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Foundations | |
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History of Special Education | |
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Early History: A Brief Review | |
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The Modern Era: Setting the Stage | |
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Section 504: Civil Rights for Citizens with Disabilities | |
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The Education for All Handicapped Children Act | |
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Disability Legislation Post-IDEA | |
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Inclusion | |
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Idea and Access to General Education | |
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Five Faces of Inclusion | |
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Summary | |
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Collaboration Between Professional Educators and Families | |
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New Roles, New Challenges | |
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Collaboration | |
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Effective Communication for Successful Collaboration | |
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Collaboration Between the Special Educator and the General Educator | |
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Consultation | |
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Collaborative Consultation | |
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Co-Teaching | |
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Preparing to Co-Teach | |
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Teacher Support Teams | |
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The Importance of Administrative Support | |
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Parents as Partners | |
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Parents Know First | |
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Parent Conferences | |
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Paraeducators and Collaboration | |
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Summary | |
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Students with Low-Incidence Disabilities | |
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Mental Retardation | |
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Defining Mental Retardation | |
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Classroom Accommodations and Instructional Techniques | |
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Family Guidelines | |
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Autism Spectrum Disorders | |
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Defining Autism Spectrum Disorders | |
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Classroom Accommodations and Instructional Techniques | |
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Family Guidelines | |
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Significant Orthopedic and Other Health Impairments | |
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Defining Orthopedic and Other Health Impairments | |
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Classroom Accommodations and Instructional Techniques | |
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Family Guidelines | |
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Sensory Impairments | |
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Defining Sensory Impairment | |
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Summary | |
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Students with High-Incidence Disabilities | |
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Learning Disabilities | |
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Defining Learning Disabilities | |
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Prevalence of Learning Disabilities | |
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Characteristics of Students with Learning Disabilities | |
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Classroom Accommodations for Students with Learning Disabilities | |
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Speech-Language Disabilities | |
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Defining Speech-Language Disabilities | |
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Prevalence of Speech-Language Disabilities | |
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Characteristics of Students with Language Disabilities | |
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Characteristics of Students with Speech Disabilities | |
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Classroom Accommodations for Students with Speech-Language Disabilities | |
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Mild Cognitive Disabilities | |
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Defining Mild Cognitive Disabilities | |
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Prevalence of Mild Cognitive Disabilities | |
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Characteristics of Students with Mild Cognitive Disabilities | |
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Classroom Accommodations for Students with Mild Cognitive Disabilities | |
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Emotional or Behavioral Disorders | |
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Defining Emotional or Behavioral Disorders | |
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Prevalence of Emotional or Behavioral Disorders | |
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Characteristics of Students with Emotional or Behavioral Disorders | |
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Classroom Accommodations for Students with Emotional or Behavioral Disorders | |
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Working with Families of Students with High-Incidence Disabilities | |
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Assessment of Students with High-Incidence Disabilities | |
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High Stakes Assessments and Students with High-Incidence Disabilities | |
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Summary | |
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Students with Other Special Learning Needs | |
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Universal Instructional Design | |
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Technology | |
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Collaboration | |
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Students with Attention-Deficit/Hyperactivity Disorder | |
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Defining ADHD | |
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Classroom Accommodations and Techniques | |
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Learning Strategies and Techniques | |
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Strategies for Intervention | |
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Working with the Family | |
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Cultural Diversity | |
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Gifted and Talented | |
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Defining Gifted and Talented | |
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Classroom Accommodations and Techniques | |
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Strategies for Intervention | |
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Working with the Family | |
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Cultural and Linguistic Diversity | |
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Defining Cultural and Linguistic Diversity | |
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Classroom Accommodations and Techniques | |
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Strategies for Intervention | |
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Working with the Family | |
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Students Who Are at Risk | |
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Defining Students Who Are at Risk | |
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Classroom Accommodations and Techniques | |
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Strategies for Intervention | |
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Working with the Family | |
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Culture of Poverty | |
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Defining Poverty | |
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Classroom Accommodations and Techniques | |
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Strategies for Intervention | |
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Working with the Family | |
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Summary | |
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A Process of Delivering Special Education and Related Services | |
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Before Referral | |
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Requirements of IDEA | |
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Teaching as an Art and Science | |
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Prereferral | |
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Instructional Support Teams | |
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Referral | |
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Parent Involvement | |
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Screening of Referrals | |
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Formal Assessment | |
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Use of Test Data | |
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Assessment Instruments | |
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Identification | |
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Issues in Assessment and Identification | |
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Eligibility Determination | |
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Developing the IEP | |
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Present Level of Educational Performance | |
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Educational Goals and Objectives/Benchmarks | |
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Measuring Progress | |
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Participation in State- or District-Wide Testing | |
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Services | |
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IEP Team Considerations | |
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Ongoing Evaluation | |
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Transition Services | |
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Exit Criteria | |
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Summary | |
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Systematic Assessment for Inclusion: The Saale Model | |
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What Research Has to Say | |
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The Saale Model | |
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Logical Connections: Putting What You Know into the SAALE Model | |
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The Saale Model in the Big Picture | |
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Establishing a Common Vocabulary | |
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The Intervention/Transition Checklist | |
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The Saale Model and Universal Design | |
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The Saale Model's History | |
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The Saale Model and Upcoming Chapters | |
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Summary | |