Environment
Manage the Instructional Process Efficiently
Define Diversity as Part of the Setting
Facilitation of Peer Supports and Social Networks
Fostering Collaboration
Integration of Effective Practices
Summary
Case Studies
Mac
Christy
References
Collaboration, Consultation, and Co-Teaching
What Are Collaboration, Consultation, and Co-Teaching?
Are Collaboration, Consultation, and Co-teaching the Same or Different?
Why Collaborate? Historical and Legal Foundations for Collaboration, Consultation, and Co-Teaching
Historical Foundations
Legal Foundations
Summary
Putting Consultation, Collaboration, and Co-Teaching into Practice: How Does It Work?
Who Is Part of the Collaborative Team?
How Does Collaboration Work?
How Does Consultation Work?
How Does Co-teaching Work?
Current Trends and Opportunities for Collaboration, Consultation, and Co-Teaching
Collaborating Within the School
Collaborating Across Schools
Collaborating Outside the School
Evaluating the Effectiveness of Consultation, Collaboration, and Co-Teaching: Data Speak Louder Than Words
Summary
Case Studies
Aaron
Janice/Kevin
Carrie
References
Prevention and Early Intervention: Setting the Stage for Effective Learning
Defining Prevention
Primary and Secondary Conditions
Prevention of EBD
Prevention of LD
Prevention of MMR
Early Intervention
National Agenda
What Works in Early Intervention
Early Intervention: Think Again
Summary
Case Studies
Benton Elementary School
Chandler
Rhiannon
References
Glossary
Name Index
Subject Index

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