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| Historical Foundations of High-Incidence Disabilities | |
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| High-Incidence Disabilities: Definition and Prevalence | |
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| Labels and Categories | |
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| Disability, Handicap, and Inability | |
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| High-Incidence Disabilities and Mild Disabilities | |
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| Prevalence | |
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| Severity | |
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| The Importance of Labels | |
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| Educational Services | |
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| Identification | |
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| Definitions and Terminology | |
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| Emotional and Behavioral Disorders | |
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| Learning Disabilities | |
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| Mild Mental Retardation | |
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| Overlap Among High-Incidence Disabilities | |
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| Summary | |
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| Case Studies | |
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| Marcus | |
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| Sara | |
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| References | |
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| The History and Current Trends Surrounding High-Incidence Disabilities | |
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| Before the Education for All Handicapped Children Act | |
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| The Early 19th Century | |
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| Middle to Late 19th Century | |
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| The 20th Century | |
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| 1975-Education for All Handicapped Children Act | |
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| The Regular Education Initiative | |
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| The Full Inclusion Movement | |
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| Reauthorization of EAHCA | |
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| The 1990 Reauthorization, Now Idea | |
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| The 1997 Reauthorization | |
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| The 2004 Reauthorization, NCLB, and Related Events | |
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| No Child Left Behind | |
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| Summary | |
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| Case Study | |
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| Greg | |
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| References | |
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| Understanding Causal Factors Related to High-Incidence Disabilities | |
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| Normal (Typical) Development, Abnormal (Atypical) Development, and Risk | |
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| Biological Risk Factors | |
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| Brain Development and Function | |
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| Genes-Heredity | |
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| Temperament | |
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| Other Biological Risk Factors | |
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| Implications of Biological Risk Factors | |
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| Environmental Risk Factors | |
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| Prenatal Factors | |
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| Perinatal Factors | |
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| Postnatal Factors | |
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| Family Factors | |
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| Community Factors | |
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| School and Cultural Factors | |
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| Interaction of Biological and Environmental Factors | |
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| Summary | |
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| Case Studies | |
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| Chandler | |
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| Rhiannon | |
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| Lindsey | |
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| References | |
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| The Unique Characteristics and Learning Needs of Students with High-Incidence Disabilities | |
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| Characteristics of Students with Learning Disabilities | |
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| History | |
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| Foundation Period | |
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| Emergent Period | |
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| Characteristics | |
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| Early Childhood | |
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| Elementary Grades | |
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| Adolescence | |
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| Identification of Students with SLD | |
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| Early Childhood | |
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| Elementary Grades | |
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| Adolescence | |
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| Unique Learning Needs of Students with SLD | |
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| Early Childhood | |
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| Elementary | |
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| Adolescence | |
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| Summary | |
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| Case Studies | |
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| Elton | |
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| Carmen | |
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| Matt | |
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| References | |
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| Characteristics of Students with Emotional and Behavioral Disorders | |
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| Characteristics and Identification of Students with Emotional and Behavioral Disorders | |
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| Defining Emotional and Behavioral Disorders | |
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| Identification of Students with EBD | |
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| Changing Characteristics and Identification of EBD Across Age Levels | |
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| Unique Learning Needs and Evidence-Based Practices | |
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| Applied Behavior Analysis | |
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| Social Competence Interventions | |
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| Wraparound and Systems of Care | |
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| Psychopharmacology Interventions | |
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| Summary | |
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| Case Studies | |
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| Dean | |
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| Larissa | |
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| Tommy | |
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| References | |
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| Characteristics of Students with Mild Mental Retardation | |
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| Characteristics and Identification of Students with Mild Mental Retardation (MMR) | |
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| Defining Mild Mental Retardation (MMR) | |
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| Identification of Students with MMR | |
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| Changing Characteristics and Identification of MMR Across Age Levels | |
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| Unique Learning Needs and Evidence-Based Practices | |
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| Unique Learning Characteristics | |
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| Evidence-Based Practices for Students with MMR | |
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| Summary | |
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| Case Studies | |
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| Carrie | |
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| Evan | |
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| David | |
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| References | |
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| Characteristics of Students with Other High-Incidence Disabilities | |
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| Characteristics and Identification of Students with Attention Deficit Hyperactivity Disorder (ADHD) | |
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| Characteristics of ADHD | |
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| Identification of ADHD | |
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| Unique Learning Needs and Evidence-Based Practices (ADHD) | |
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| Characteristics and Identification of Students with Traumatic Brain Injury (TBI) | |
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| Characteristics of TBI | |
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| Identification of TBI | |
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| Unique Learning Needs and Evidence-Based Practices (TBI) | |
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| Characteristics and Identification of Students with High-Functioning Autism (HFA) | |
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| Characteristics of HFA | |
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| Identification of HFA | |
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| Unique Learning Needs and Evidence-Based Practices (HFA) | |
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| Summary | |
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| Case Studies | |
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| Samantha | |
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| Rachael | |
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| JT | |
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| References | |
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| Educational Instruction | |
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| Assessment for Academic Instruction | |
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| Purpose and Benefits of Assessment | |
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| Screening | |
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| Diagnosis | |
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| Progress Monitoring | |
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| Outcome Measurement | |
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| Types of Assessment | |
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| Formal Assessments | |
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| Informal Assessments | |
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| Content of Assessment | |
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| Assessing Oral Language | |
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| Assessing Written Language | |
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| Assessing Reading | |
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| Assessing Math | |
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| Assessing the Instructional Environment | |
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| Assessment Process for High-Incidence Disabilities | |
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| Screening, Referral, and Evaluation | |
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| Placement and IEP Development | |
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| Progress Monitoring | |
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| Reevaluation | |
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| Testing Accommodations | |
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| Current Issues in the Assessment of Students with High-Incidence Disabilities | |
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| Summary | |
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| Case Studies | |
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| Beyonce | |
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| Raphael | |
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| Heather | |
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| References | |
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| Evaluation for Social Instruction | |
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| Defining Social Competence | |
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| Social Skills | |
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| Adaptive Behavior | |
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| Assessment | |
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| Measures | |
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| Stages of Learning | |
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| Summary | |
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| Case Studies | |
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| Stevie | |
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| Rhiannon | |
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| Nick | |
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| References | |
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| Educational Partnerships | |
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| Characteristics of Effective General Education Settings for Students with High-Incidence Disabilities | |
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| The Component of an Effective General Education Setting | |
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| Establishing the Learning Environment | |
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| Manage the Instructional Process Efficiently | |
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| Define Diversity as Part of the Setting | |
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| Facilitation of Peer Supports and Social Networks | |
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| Fostering Collaboration | |
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| Integration of Effective Practices | |
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| Summary | |
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| Case Studies | |
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| Mac | |
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| Christy | |
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| References | |
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| Collaboration, Consultation, and Co-Teaching | |
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| What Are Collaboration, Consultation, and Co-Teaching? | |
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| Are Collaboration, Consultation, and Co-teaching the Same or Different? | |
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| Why Collaborate? Historical and Legal Foundations for Collaboration, Consultation, and Co-Teaching | |
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| Historical Foundations | |
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| Legal Foundations | |
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| Summary | |
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| Putting Consultation, Collaboration, and Co-Teaching into Practice: How Does It Work? | |
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| Who Is Part of the Collaborative Team? | |
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| How Does Collaboration Work? | |
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| How Does Consultation Work? | |
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| How Does Co-teaching Work? | |
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| Current Trends and Opportunities for Collaboration, Consultation, and Co-Teaching | |
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| Collaborating Within the School | |
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| Collaborating Across Schools | |
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| Collaborating Outside the School | |
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| Evaluating the Effectiveness of Consultation, Collaboration, and Co-Teaching: Data Speak Louder Than Words | |
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| Summary | |
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| Case Studies | |
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| Aaron | |
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| Janice/Kevin | |
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| Carrie | |
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| References | |
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| Prevention and Early Intervention: Setting the Stage for Effective Learning | |
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| Defining Prevention | |
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| Primary and Secondary Conditions | |
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| Prevention of EBD | |
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| Prevention of LD | |
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| Prevention of MMR | |
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| Early Intervention | |
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| National Agenda | |
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| What Works in Early Intervention | |
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| Early Intervention: Think Again | |
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| Summary | |
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| Case Studies | |
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| Benton Elementary School | |
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| Chandler | |
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| Rhiannon | |
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| References | |
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| Glossary | |
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| Name Index | |
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| Subject Index | |