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| Foundations | |
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| History of Special Education | |
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| Early History: A Brief Review | |
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| The Modern Era: Setting the Stage | |
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| Section 504: Civil Rights for Citizens with Disabilities | |
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| The Education for All Handicapped Children Act | |
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| Disability Legislation Post-IDEA | |
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| Inclusion | |
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| Idea and Access to General Education | |
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| Five Faces of Inclusion | |
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| Summary | |
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| Collaboration Between Professional Educators and Families | |
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| New Roles, New Challenges | |
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| Collaboration | |
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| Effective Communication for Successful Collaboration | |
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| Collaboration Between the Special Educator and the General Educator | |
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| Consultation | |
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| Collaborative Consultation | |
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| Co-Teaching | |
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| Preparing to Co-Teach | |
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| Teacher Support Teams | |
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| The Importance of Administrative Support | |
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| Parents as Partners | |
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| Parents Know First | |
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| Parent Conferences | |
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| Paraeducators and Collaboration | |
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| Summary | |
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| Students with Low-Incidence Disabilities | |
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| Mental Retardation | |
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| Defining Mental Retardation | |
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| Classroom Accommodations and Instructional Techniques | |
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| Family Guidelines | |
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| Autism Spectrum Disorders | |
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| Defining Autism Spectrum Disorders | |
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| Classroom Accommodations and Instructional Techniques | |
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| Family Guidelines | |
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| Significant Orthopedic and Other Health Impairments | |
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| Defining Orthopedic and Other Health Impairments | |
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| Classroom Accommodations and Instructional Techniques | |
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| Family Guidelines | |
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| Sensory Impairments | |
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| Defining Sensory Impairment | |
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| Summary | |
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| Students with High-Incidence Disabilities | |
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| Learning Disabilities | |
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| Defining Learning Disabilities | |
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| Prevalence of Learning Disabilities | |
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| Characteristics of Students with Learning Disabilities | |
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| Classroom Accommodations for Students with Learning Disabilities | |
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| Speech-Language Disabilities | |
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| Defining Speech-Language Disabilities | |
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| Prevalence of Speech-Language Disabilities | |
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| Characteristics of Students with Language Disabilities | |
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| Characteristics of Students with Speech Disabilities | |
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| Classroom Accommodations for Students with Speech-Language Disabilities | |
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| Mild Cognitive Disabilities | |
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| Defining Mild Cognitive Disabilities | |
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| Prevalence of Mild Cognitive Disabilities | |
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| Characteristics of Students with Mild Cognitive Disabilities | |
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| Classroom Accommodations for Students with Mild Cognitive Disabilities | |
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| Emotional or Behavioral Disorders | |
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| Defining Emotional or Behavioral Disorders | |
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| Prevalence of Emotional or Behavioral Disorders | |
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| Characteristics of Students with Emotional or Behavioral Disorders | |
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| Classroom Accommodations for Students with Emotional or Behavioral Disorders | |
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| Working with Families of Students with High-Incidence Disabilities | |
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| Assessment of Students with High-Incidence Disabilities | |
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| High Stakes Assessments and Students with High-Incidence Disabilities | |
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| Summary | |
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| Students with Other Special Learning Needs | |
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| Universal Instructional Design | |
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| Technology | |
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| Collaboration | |
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| Students with Attention-Deficit/Hyperactivity Disorder | |
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| Defining ADHD | |
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| Classroom Accommodations and Techniques | |
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| Learning Strategies and Techniques | |
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| Strategies for Intervention | |
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| Working with the Family | |
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| Cultural Diversity | |
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| Gifted and Talented | |
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| Defining Gifted and Talented | |
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| Classroom Accommodations and Techniques | |
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| Strategies for Intervention | |
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| Working with the Family | |
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| Cultural and Linguistic Diversity | |
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| Defining Cultural and Linguistic Diversity | |
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| Classroom Accommodations and Techniques | |
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| Strategies for Intervention | |
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| Working with the Family | |
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| Students Who Are at Risk | |
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| Defining Students Who Are at Risk | |
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| Classroom Accommodations and Techniques | |
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| Strategies for Intervention | |
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| Working with the Family | |
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| Culture of Poverty | |
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| Defining Poverty | |
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| Classroom Accommodations and Techniques | |
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| Strategies for Intervention | |
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| Working with the Family | |
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| Summary | |
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| A Process of Delivering Special Education and Related Services | |
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| Before Referral | |
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| Requirements of IDEA | |
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| Teaching as an Art and Science | |
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| Prereferral | |
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| Instructional Support Teams | |
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| Referral | |
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| Parent Involvement | |
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| Screening of Referrals | |
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| Formal Assessment | |
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| Use of Test Data | |
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| Assessment Instruments | |
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| Identification | |
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| Issues in Assessment and Identification | |
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| Eligibility Determination | |
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| Developing the IEP | |
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| Present Level of Educational Performance | |
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| Educational Goals and Objectives/Benchmarks | |
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| Measuring Progress | |
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| Participation in State- or District-Wide Testing | |
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| Services | |
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| IEP Team Considerations | |
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| Ongoing Evaluation | |
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| Transition Services | |
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| Exit Criteria | |
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| Summary | |
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| Systematic Assessment for Inclusion: The Saale Model | |
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| What Research Has to Say | |
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| The Saale Model | |
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| Logical Connections: Putting What You Know into the SAALE Model | |
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| The Saale Model in the Big Picture | |
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| Establishing a Common Vocabulary | |
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| The Intervention/Transition Checklist | |
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| The Saale Model and Universal Design | |
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| The Saale Model's History | |
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| The Saale Model and Upcoming Chapters | |
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| Summary | |