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| Exceptionality and Special Education | |
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| Getting Oriented to Exceptionality and Special Education | |
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| Educational Definition of Exceptional Learners | |
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| Prevalence of Exceptional Learners | |
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| Definition of Special Education | |
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| Providing Special Education | |
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| Teachers' Roles | |
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| History and Origins of Special Education | |
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| Council for Exceptional Children (CEC) and Development of the Profession | |
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| Parents and Other Professional Organizations | |
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| Legislation and Litigation | |
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| The Intent of Legislation: Individualized Education for Students with Disabilities | |
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| Our Perspective on the Progress of Special Education | |
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| Summary | |
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| Current Trends and Issues | |
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| Integration of People with Disablities into the Larger Society | |
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| Inclusion in Schools | |
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| Early Intervention | |
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| Transition to Adulthood and Employment | |
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| Zero Tolerance, PBS, PBIS, and Other Issues of Discipline | |
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| Concluding Thoughts Regarding Trends and Issues | |
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| Multicultural and Bilingual Aspects of Special Education | |
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| America and Multiculturalism | |
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| Multicultural and Bilingual Special Education | |
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| Assessment | |
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| Instruction in Multicultural and Bilingual Special Education | |
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| Teaching Tolerance and Appreciation | |
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| Working with Families | |
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| Improving Instruction for Language Minority Students | |
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| Adopting Effective Teaching Practices | |
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| Identifying and Implementing Effective Reading Instruction | |
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| Parents and Families | |
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| Professionals' Changing Views of Parents | |
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| The Effects of a Child with a Disability on the Family | |
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| Family Involvement in Treatment and Education | |
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| Learners with Intellectual and Developmental Disabilities | |
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| What's in a Name? Mental Retardation Vs. Intellectual and Developmental Disabilities | |
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| Definition | |
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| Prevalence | |
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| Causes | |
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| Identification | |
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| Psychological and Behavioral Characteristics | |
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| Educational Considerations | |
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| Functional Behavioral Assessment and Positive Behavioral | |
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| Intervention and Support | |
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| Service Delivery Models | |
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| Assessment of Academic Progress, Adaptive Behavior, and Quality of Life for Students with Intellectual or Developmental Disabilities | |
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| Early Intervention | |
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| Transition to Adulthood | |
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| Learners with Learning Disabilities | |
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| Definition | |
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| Identification | |
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| Prevalence | |
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| Causes | |
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| Psychological and Behavioral Characteristics | |
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| Educational Considerations | |
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| Assessment | |
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| Early Intervention | |
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| Transition to Adulthood | |
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| Attention Deficit Hyperactivity Disorder (ADHD) | |
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| Brief History | |
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| Definition | |
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| Prevalence | |
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| Identification | |
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| Causes | |
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| Psychological and Behavioral Characteristics | |
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| Educational Considerations | |
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| Medication Considerations | |
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| Assessment | |
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| Early Intervention | |
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| Transition to Adulthood | |
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| Learners with Emotional or Behavioral Disorders | |
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| Terminology | |
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| Definition | |
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| Classification | |
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| Prevalence | |
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| Causes | |
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| Identification | |
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| Psychological and Behavioral Characteristics | |
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| Educational Considerations | |
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| Assessment | |
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| Early Intervention | |
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| Transition to Adulthood | |
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| Learners with Communication Disorders | |
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| Definitions | |
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| Prevalence | |
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| Communication Variations | |
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| Language Disorders | |
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| Speech Disorders | |
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| Educational Considerations | |
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| Assessment of Language Development and Academic Progress for Students with Communication Disorders | |
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| Early Intervention | |
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| Transition to Adulthood | |
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| Learners Who Are Deaf or Hard of Hearing | |
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| Definition and Classification | |
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| Prevalence | |
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| Anatomy and Physiology of the Ear | |
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| Measurement of Hearing Ability | |
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| Causes | |
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| Psychological and Behavioral Characteristics | |
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| Educational Considerations | |
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| Oral Approach: Auditory-Verbal Approach and Auditory-Oral Approach | |
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| Assessment of Academic Progress for Students Who Are Deaf or Hard of Hearing | |
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| Early Intervention | |
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| Transition to Adulthood | |
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| Learners with Blindness or Low Vision | |
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| Definition and Classification | |
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| Prevalence | |
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| Anatomy and Physiology of the Eye | |
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| Identification of Visual Impairment | |
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| Psychological and Behavioral Characteristics | |
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| Assessment of Progress in Academic and Functional Skills | |
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| Testing Accommodations for Students with Visual Impairments | |
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| Early Intervention | |
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| Transition to Adulthood | |
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| Learners with Autism Spectrum Disorders | |
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| Historical Context: Kanner's and Asperger's Papers | |
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| Definition of Autism Spectrum Disorders | |
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| Prevalence | |
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| Causes | |
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| Identification | |
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| Psychological and Behavioral Characteristics | |
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| Educational Considerations | |
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| Assessment | |
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| Early Intervention | |
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| Transition to Adulthood | |
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| Learners with Low Incidence, Multiple, and Severe Disabilities | |
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| Definition and Prevalence | |
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| Traumatic Brain Injury | |
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| Deaf-Blindness | |
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| Considerations for Many Students with Low Incidence, Multiple, and Severe Disabilities | |
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| Learners with Physical Disabilities and Other Health Impairment | |
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| Definition and Classification | |
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| Prevalence and Need | |
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| Neuromotor Impairments | |
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| Orthopedic and Musculoskeletal Disorders | |
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| Other Conditions Affecting Health or Physical Ability | |
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| Prevention of Physical Disabilities | |
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| Psychological and Behavioral Characteristics | |
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| Prosthetics, Orthotics, and Adaptive Devices for Daily Living | |
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| Educational Considerations | |
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| Early Intervention | |
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| Transition to Adulthood | |
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| Learners with Special Gifts and Talents | |
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| Definition | |
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| Prevalence | |
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| Origins of Giftedness | |
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| Identification of Giftedness | |
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| Psychological and Behavioral Characteristics | |
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| Cultural Values Regarding Student with Special Gifts or Talents and Their Education | |
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| Neglected Groups of Students with Special Gifts or Talents | |
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| Educational Considerations | |
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| Early Intervention | |
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| Transition to Adulthood | |