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| Selected Features | |
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| Preface | |
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| Disabilities and Special Education: Making a Difference | |
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| Where We've Been ... What's on the Horizon? | |
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| Historical Context: Disabilities | |
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| Challenges That Disabilities Present | |
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| Making a Difference: The Open Doors Organization | |
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| Disabilities Defined | |
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| Differing Perspectives | |
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| Disability as a Minority Group | |
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| Attitudes Matter | |
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| Disabilities and Students | |
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| Participation: Community Presence | |
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| Normalization | |
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| Advocacy | |
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| Progress in Participation | |
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| People First | |
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| Special Education: A Response to Disabilities | |
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| Origins of Special Education | |
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| Inconsistent Opportunities | |
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| The Backdrop for National Legislation | |
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| Legal Protection: Civil and Educational Rights | |
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| Section 504 | |
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| Americans with Disabilities Act (ADA) | |
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| Individuals with Disabilities Education Acts (IDEA) | |
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| No Child Left Behind Act (NCLB) | |
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| Assistive Technology Act of 2004 (ATA) | |
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| IDEA '04 | |
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| Court Decisions Defining IDEA | |
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| Special Education Defined | |
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| Free Appropriate Public Education (FAPE) | |
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| Least Restrictive Environment (LRE) | |
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| Systematic Identification Procedures | |
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| Individualized Education Programs | |
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| Family Involvement | |
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| Related Services | |
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| Access to the General Education Curriculum | |
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| Validated Practices | |
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| Frequent Monitoring of Progress | |
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| Participation: Inclusive Special Education | |
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| Participation in General Education Classes | |
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| Purposes of Special Education | |
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| Imagine a World | |
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| Summary | |
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| Supplementary Resources | |
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| Professional Standards and Licensure Tests | |
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| Individualized Special Education Programs: Planning and Services | |
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| Access to the General Education Curriculum | |
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| Universal Design for Learning | |
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| Instructional Accommodations | |
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| Instructional Modifications | |
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| Differentiated Instruction | |
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| Assistive Technology | |
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| Settings, Services, and Personnel | |
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| Models for Inclusive Special Education | |
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| Intensive and Sustained Services and Supports | |
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| Settings or Placement Options | |
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| Related Services and Providers | |
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| Highly Qualified Special Educators | |
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| Collaborative Multidisciplinary Teams | |
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| Making a Difference: Truly Special Educators | |
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| The IEP Process | |
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| Steps | |
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| Roles of Educational Professionals | |
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| Roles of Families | |
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| Roles of Students | |
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| Tools for Individualized Programs | |
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| Individualized Family Service Plans (IFSPs) | |
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| Individualized Education Programs (IEPs) | |
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| Statement of Transition Services | |
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| Behavioral Intervention Plans | |
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| Evaluating Progress and Revising Programs | |
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| Eligibility | |
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| Statewide and District-Wide Assessments | |
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| Progress Monitoring | |
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| Change in Services or Supports | |
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| Imagine a World | |
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| Summary | |
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| Supplementary Resources | |
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| Professional Standards and Licensure Tests | |
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| Cultural and Linguistic Diversity | |
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| Where We've Been ... What's on the Horizon? | |
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| Historical Context | |
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| Challenges That Diversity Presents | |
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| Making a Difference: The Children's Defense Fund | |
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| Cultural and Linguistic Diversity Defined | |
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| Cultural Diversity | |
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| Linguistic Diversity | |
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| Diversity and Disability | |
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| Characteristics | |
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| Language | |
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| Cultural Comprehension | |
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| Behavior | |
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| Prevalence | |
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| Diverse Students | |
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| Diverse Students with Disabilities | |
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| Over- and Underrepresentation of Diverse Students | |
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| Causes and Prevention | |
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| Causes | |
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| Prevention | |
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| Overcoming Challenges | |
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| Assessment | |
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| Early Identification | |
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| Pre-Referral | |
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| Identification | |
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| Evaluation: High Stakes Testing | |
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| Early Intervention | |
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| Teaching Diverse Students with Disabilities | |
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| Access to the General Education Curriculum: Multicultural Education | |
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| Instructional Accommodations | |
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| Validated Practices | |
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| Technology | |
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| Transition | |
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| Collaboration | |
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| Partnerships with Families and Communities | |
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| Imagine a World | |
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| Summary | |
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| Supplementary Resources | |
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| Professional Standards and Licensure Tests | |
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| Speech or Language Impairments | |
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| Where We've Been ... What's on the Horizon? | |
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| Historical Context | |
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| Challenges That Speech or Language Impairments Present | |
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| Speech or Language Impairments Defined | |
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| The Communication Process | |
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| Speech Impairments | |
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| Language Impairments | |
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| Characteristics | |
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| Speech | |
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| Language | |
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| Language Differences, Delays, and Impairments | |
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| Prevalence | |
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| Causes and Prevention | |
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| Causes | |
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| Prevention | |
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| Overcoming Challenges | |
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| Making a Difference: Operation Smile | |
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| Assessment | |
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| Early Identification | |
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| Pre-Referral | |
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| Identification | |
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| Evaluation: Diagnosis of Language Impairments | |
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| Early Intervention | |
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| Teaching Students with Speech or Language Impairments | |
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| Access to the General Education Curriculum | |
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| Instructional Accommodations | |
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| Validated Practices | |
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| Technology | |
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| Transition | |
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| Collaboration | |
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| Partnerships with Families and Communities | |
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| Imagine a World | |
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| Summary | |
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| Supplementary Resources | |
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| Professional Standards and Licensure Tests | |
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| Learning Disabilities | |
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| Where We've Been ... What's on the Horizon? | |
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| Historical Context | |
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| Challenges That Learning Disabilities Present | |
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| Making a Difference: Charles Schwab and the Charles and Helen Schwab Foundation | |
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| Learning Disabilities Defined | |
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| General Unexpected Underachievement | |
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| Reading/Learning Disabilities | |
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| Mathematics/Learning Disabilities | |
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| Resistant to Treatment | |
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| Characteristics | |
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| Negative Attributions | |
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| Being Nonstrategic | |
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| Inability to Generalize | |
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| Faulty Information Processing | |
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| Poor Social Skills | |
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| Prevalence | |
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| Causes and Prevention | |
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| Causes | |
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| Prevention | |
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| Overcoming Challenges | |
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| Assessment | |
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| Early Identification | |
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| Pre-Referral: Response to Intervention | |
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| Identification | |
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| Evaluation: Curriculum Based Measurement (CBM) | |
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| Early Intervention | |
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| Core Skills of Reading | |
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| Early Reading Instruction | |
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| Teaching Students with Learning Disabilities | |
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| Access to the General Education Curriculum: Early Intervening | |
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| Instructional Accommodations | |
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| Validated Practices | |
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| Technology | |
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| Transition | |
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| Adult Outcomes | |
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| Postsecondary Options | |
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| Collaboration | |
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| Partnerships with Families and Communities | |
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| College Selection | |
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| Homework | |
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| Imagine a World | |
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| Summary | |
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| Supplementary Resources | |
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| Professional Standards and Licensure Tests | |
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| Attention Deficit Hyperactivity Disorder | |
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| Where We've Been ... What's on the Horizon? | |
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| Historical Context | |
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| Challenges That Attention Deficit Hyperactivity Disorder Presents | |
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| Making a Difference: Project Eye-to-Eye | |
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| Attention Deficit Hyperactivity Disorder Defined | |
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| General Education Students with ADHD | |
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| Special Education Students with ADHD | |
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| Coexisting Disabilities | |
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| Characteristics | |
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| Learning Characteristics | |
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| Academic Performance | |
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| Social Behavior | |
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| Prevalence | |
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| Causes and Prevention | |
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| Causes | |
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| Prevention | |
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| Overcoming Challenges | |
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| Assessment | |
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| Early Identification | |
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| Pre-Referral | |
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| Identification | |
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| Evaluation: Testing Accommodations | |
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| Early Intervention | |
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| Teaching Students with ADHD | |
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| Access to the General Education Curriculum | |
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| Instructional Accommodations | |
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| Validated Practices | |
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| Technology | |
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| Transition | |
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| Collaboration | |
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| Partnerships with Families and Communities | |
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| Imagine a World | |
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| Summary | |
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| Supplementary Resources | |
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| Professional Standards and Licensure Tests | |
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| Emotional or Behavioral Disorders | |
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| Where We've Been ... What's on the Horizon? | |
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| Historical Context | |
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| Challenges That Emotional or Behavioral Disorders Present | |
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| Making a Difference: Chicago Youth Centers | |
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| Emotional or Behavior Disorders Defined | |
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| Externalizing Behaviors | |
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| Internalizing Behaviors | |
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| Low Incidence Disorders | |
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| Excluded Behavior Problems | |
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| Characteristics | |
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| Social Skills | |
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| Academic Performance | |
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| Delinquency | |
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| Prevalence | |
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| Causes and Prevention | |
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| Causes | |
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| Prevention | |
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| Overcoming Challenges | |
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| Assessment | |
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| Early Identification: Screening | |
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| Pre-Referral: Early Intervention | |
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| Identification | |
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| Evaluation | |
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| Early Intervention | |
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| Benefits | |
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| Signals of Risk | |
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| Teaching Students with Emotional or Behavioral Disorders | |
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| Access to the General Education Curriculum | |
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| Instructional Accommodations | |
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| Functional Behavioral Assessments and Behavioral Intervention Plans | |
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| Validated Practices | |
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| Technology | |
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| Transition | |
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| Collaboration | |
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| Partnerships with Families and Communities | |
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| Mental Health Care | |
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| Foster Care | |
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| Imagine a World | |
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| Summary | |
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| Supplementary Resources | |
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| Professional Standards and Licensure Tests | |
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| Mental Retardation | |
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| Where We've Been ... What's on the Horizon? | |
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| Historical Context | |
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| Challenges That Mental Retardation Presents | |
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| Making a Difference: Best Buddies | |
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| Mental Retardation Defined | |
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| Intellectual Functioning | |
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| Adaptive Behavior | |
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| Systems of Supports | |
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| Characteristics | |
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| Cognition | |
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| Adaptive Behavior | |
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| Need for Supports | |
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| Prevalence | |
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| Causes and Prevention | |
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| Cause | |
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| Prevention | |
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| Overcoming Challenges | |
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| Assessment | |
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| Early Identification | |
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| Pre-Referral | |
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| Identification | |
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| Evaluation: Alternate Assessments | |
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| Early Intervention | |
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| Teaching Students with Mental Retardation | |
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| Access to the General Education Curriculum | |
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| Instructional Accommodations | |
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| Validated Practices | |
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| Technology | |
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| Transition | |
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| Quality of Life | |
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| Supported Employment | |
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| Independent Living | |
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| Collaboration | |
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| Partnerships with Families and Communities | |
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| Support from Dads | |
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| Support from Brothers and Sisters | |
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| Imagine a World | |
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| Summary | |
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| Supplementary Resources | |
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| Professional Standards and Licensure Tests | |
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| Physical or Health Disabilities | |
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| Where We've Been ... What's on the Horizon? | |
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| Historical Context | |
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| Challenges That Physical or Health Disabilities Present | |
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| Making a Difference: The Hole in the Wall Camps | |
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| Physical or Health Disabilities Defined | |
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| Physical Disabilities | |
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| Health Disabilities | |
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| Characteristics | |
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| Epilepsy | |
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| Cerebral Palsy | |
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| Sickle Cell Anemia | |
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| Prevalence | |
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| Causes and Prevention | |
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| Causes | |
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| Prevention | |
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| Overcoming Challenges | |
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| Assessment | |
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| Early Identification | |
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| Pre-Referral | |
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| Identification | |
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| Evaluation: Testing Accommodations | |
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| Early Intervention | |
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| Teaching Students with Physical or Health Disabilities | |
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| Access to the General Education Curriculum | |
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| Instructional Accommodations | |
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| Validated Practices: Universal Design | |
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| Technology | |
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| Transition | |
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| Collaboration | |
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| Partnerships with Families and Communities | |
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| Imagine a World | |
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| Summary | |
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| Supplementary Resources | |
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| Professional Standards and Licensure Tests | |
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| Deaf and Hard of Hearing | |
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| Where We've Been ... What's on the Horizon? | |
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| Historical Context | |
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| Challenges That Hearing Loss Presents | |
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| Making a Difference: Gallaudet University and the Laurent Clerc National Deaf Education Center | |
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| Deafness and Hard of Hearing Defined | |
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| The Process of Hearing | |
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| Types of Hearing Loss | |
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| Degree of Hearing Loss | |
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| Age of Onset | |
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| Characteristics | |
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| Students Who Are Members of the Deaf Community | |
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| Students Who Are Deaf | |
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| Students Who Are Hard of Hearing | |
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| Prevalence | |
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| Causes and Prevention | |
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| Causes | |
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| Prevention | |
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| Overcoming Challenges: Technology | |
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| Assessment | |
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| Early Identification | |
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| Pre-Referral: Hearing Screenings | |
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| Identification: Auditory Assessments | |
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| Evaluation: State- and District-Wide Assessments | |
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| Early Intervention | |
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| Teaching Students with Hearing Loss | |
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| Access to the General Education Curriculum: Deafness and LRE | |
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| Instructional Accommodations | |
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| Validated Practices | |
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| Technology | |
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| Transition | |
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| Collaboration | |
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| Partnerships with Families and Communities | |
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| Imagine a World | |
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| Summary | |
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| Supplementary Resources | |
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| Professional Standards and Licensure Tests | |
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| Low Vision and Blindness | |
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| Where We've Been ... What's on the Horizon? | |
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| Historical Context | |
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| Challenges That Visual Loss Presents | |
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| Making a Difference: Extreme Makeover Home Edition | |
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| Low Vision and Blindness Defined | |
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| The Process of Vision | |
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| Types of Visual Loss | |
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| Degree of Visual Loss | |
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| Age of Onset | |
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| Characteristics | |
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| Students with Low Vision | |
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| Students Who Are Blind | |
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| Prevalence | |
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| Causes and Prevention | |
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| Causes | |
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| Prevention | |
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| Overcoming Challenges: Technology | |
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| Assessment | |
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| Early Identification | |
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| Pre-Referral: Vision Screenings | |
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| Identification: Visual Assessments | |
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| Evaluation: Testing Accommodations | |
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| Early Intervention | |
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| Play | |
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| Independence | |
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| Teaching Students with Visual Loss | |
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| Accessing the General Education Curriculum: Literacy | |
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| Instructional Accommodations | |
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| Validated Practices | |
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| Technology | |
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| Transition | |
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| Postsecondary Options | |
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| Transition to Work | |
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| Access to the Community | |
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| Collaboration | |
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| Partnerships with Families and Communities | |
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| Imagine a World | |
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| Summary | |
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| Supplementary Resources | |
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| Professional Standards and Licensure Tests | |
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| Autism Spectrum Disorders | |
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| Where We've Been ... What's on the Horizon? | |
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| Historical Context | |
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| Challenges That Autism Spectrum Disorders Present | |
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| Making a Difference: Surfers Healing | |
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| Autism Spectrum Disorders (ASD) Defined | |
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| Autism | |
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| Asperger Syndrome | |
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| Rett Syndrome | |
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| Childhood Disintegrative Disorder (CDD) | |
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| Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) | |
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| Characteristics | |
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| Prevalence | |
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| Causes and Prevention | |
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| Causes | |
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| Prevention | |
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| Overcoming Challenges | |
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| Assessment | |
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| Early Intervention | |
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| TEACCH | |
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| The Young Autism Program (YAP) | |
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| Blended Programs | |
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| Teaching Students with ASD | |
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| Accessing the General Education Curriculum | |
| |
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| Instructional Accommodations | |
| |
| |
| Validated Practices | |
| |
| |
| Technology | |
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| |
| Transition | |
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| Transition to Preschool | |
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| Transition to Services for Adults | |
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| Collaboration | |
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| Partnerships with Families and Communities | |
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| Imagine a World | |
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| Summary | |
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| Supplementary Resources | |
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| Professional Standards and Licensure Tests | |
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| Very Low Incidence Disabilities | |
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| Where We've Been ... What's on the Horizon? | |
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| Historical Context | |
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| Challenges That Low Incidence Disabilities Present | |
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| Making a Difference: Sprout | |
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| Very Low Incidence Disabilities | |
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| Multiple-Severe Disabilities | |
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| Multiple-Severe Disabilities Defined | |
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| Characteristics | |
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| Prevalence | |
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| Causes and Prevention | |
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| Deaf-Blindness | |
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| Deaf-Blindness Defined | |
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| Characteristics | |
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| Isolation | |
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| Communication | |
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| Mobility | |
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| Prevalence | |
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| |
| Causes and Prevention | |
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| |
| Traumatic Brain Injury (TBI) | |
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| Traumatic Brain Injury Defined (TBI) | |
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| Characteristics | |
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| Prevalence | |
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| Causes and Prevention | |
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| Educational Considerations for Students with Low Incidence Disabilities | |
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| Assessment | |
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| Early Identification | |
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| Pre-Referral | |
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| Identification | |
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| Evaluation: Alternate Assessments-The "1- Percent Kids" | |
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| Early Intervention | |
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| Teaching Students with Low Incidence Disabilities | |
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| Access to the General Education Curriculum | |
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| Instructional Accommodations | |
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| Validated Practices | |
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| Technology | |
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| Transition | |
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| Community Presence | |
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| College Participation | |
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| Collaboration | |
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| Partnerships with Families and Communities | |
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| |
| Imagine a World | |
| |
| |
| Summary | |
| |
| |
| Supplementary Resources | |
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| |
| Professional Standards and Licensure Tests | |
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| |
| |
| Giftedness and Talent Development | |
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| Where We've Been ... What's on the Horizon? | |
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| Historical Content | |
| |
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| Challenges That Giftedness and Talents Present | |
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| Making a Difference: 100 Black Men of America | |
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| Giftedness and Talent Development Defined | |
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| Characteristics | |
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| |
| Sensitivity, Perfectionism, and Intensity | |
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| Subgroups of Gifted Students | |
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| Prevalence | |
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| |
| Causes and Prevention | |
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| Causes: Factors That Enhance or Inhibit Giftedness | |
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| Prevention | |
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| Overcoming Challenges | |
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| Assessment | |
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| |
| Early Identification | |
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| |
| Pre-Referral | |
| |
| |
| Identification | |
| |
| |
| Evaluation | |
| |
| |
| Early Intervention | |
| |
| |
| Teaching Gifted and Talented Students | |
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| Access to the General Education Curriculum: Acceleration | |
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| Instructional Accommodations: Enrichment | |
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| Validated Practices | |
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| |
| Technology | |
| |
| |
| Transition | |
| |
| |
| Collaboration | |
| |
| |
| Partnerships with Families and Communities | |
| |
| |
| Imagine a World | |
| |
| |
| Summary | |
| |
| |
| Supplementary Resources | |
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| |
| Professional Standards and Licensure Tests | |
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| Glossary | |
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| References | |
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| Name Index | |
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| Subject Index | |