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| Preface | |
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| Setting the Stage | |
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| Perspectives on Disability | |
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| Meet Clarence | |
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| Studying High-Prevalence Disabilities | |
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| Mild Does Not Mean "Not Serious" | |
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| The Power of Language | |
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| Labeling, Classifying, and Identifying | |
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| To Classify or Not to Classify | |
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| Additional Thoughts on Labeling | |
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| The Historical Context of Disability | |
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| Early History of Disability | |
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| The Middle Ages, Renaissance and the Enlightenment | |
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| Disability Services in the United States (1800-1950) | |
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| Eugenics in Europe and the United States | |
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| The Testing Movement in Europe and the United States | |
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| Serving Children Identified as Having Disabilities | |
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| Disabilities in the United States from 1950 to the Present | |
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| Legislative and Legal Supports | |
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| Overview of the IDEA Principles | |
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| History of Rights Won in United States Courts | |
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| Trends in History | |
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| Summary | |
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| Ed Murphy: A Case Study | |
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| Issues in Assessment and Identification | |
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| Meet Jeffrey | |
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| Assessment and Evaluation Requirements in IDEA | |
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| Purposes of Assessment of Students with Special Educational Needs | |
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| Types of Assessment Instruments and Techniques | |
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| Norm-Referenced Assessment | |
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| Criterion-Referenced and Curriculum-Based Assessment | |
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| Performance Assessment | |
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| Portfolio Assessment | |
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| Functional Behavioral Assessment | |
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| Reporting on Student Progress: Grading | |
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| Best Practices in Assessment of Children and Youth with Disabilities | |
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| Issues in Identification | |
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| Categories as Social Constructions | |
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| Are Non-categorical Models of Service an Alternative? | |
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| Response to Intervention: A Non-Categorical Strategy for Assessment and Identification | |
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| A Prevention Framework as Support | |
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| Summary | |
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| Sharon: A Case Study | |
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| Issues in Instruction and Placement | |
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| Meet Enrico | |
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| Curriculum and Learners with Mild Disabilities | |
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| Alternatives to Instructional Accommodations | |
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| Instructional Strategies to Enhance Curricular Access | |
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| Explicit Teaching | |
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| Peer Tutoring | |
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| Cooperative Learning | |
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| Cognitive Strategies | |
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| Positive Behavioral Supports | |
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| Instruction and Individualized Education Program Planning | |
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| Alternative Curricula and Assessments | |
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| IDEA 2004 and the Location of Services | |
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| Least Restrictive Environment (LRE) | |
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| Models of Service Commonly Used for Students with Mild Disabilities | |
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| Inclusion: A Continuing Issue in Special Education | |
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| Summary | |
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| Angie: A Case Study | |
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| Who are the Learners with Mild Disabilities? | |
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| Learners with Intellectual and Developmental Disabilities | |
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| Meet Caroline | |
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| Naming this Group of Learners | |
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| Historical Foundations of Intellectual Disabilities | |
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| Development of the Definition of Intellectual Disabilities in the United States | |
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| IDEA Definition of Intellectual Disabilities | |
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| Additional Perspectives on Defining Intellectual Disabilities | |
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| The New Generation of Other AAIDD/AAMR Definitions | |
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| Developmental Disabilities and Delay | |
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| An Alternative Definition with an Instructional Perspective | |
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| Levels of Severity | |
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| Educational Terminology | |
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| Supports and Intensity of Support Needs | |
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| Prevalence of Intellectual Disabilities | |
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| Conditions Associated with Risk of Intellectual and Developmental Disabilities | |
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| Biomedical Risk Factors | |
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| Environmental (Social, Behavioral, Educational) Risk Factors | |
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| Nature or Nurture? | |
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| Typical Characteristics of Persons with Intellectual Disabilities | |
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| Summary | |
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| Jennie: A Case Study | |
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| Learners with Learning Disabilities | |
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| Meet Peter | |
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| Naming this Group of Learners | |
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| Historical Development of the Concept of Learning Disabilities | |
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| IDEA Definition of Specific Learning Disabilities | |
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| Assessment and Identification Issues | |
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| Discrepancy Determination Issues | |
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| IDEA 2004 and Changes in Identification Procedures | |
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| Response to Intervention as an Identification Process | |
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| An Alternative Definition of Learning Disabilities | |
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| Prevalence of Learning Disabilities | |
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| Conditions Associated with Learning Disabilities | |
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| Characteristics of Students with Learning Disabilities | |
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| Summary | |
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| Bobby: A Case Study | |
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| Learners with Emotional or Behavioral Disorders | |
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| Meet Nicki | |
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| Terms to Refer to This Group of Learners | |
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| Historical Foundations of Emotional and Behavioral Disorders | |
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| IDEA Definition of Emotional Disturbance | |
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| Social Maladjustment: Definition and Exclusion | |
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| An Alternative Definition of Emotional or Behavioral Disorders | |
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| Assessment and Identification Issues | |
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| Response to Intervention | |
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| Levels of Severity | |
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| Prevalence of Emotional or Behavioral Disorders | |
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| Conditions Associated with Emotional or Behavioral Disorders | |
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| Biological Factors | |
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| Family Factors | |
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| Environmental, Social, and School Factors | |
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| Types of Emotional or Behavioral Disorders | |
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| Summary | |
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| Carter: A Case Study | |
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| Learners with ADHD and Other Disorders and Conditions | |
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| Meet Nancy | |
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| Learners with Attention Problems | |
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| Naming this Group of Learners | |
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| ADHD and the IDEA | |
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| Current ADHD Definition in the DSM-IV-TR | |
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| Identification of Learners with ADHD | |
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| Types of Attention-Deficit/Hyperactivity Disorder | |
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| Levels of Severity | |
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| Prevalence of Attention-Deficit/Hyperactivity Disorder | |
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| Conditions Associated with Attention-Deficit/Hyperactivity Disorder | |
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| Characteristics of Individuals with ADHD | |
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| Should ADHD Be a Separate Category in IDEA? | |
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| Physical and Sensory Disabilities | |
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| Physical and Health Disabilities | |
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| Sensory Disabilities | |
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| Traumatic Brain Injury | |
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| Communication Disorders | |
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| Medication: A Persistent Issue | |
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| Summary | |
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| Frank: A Case Study | |
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| Learners with Autism Spectrum Disorders | |
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| Meet Jacob | |
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| Naming this Group of Learners | |
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| Historical Development of the concept of Autism Spectrum Disorders | |
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| IDEA Definition of Autism Spectrum Disorders | |
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| The Psychiatric/Medical Definition of Autism Spectrum Disorders in the DSM | |
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| Assessment and Identification Issues | |
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| Prevalence of Autism Spectrum Disorders | |
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| Levels of Severity | |
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| Conditions Associated with Autism Spectrum Disorders | |
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| Characteristics of Students with Autism Spectrum Disorders | |
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| Reciprocal Social Interactions and Relationships | |
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| Communication | |
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| Restricted Interests | |
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| Other Related Characteristics and Behaviors | |
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| Characteristics Descriptive of Specific Conditions on the Spectrum | |
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| Summary | |
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| Sara: A Case Study | |
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| What are Learners with Mild Disabilities Like? | |
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| Cognitive and Perceptual Characteristics | |
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| Meet Robert | |
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| Cognitive Theory and Approaches to Mild Disabilities | |
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| Constructivist Perspectives | |
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| Piaget and Biological Constructivism | |
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| Vygotsky and Social Constructivism | |
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| Cognitive Styles Research | |
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| Field Dependence/Field Independence | |
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| Impulsivity and Reflectivity | |
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| Information-Processing Approaches | |
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| Structural Storage Components | |
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| Strategic Control Components | |
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| Executive Functions | |
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| Summary | |
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| Charlene: A Case Study | |
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| Language Characteristics | |
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| Meet Tom | |
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| Definition of Language | |
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| Which Learners Have Language Difficulties/Disorders? | |
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| Language Components and Skills | |
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| Phonology | |
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| Morphology | |
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| Syntax | |
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| Semantics | |
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| Pragmatics | |
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| Receptive and Expressive Language | |
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| Language Functions | |
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| Listening | |
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| Speaking | |
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| Reading | |
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| Writing | |
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| Common Language Characteristics of Learners with Mild Disabilities | |
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| Language Difference or Disability? | |
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| Implications of Language Characteristics for Thinking and Learning | |
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| Summary | |
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| Clark: A Case Study | |
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| Academic Learning Characteristics | |
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| Meet Barbara | |
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| What Is Learning? | |
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| Stages of Learning | |
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| Acquisition and Reversion | |
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| Proficiency and Automaticity | |
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| Maintenance | |
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| Generalization | |
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| Adaptation | |
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| Critical Learning Needs of Students with Disabilities | |
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| The Role of Motivation | |
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| Extrinsic Motivation | |
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| Intrinsic Motivation | |
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| Locus of Control and Attribution of Success or Failure | |
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| External Causal Attributions and Locus of Control | |
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| Internal Causal Attributions and Locus of Control | |
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| Spirals of Failure or Success | |
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| Learned Helplessness | |
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| Adolescents with Disabilities in Behavior and Learning | |
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| Self Determination | |
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| Learning Styles and Multiple Intelligences | |
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| Learning Styles | |
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| Multiple Intelligences | |
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| Universal Design for Learning | |
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| Instructional Needs of Learners with Disabilities | |
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| Time Allowed for Instruction | |
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| Persistence or Motivation | |
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| Pupils' Aptitude for Instruction | |
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| Ability to Understand Instruction | |
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| Quality of Instruction | |
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| Summary | |
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| Allison: A Case Study | |
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| Social Emotional Characteristics | |
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| Meet Eddie | |
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| Perspectives on Social Emotional Characteristics | |
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| Developmental Perspectives | |
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| Erikson's Theory of Psychosocial Development | |
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| Emotional Development | |
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| Development of Social Perspective Taking | |
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| Social Competence and Cognitive Development | |
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| Social Intelligence | |
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| Emotional Competence | |
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| Social Cognitive Delay | |
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| The Relationship Between Problems in Behavior and Problems in Learning | |
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| Behavior from an Ecological Perspective | |
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| Risk and Resilience | |
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| Maladaptive Behavior | |
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| Patterns of Maladaptive Behavior | |
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| IDEA 2004 and Serious Discipline Problems | |
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| Summary | |
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| Sammy: A Case Study | |
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| Appendix | |
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| Council for Exceptional Children | |
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| Labeling and Categorizing of Children | |
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| Inclusive Schools and Community Settings | |
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| National Association of School Psychologists | |
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| Glossary | |
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| References | |
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| Index | |