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| Preface | |
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| Setting The Stage | |
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| Introduction to Unit I | |
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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 and Classifying | |
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| To Classify or Not to Classify | |
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| The Project on Classification of Exceptional Children | |
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| Current Thinking on Labeling | |
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| Prevention of Disabilities | |
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| Overview of the Principles of the IDEA | |
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| Amendments to P.L. 94-142 | |
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| A Case Study | |
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| Historical Perspectives and Contexts | |
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| Meet Victor | |
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| The Historical Context of Disability | |
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| Early History | |
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| Middle Ages and the Renaissance | |
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| The Enlightenment | |
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| Disabilities in the United States: 1800-1900 | |
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| Disabilities in the United States: The Early Twentieth Century | |
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| Disabilities in the United States from 1950 to the Present | |
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| Lloyd Dunn, Special Education Is Much of It Justified? | |
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| Trends in History | |
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| A Case Study | |
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| Who Are Learners With Mild Disabilities? | |
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| Introduction to Unit II | |
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| Learners with Mental Retardation | |
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| Meet Caroline | |
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| Historical Foundations of Mental Retardation | |
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| Historical Definitions of Mental Retardation in the United States | |
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| Current Definition of Mental Retardation | |
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| Alternatives to the Current IDEA Definition | |
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| Levels of Severity | |
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| Prevalence of Mental Retardation | |
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| Typical Characteristics of Persons with Mental Retardation | |
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| Causes of Mental Retardation | |
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| Jennie: A Case Study | |
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| Learning Disabilities | |
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| Meet Peter | |
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| Historical Development of the Concept of the Learning Disabilities Concept | |
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| Current IDEA Definition | |
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| Assessment and Identification Issues | |
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| Alternative Definitions of Learning Disabilities Prior to 1975 | |
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| Alternative Definitions of Learning Disabilities Developed after 1975 | |
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| Issues Raised by the Alternative Definitions | |
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| Causes of Learning Disabilities | |
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| Prevalence of Learning Disabilities | |
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| Types of Learning Disabilities | |
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| Characteristics of Students with Learning Disabilities | |
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| Bobby: A Case Study | |
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| Attention-Deficit/Hyperactivity Disorders | |
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| Meet Nancy | |
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| Children and Youth with Attention Problems | |
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| Historical Development of the Concept of ADHD | |
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| Current Definition in the DSM-IV | |
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| Types of Attention-Deficit/Hyperactivity Disorder | |
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| Levels of Severity | |
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| Identification of Learners with ADHD | |
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| Prevalence of Attention-Deficit/Hyperactivity Disorder | |
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| Causes of Attention-Deficit/Hyperactivity Disorder | |
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| Characteristics of Individuals with ADHD | |
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| Should ADHD Be a Separate Category in the IDEA? | |
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| A Case Study | |
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| 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 | |
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| Current Federal IDEA Definition | |
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| An Alternative Definition of Emotional or Behavioral Disorders | |
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| Assessment and Identification Issues | |
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| Prevalence of Emotional or Behavioral Disorders | |
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| Levels of Severity | |
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| Causes of Emotional or Behavioral Disorders | |
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| Types of Emotional or Behavioral Disorders | |
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| Carter: A Case Study | |
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| What are Learners with Mild Disabilities Like? | |