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| Introduction | |
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| Understanding Intellectual Disabilities | |
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| Chapter Preview | |
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| Advocating for Tommy | |
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| Historical Perspectives | |
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| Disciplines and Professions | |
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| Disciplinary Perspectives and Contributions | |
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| Terminology | |
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| Contributions of Biological and Medical Sciences | |
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| Contributions of the Behavioral Sciences | |
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| Contributions of Education | |
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| Disciplinary Collaboration | |
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| Concepts, Definitions, and Classification | |
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| Intellectual Disabilities as a Concept | |
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| Intellectual Disabilities: A Definition in Transition | |
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| Incidence and Prevalence | |
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| Classification | |
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| Cross-Categorical Issues | |
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| Purposes and Uses of Definitions and Classifications | |
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| Criterion-Referenced Versus Norm-Referenced Measurement | |
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| Labeling | |
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| New Issues and Future Directions | |
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| Chapter Review | |
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| Core Questions | |
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| Roundtable Discussion | |
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| Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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| References | |
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| Diversity Issues | |
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| Chapter Preview | |
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| Denise's Dilemmas | |
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| Associated Influences | |
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| Poverty | |
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| Cultural-Social Mores | |
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| Language | |
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| Issues of Assessment and Intervention | |
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| Human Development and Multicultural Issues | |
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| New Issues and Future Directions | |
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| Core Questions | |
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| Roundtable Discussion | |
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| Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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| References | |
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| Identifying People with Intellectual Disabilities | |
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| Assessment Issues and Procedures | |
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| Chapter Preview | |
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| The Beginning Evaluation | |
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| Issues and Concepts | |
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| Assessment Use | |
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| Assessment Referencing | |
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| Formative and Summative Evaluation | |
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| Assessment Bias | |
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| Early Life | |
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| Screening Concepts | |
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| Early Life Assessment | |
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| Preschool Years | |
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| Intellectual Functioning | |
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| Language Functioning | |
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| Perceptual-Motor Functioning | |
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| Social/Adaptive Behavior | |
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| Elementary School Years | |
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| Intellectual Functioning | |
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| Achievement | |
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| Assessment Systems | |
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| Adolescent and Adult Years | |
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| Intellectual Functioning | |
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| Vocational Functioning | |
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| New Issues and Future Directions | |
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| Core Questions | |
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| Roundtable Discussion | |
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| Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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| References | |
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| Understanding Intelligence and Adaptive Skills | |
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| Chapter Preview | |
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| Wanting the Best for Our Unborn | |
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| The Concept of Intelligence | |
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| Development of Intelligence | |
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| Measurement of Intelligence | |
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| Mental Age and Intelligence | |
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| New Issues and Future Directions | |
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| Core Questions | |
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| Roundtable Discussion | |
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| Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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| References | |
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| Development and Causation | |
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| Basic Principles of Early Development | |
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| Chapter Preview | |
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| The Red Flags | |
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| Human Development: Terminology, Concepts, and Theory | |
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| Concepts and Terms | |
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| Developmental Theories | |
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| The Developmental Process | |
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| Continuity Versus Discontinuity of Growth | |
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| Critical Periods and Developmental Vulnerability | |
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| Prenatal Development | |
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| Birth | |
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| Neonatal Development | |
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| New Issues and Future Directions | |
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| Core Questions | |
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| Roundtable Discussion | |
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| Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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| References | |
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| Early Influences and Causation | |
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| Chapter Preview | |
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| The Scary Risks of Pregnancy | |
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| Early Causation: The Fetus and Infant at Risk | |
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| Genetic Causation | |
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| Prenatal Causation | |
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| Perinatal and Postnatal Causation | |
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| Professional Intervention | |
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| New Issues and Future Directions | |
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| Core Questions | |
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| Roundtable Discussion | |
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| Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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| References | |
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| Intellectual Disabilities: Preschool and School Years | |
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| Infancy and Early Childhood | |
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| Chapter Preview | |
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| Helen and Joey | |
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| Physical Development | |
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| Neuromotor Development | |
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| Effects of the Environment | |
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| Professional and Parental Intervention | |
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| Language Development | |
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| Normal Language Development | |
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| Delayed Language Development | |
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| Cognitive Development | |
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| Theories | |
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| Implications for Professional Intervention | |
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| Psychosocial Development | |
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| Theories | |
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| Implications for Intellectual Functioning | |
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| Professional Intervention | |
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| New Issues and Future Directions | |
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| Core Questions | |
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| Roundtable Discussion | |
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| Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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| References | |
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| The Elementary School-Age Child with Intellectual Disabilities | |
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| Chapter Preview | |
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| Including Scott | |
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| Cognitive Development | |
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| Learning Characteristics | |
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| Memory | |
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| Self-Regulation | |
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| Distribution of Practice | |
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| Learning Concrete and Abstract Concepts | |
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| Learning Sets and Generalization | |
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| Educational Achievement | |
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| Adaptive Skills | |
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| Motivation | |
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| Physical and Health Characteristics | |
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| Physical Differences | |
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| Health Differences | |
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| Educational Programs and Services | |
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| The Individuals with Disabilities Education Act (IDEA) | |
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| Inclusion in General Education Settings | |
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| Full-Time Special Education Classes and Schools | |
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| Instructional Approaches | |
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| Teaching Academic Skills | |
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| Teaching Adaptive Skills | |
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| Using Assistive Technology | |
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| Educating the Culturally Different Child with Intellectual Disabilities | |
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| New Issues and Future Directions | |
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| The No Child Left Behind Act and IDEA 2004 | |
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| Highly Qualified Special Education Teachers | |
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| Core Questions | |
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| Roundtable Discussion | |
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| Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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| References | |
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| The Adolescent with Intellectual Disabilities and the Transitional Years | |
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| Chapter Preview | |
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| Including Penelope in School and Community Life | |
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| Expected Outcomes of Secondary Education Programs | |
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| Employment Preparation | |
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| Legislative Mandates for Employment Training | |
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| Career Education | |
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| Work Experience | |
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| Community-Referenced Employment Preparation | |
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| Teaching Adaptive Skills | |
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| Socialization | |
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| Self-Determination and Personal Management | |
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| Recreation, Sports, and Leisure | |
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| Teaching Academic Skills | |
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| Transition Planning | |
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| Coordinating Transition Planning | |
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| Determining Individual Need | |
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| Developing an Individualized Transition Plan | |
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| Involving Students and Parents in Transition Planning | |
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| Promoting Inclusion with Peers in High School Programs | |
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| New Issues and Future Directions | |
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| Core Questions | |
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| Roundtable Discussion | |
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| Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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| References | |
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| Adulthood and Aging | |
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| The Adult Years | |
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| Chapter Preview | |
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| Giving Steve a Chance to Work, Live, and Play in the Community | |
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| Community Living | |
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| Making Adult Choices: Competence and Self-Determination | |
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| The Americans with Disabilities Act (ADA) | |
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| Supported Residential Living | |
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| Living with Parents and Siblings | |
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| Recreation and Leisure in a Community Setting | |
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| Marriage and Sexuality | |
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| Research on Adjustment to Community Living | |
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| Institutional Living | |
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| Community Employment | |
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| Employment with No Support Services | |
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| Employment with Time-Limited Training and Support Services | |
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| Employment with Ongoing Support Services: The Supported Employment Model | |
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| Supported Employment Within the Framework of Community Living | |
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| Structural Features of Supported Employment | |
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| Supported Employment Models | |
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| Sheltered Employment | |
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| New Issues and Future Directions | |
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| Core Questions | |
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| Roundtable Discussion | |
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| Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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| References | |
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| The Older Person with Intellectual Disabilities | |
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| Chapter Preview | |
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| Moving Is Frightening | |
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| Aging: What Does It Mean? Who Is an Old Person? | |
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| Research on Aging and Intellectual Disabilities | |
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| Methodological Problems | |
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| Identifying the Older Person with Intellectual Disabilities | |
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| Characteristics of the Older Person with Intellectual Disabilities | |
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| Mental Functioning | |
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| Social and Personal Functioning | |
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| Programming and Future Research | |
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| New Issues and Future Directions | |
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| Core Questions | |
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| Roundtable Discussion | |
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| Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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| References | |
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| Family and Social Issues | |
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| Families | |
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| Chapter Preview | |
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| My Child Is NOT Retarded!-Part I | |
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| Impact of the Child with Intellectual Disabilities on the Family | |
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| From Awareness to Acceptance | |
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| Denial | |
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| Projecting Blame | |
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| Fear | |
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| Guilt | |
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| Grief and Mourning | |
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| Withdrawal | |
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| Rejection | |
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| Searching for a Cause | |
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| Acceptance | |
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| Supporting the Family | |
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| Formal and Informal Family Support Networks | |
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| Providing Information to Parents | |
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| The Role of Parent and Professional Associations | |
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| Building a Parent-Professional Partnership in the Schools | |
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| Family Support Programs | |
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| New Issues and Future Directions | |
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| Core Questions | |
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| Roundtable Discussion | |
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| Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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| References | |
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| Social and Ethical Issues | |
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| Chapter Preview | |
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| "Martha, Your Unborn Baby Has Down Syndrome" | |
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| Background | |
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| Ethical Issues Throughout the Life Cycle | |
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| The Prenatal Period | |
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| The Early Years | |
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| The School Years | |
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| The Adult Years | |
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| Research and Professional Ethics | |
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| New Issues and Future Directions | |
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| Core Questions | |
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| Roundtable Discussion | |
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| Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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| References | |
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| Name Index | |
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| Subject Index | |