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| Prologue: A Personal View of Special Education | |
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| Foundations for Understanding Special Education | |
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| The Purpose and Promise of Special Education | |
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| Who Are Exceptional Children? | |
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| How Many Exceptional Children Are There? | |
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| Why Do We Label and Classify Exceptional Children? | |
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| Labeling and Eligibility for Special Education | |
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| Alternatives to Labeling | |
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| Why Are Laws Governing the Education of Exceptional Children Necessary? | |
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| An Exclusionary Past | |
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| Separate Is Not Equal | |
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| Equal Protection | |
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| The Individuals with Disabilities Education Act | |
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| Six Major Principles of IDEA | |
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| Other Provisions of IDEA | |
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| Key Features Introduced by the Individuals with Disabilities Education Improvement Act of 2004 | |
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| Legal Challenges Based on IDEA | |
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| Related Legislation | |
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| No Child Left Behind Act | |
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| What Is Special Education? | |
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| Special Education as Intervention | |
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| Special Education as Instruction | |
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| Defining Features of Special Education | |
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| Current and Future Challenges | |
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| Close the Research-to-Practice Gap | |
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| Increase the Availability and Intensity of Early Intervention and Prevention Programs | |
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| Improve Students' Transition from School to Adult Life | |
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| Improve the Special Education-General Education Partnership | |
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| Planning and Providing Special Education Services | |
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| The Process of Special Education | |
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| Prereferral Intervention | |
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| Evaluation and Identification | |
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| Program Planning | |
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| Placement | |
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| Review and Evaluation | |
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| Collaboration and Teaming | |
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| Collaboration | |
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| Teaming | |
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| Co-Teaching | |
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| Individualized Education Program | |
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| IEP Team | |
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| IEP Components | |
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| IEP Functions and Formats | |
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| Problems and Potential Solutions | |
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| Least Restrictive Environment | |
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| A Continuum of Services | |
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| Determining the LRE | |
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| Inclusive Education | |
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| Arguments For and Against Full Inclusion | |
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| Where Does Special Education Go from Here? | |
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| Collaborating with Parents and Families in a Culturally and Linguistically Diverse Society | |
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| Support for Family Involvement | |
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| Parents: Advocating for Needed Change | |
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| Educators: Striving for Greater Effectiveness | |
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| Legislators: Mandating Parent and Family Involvement | |
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| Understanding Families of Children with Disabilities | |
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| The Impact of a Child with Disabilities on the Family | |
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| The Many Roles of the Exceptional Parent | |
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| Changing Needs as Children Grow | |
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| Developing and Maintaining Family-Professional Partnerships | |
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| Principles of Effective Communication | |
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| Identifying and Breaking Down Barriers to Parent-Teacher Partnerships | |
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| Working with Culturally and Linguistically Diverse Families | |
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| Understanding and Respecting Cultural Differences | |
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| Providing Culturally Responsive Services to Families | |
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| Methods of Home-School Communication | |
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| Parent-Teacher Conferences | |
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| Written Messages | |
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| Other Forms of Parent Involvement | |
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| Parents as Teachers | |
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| Parent Education and Support Groups | |
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| Parent to Parent Groups | |
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| Parents as Research Partners | |
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| How Much Parent Involvement? | |
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| Current Issues and Future Trends | |
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| Educational Needs of Exceptional Students | |
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| Mental Retardation | |
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| Definitions | |
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| Definition in IDEA | |
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| AAMR's Definition Based on Needed Supports | |
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| Identification and Assessment | |
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| Assessing Intellectual Functioning | |
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| Assessing Adaptive Behavior | |
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| Characteristics | |
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| Cognitive Functioning | |
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| Adaptive Behavior | |
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| Positive Attributes | |
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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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| Educational Approaches | |
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| Curriculum Goals | |
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| Instructional Methods | |
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| Educational Placement Alternatives | |
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| Current Issues and Future Trends | |
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| The Evolving Definition of Mental Retardation | |
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| Acceptance and Membership | |
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| Learning Disabilities | |
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| Definitions | |
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| The IDEA Definition | |
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| The NJCLD Definition | |
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| Operationalizing the Federal Definition | |
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| Characteristics | |
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| Reading Problems | |
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| Written Language Deficits | |
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| Math Underachievement | |
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| Social Skills Deficits | |
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| Attention Problems and Hyperactivity | |
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| Behavioral Problems | |
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| The Defining Characteristic | |
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| Prevalence | |
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| Causes | |
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| Brain Damage or Dysfunction | |
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| Heredity | |
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| Biochemical Imbalance | |
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| Environmental Factors | |
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| Assessment | |
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| Standardized Tests | |
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| Criterion-Referenced Tests | |
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| Informal Reading Inventories | |
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| Curriculum-Based Measurement | |
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| Direct Daily Measurement | |
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| Educational Approaches | |
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| Explicit Instruction | |
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| Content Enhancements | |
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| Educational Placement Alternatives | |
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| Regular Classroom | |
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| Consultant Teacher | |
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| Resource Room | |
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| Separate Classroom | |
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| Current Issues and Future Trends | |
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| Redefining Learning Disabilities as Inadequate Response to Instruction | |
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| Will the Student with Real Learning Disabilities Please Stand Up? | |
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| Should All Students with Learning Disabilities Be Educated in the Regular Classroom? | |
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| Maintaining a Positive Focus | |
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| Emotional and Behavioral Disorders | |
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| Definitions | |
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| IDEA Definition of Emotional Disturbance | |
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| CCBD Definition of Emotional or Behavioral Disorders | |
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| Characteristics | |
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| Externalizing Behaviors | |
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| Internalizing Behaviors | |
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| Academic Achievement | |
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| Intelligence | |
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| Social Skills and Interpersonal Relationships | |
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| Prevalence | |
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| Causes | |
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| Biological Factors | |
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| Environmental Factors | |
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| A Complex Pathway of Risks | |
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| Identification and Assessment | |
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| Screening Tests | |
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| Projective Tests | |
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| Direct Observation and Measurement of Behavior | |
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| Functional Behavioral Assessment | |
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| Educational Approaches | |
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| Curriculum Goals | |
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| Behavior Management | |
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| Fostering Strong Teacher-Student Relationships | |
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| A Focus on Alterable Variables | |
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| Educational Placement Alternatives | |
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| Current Issues and Future Trends | |
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| Serving All Students with Emotional and Behavioral Disorders | |
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| Preventing Emotional and Behavioral Disorders | |
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| Disciplining Students with Disabilities | |
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| Improving Services for Youth in the Juvenile Corrections System | |
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| Developing Wraparound Systems of Comprehensive Care | |
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| Challenges, Achievements, and Advocacy | |
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| Autism Spectrum Disorders | |
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| Definitions | |
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| Definitions of Autism Spectrum Disorders in DSM-IV | |
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| Educational Definition of Autism in IDEA | |
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| Characteristics | |
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| Impaired Social Relationships | |
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| Communication and Language Deficits | |
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| Intellectual Functioning | |
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| Unusual Responsiveness to Sensory Stimuli | |
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| Insistence on Sameness and Perseveration | |
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| Ritualistic and Unusual Behavior Patterns | |
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| Problem Behavior | |
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| Positive Attributes and Strengths of Students with ASD | |
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| Screening and Diagnosis | |
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| Screening | |
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| Diagnosis | |
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| Prevalence | |
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| Causes | |
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| Educational Approaches | |
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| Critical Importance of Early Intensive Behavioral Intervention | |
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| Applied Behavior Analysis | |
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| Strategies to Help Children with Autism Cope with Social Situations and Increase Their Independence in the Classroom | |
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| Educational Placement Alternatives | |
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| Regular Classroom | |
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| Resource Room | |
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| Current Issues and Future Trends | |
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| Distinguishing Unproven Interventions from Evidence-Based Treatments | |
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| Why Do Fads Thrive? | |
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| Communication Disorders | |
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| Definitions | |
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| Communication | |
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| Language | |
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| Speech | |
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| Normal Development of Speech and Language | |
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| Communication Disorders Defined | |
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| Communication Differences Are Not Disorders | |
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| Characteristics | |
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| Speech Sound Errors | |
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| Fluency Disorders | |
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| Voice Disorders | |
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| Language Impairments | |
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| Prevalence | |
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| Causes | |
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| Causes of Speech Impairments | |
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| Causes of Language Disorders | |
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| Identification and Assessment | |
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| Screening and Teacher Observations | |
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| Evaluation Components | |
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| Educational Approaches | |
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| Treating Speech Sound Errors | |
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| Treating Fluency Disorders | |
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| Treating Voice Disorders | |
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| Treating Language Disorders | |
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| Augmentative and Alternative Communication | |
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| Educational Placement Alternatives | |
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| Monitoring | |
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| Pull-out | |
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| Collaborative Consultation | |
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| Classroom-Based | |
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| Self-Contained Classroom | |
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| Community-Based | |
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| Combination | |
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| Current Issues and Future Trends | |
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| Speech-Language Therapist or Language-Related Education Consultant? | |
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| Changing Populations | |
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| Across-the-Day Interventions | |
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| Deafness and Hearing Loss | |
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| Definitions | |
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| How We Hear | |
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| The Nature of Sound | |
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| Characteristics | |
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| English Literacy | |
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| Speaking | |
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| Academic Achievement | |
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| Social Functioning | |
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| Prevalence | |
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| Types and Causes of Hearing Loss | |
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| Types and Age of Onset | |
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| Causes of Congenital Hearing Loss | |
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| Causes of Acquired Hearing Loss | |
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| Identification and Assessment | |
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| Assessment of Infants | |
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| Pure-Tone Audiometry | |
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| Speech Audiometry | |
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| Alternative Audiometric Techniques | |
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| Degrees of Hearing Loss | |
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| Technologies and Supports | |
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| Technologies That Amplify or Provide Sound | |
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| Supports and Technologies That Supplement or Replace Sound | |
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| Educational Approaches | |
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| Oral/Aural Approaches | |
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| Total Communication | |
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| American Sign Language and the Bilingual-Bicultural Approach | |
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| Educational Placement Alternatives | |
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| Postsecondary Education | |
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| Current Issues and Future Trends | |
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| Blindness and Low Vision | |
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| Definitions | |
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| Legal Definition of Blindness | |
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| Educational Definitions of Visual Impairments | |
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| Age at Onset | |
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| Characteristics | |
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| Cognition and Language | |
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| Motor Development and Mobility | |
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| Social Adjustment and Interaction | |
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| Prevalence | |
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| Types and Causes of Visual Impairments | |
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| How We See | |
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| Causes of Visual Impairments | |
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| Educational Approaches | |
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| Special Adaptations for Students Who Are Blind | |
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| Special Adaptations for Students with Low Vision | |
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| Expanded Curriculum Priorities | |
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| Educational Placement Alternatives | |
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| Itinerant Teacher Model | |
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| Residential Schools | |
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| Current Issues and Future Trends | |
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| Specialization of Services | |
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| Emerging Technology and Research | |
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| Fighting against Discrimination and for Self-Determination | |
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| Physical Disabilities, Health Impairments, and ADHD | |
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| Physical Disabilities and Health Impairments | |
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| Definitions | |
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| Prevalence | |
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| Types and Causes | |
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| Cerebral Palsy | |
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| Spina Bifida | |
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| Muscular Dystrophy | |
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| Spinal Cord Injuries | |
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| Epilepsy | |
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| Diabetes | |
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| Asthma | |
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| Cystic Fibrosis | |
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| Human Immunodeficiency Virus and Acquired Immunodeficiency Syndrome | |
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| Attention-Deficit/Hyperactivity Disorder | |
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| Definition and Diagnosis | |
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| Academic Achievement and Comorbidity with Other Disabilities | |
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| Eligibility for Special Education | |
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| Prevalence | |
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| Causes | |
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| Treatment | |
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| Characteristics | |
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| Variables Affecting the Impact of Physical Disabilities and Health Impairments on Educational Performance | |
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| Educational Approaches | |
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| Teaming and Related Services | |
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| Environmental Modifications | |
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| Assistive Technology | |
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| Special Health Care Routines | |
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| Independence and Self-Esteem | |
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| Educational Placement Alternatives | |
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| Inclusive Attitudes | |
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| Current Issues and Future Trends | |
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| Related Services in the Classroom | |
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| New and Emerging Technologies for Persons with Severe Physical Disabilities | |
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| Animal Assistance | |
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| Employment, Life Skills, and Self-Advocacy | |
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| Low Incidence Disabilities: Severe/Multiple Disabilities, Deaf-Blindness, and Traumatic Brain Injury | |
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| Severe and Multiple Disabilities | |
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| Severe Disabilities | |
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| Profound Disabilities | |
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| Multiple Disabilities | |
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| Deaf-Blindness | |
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| Characteristics of Students with Severe and Multiple Disabilities | |
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| Prevalence of Severe and Multiple Disabilities | |
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| Causes of Severe and Multiple Disabilities | |
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| Traumatic Brain Injury | |
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| Definition | |
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| Prevalence of Traumatic Brain Injury | |
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| Types and Causes of Traumatic Brain Injury | |
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| Characteristics of Traumatic Brain Injury | |
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| Educational Approaches | |
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| Curriculum: What Should Be Taught? | |
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| Instructional Methods: How Should Students with Severe and Multiple Disabilities Be Taught? | |
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| Where Should Students with Severe Disabilities Be Taught? | |
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| The Challenge and Rewards of Teaching Students with Severe and Multiple Disabilities | |
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| Giftedness and Talent | |
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| Definitions | |
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| Federal Definitions | |
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| Other Key Contemporary and Complementary Definitions | |
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| Characteristics | |
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| Individual Differences Among Gifted and Talented Students | |
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| Creativity | |
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| Prevalence | |
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| Identification and Assessment | |
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| Multicultural Assessment and Identification | |
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| Gifted and Talented Girls | |
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| Gifted and Talented Boys | |
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| Gifted and Talented Students with Disabilities | |
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| Educational Approaches | |
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| Curricular Goals | |
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| Differentiating Curriculum: Acceleration and Enrichment | |
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| Lesson Differentiation in the Regular Classroom | |
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| Curriculum Differentiation Outside the Classroom | |
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| Instructional Models and Methods | |
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| Educational Placement Alternatives and Ability Grouping | |
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| Special Schools | |
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| Self-Contained Classrooms | |
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| Resource Room or Pull-Out Programs | |
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| Regular Classroom | |
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| Ability Grouping | |
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| Current Issues and Future Trends | |
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| Special Education Across the Life Span | |
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| Early Childhood Special Education | |
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| The Importance of Early Intervention | |
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| Defining Early Intervention | |
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| Examining the Effectiveness of Early Intervention | |
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| IDEA and Early Childhood Special Education | |
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| Early Intervention for Infants and Toddlers | |
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| Special Education for Preschoolers | |
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| Screening, Identification, and Assessment | |
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| Screening Tools | |
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| Diagnostic Tools | |
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| Program Planning and Evaluation Tools | |
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| Curriculum and Instruction in Early Childhood Special Education | |
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| Curriculum and Program Goals | |
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| Developmentally Appropriate Practice | |
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| Selecting IFSP/IEP Goals and Objectives | |
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| Instructional Adaptations and Modifications | |
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| Preschool Activity Schedules | |
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| A Supportive Physical Environment | |
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| Service Delivery Alternatives for Early Intervention | |
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| Hospital-Based Programs | |
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| Home-Based Programs | |
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| Center-Based Programs | |
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| Combined Home-Center Programs | |
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| Current Issues and Future Trends | |
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| Families: Most Important of All | |
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| Transitioning to Adulthood | |
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| How Do Former Special Education Students Fare as Adults? | |
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| Completing High School | |
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| Employment | |
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| Postsecondary Education | |
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| Overall Adjustment and Success | |
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| Transition Services and Models | |
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| Will's Bridges Model of School-to-Work Transition | |
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| Halpern's Three-Dimensional Model | |
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| Definition of Transition Services in IDEA | |
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| Individualized Transition Plan | |
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| Transition Teaming | |
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| Beginning Transition Activities and Career Education Early | |
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| Employment | |
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| Competitive Employment | |
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| Supported Employment | |
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| Sheltered Employment | |
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| Postsecondary Education | |
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| Residential Alternatives | |
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| Group Homes | |
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| Foster Homes | |
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| Apartment Living | |
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| Supported Living | |
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| Institutions | |
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| Recreation and Leisure | |
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| The Ultimate Goal: A Better Life | |
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| Quality of Life | |
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| Misguided and Limiting Presumptions | |
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| Self-Advocacy and Self-Determination | |
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| Still a Long Way to Go | |
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| Postscript: Developing Your Own Personal View of Special Education | |
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| Coverage of Content Areas for PRAXIS II Test | |
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| Glossary | |
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| References | |
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| Name Index | |
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| Subject Index | |
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| Photo Credits | |