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Introduction | |
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Understanding Intellectual Disabilities | |
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Chapter Preview | |
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Advocating for Tommy | |
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Historical Perspectives | |
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Disciplines and Professions | |
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Disciplinary Perspectives and Contributions | |
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Terminology | |
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Contributions of Biological and Medical Sciences | |
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Contributions of the Behavioral Sciences | |
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Contributions of Education | |
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Disciplinary Collaboration | |
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Concepts, Definitions, and Classification | |
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Intellectual Disabilities as a Concept | |
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Intellectual Disabilities: A Definition in Transition | |
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Incidence and Prevalence | |
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Classification | |
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Cross-Categorical Issues | |
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Purposes and Uses of Definitions and Classifications | |
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Criterion-Referenced Versus Norm-Referenced Measurement | |
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Labeling | |
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New Issues and Future Directions | |
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Chapter Review | |
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Core Questions | |
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Roundtable Discussion | |
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Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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References | |
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Diversity Issues | |
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Chapter Preview | |
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Denise's Dilemmas | |
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Associated Influences | |
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Poverty | |
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Cultural-Social Mores | |
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Language | |
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Issues of Assessment and Intervention | |
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Human Development and Multicultural Issues | |
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New Issues and Future Directions | |
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Core Questions | |
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Roundtable Discussion | |
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Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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References | |
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Identifying People with Intellectual Disabilities | |
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Assessment Issues and Procedures | |
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Chapter Preview | |
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The Beginning Evaluation | |
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Issues and Concepts | |
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Assessment Use | |
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Assessment Referencing | |
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Formative and Summative Evaluation | |
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Assessment Bias | |
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Early Life | |
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Screening Concepts | |
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Early Life Assessment | |
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Preschool Years | |
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Intellectual Functioning | |
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Language Functioning | |
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Perceptual-Motor Functioning | |
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Social/Adaptive Behavior | |
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Elementary School Years | |
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Intellectual Functioning | |
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Achievement | |
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Assessment Systems | |
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Adolescent and Adult Years | |
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Intellectual Functioning | |
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Vocational Functioning | |
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New Issues and Future Directions | |
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Core Questions | |
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Roundtable Discussion | |
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Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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References | |
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Understanding Intelligence and Adaptive Skills | |
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Chapter Preview | |
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Wanting the Best for Our Unborn | |
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The Concept of Intelligence | |
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Development of Intelligence | |
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Measurement of Intelligence | |
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Mental Age and Intelligence | |
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New Issues and Future Directions | |
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Core Questions | |
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Roundtable Discussion | |
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Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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References | |
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Development and Causation | |
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Basic Principles of Early Development | |
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Chapter Preview | |
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The Red Flags | |
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Human Development: Terminology, Concepts, and Theory | |
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Concepts and Terms | |
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Developmental Theories | |
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The Developmental Process | |
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Continuity Versus Discontinuity of Growth | |
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Critical Periods and Developmental Vulnerability | |
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Prenatal Development | |
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Birth | |
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Neonatal Development | |
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New Issues and Future Directions | |
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Core Questions | |
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Roundtable Discussion | |
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Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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References | |
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Early Influences and Causation | |
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Chapter Preview | |
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The Scary Risks of Pregnancy | |
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Early Causation: The Fetus and Infant at Risk | |
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Genetic Causation | |
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Prenatal Causation | |
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Perinatal and Postnatal Causation | |
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Professional Intervention | |
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New Issues and Future Directions | |
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Core Questions | |
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Roundtable Discussion | |
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Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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References | |
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Intellectual Disabilities: Preschool and School Years | |
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Infancy and Early Childhood | |
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Chapter Preview | |
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Helen and Joey | |
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Physical Development | |
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Neuromotor Development | |
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Effects of the Environment | |
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Professional and Parental Intervention | |
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Language Development | |
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Normal Language Development | |
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Delayed Language Development | |
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Cognitive Development | |
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Theories | |
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Implications for Professional Intervention | |
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Psychosocial Development | |
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Theories | |
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Implications for Intellectual Functioning | |
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Professional Intervention | |
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New Issues and Future Directions | |
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Core Questions | |
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Roundtable Discussion | |
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Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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References | |
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The Elementary School-Age Child with Intellectual Disabilities | |
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Chapter Preview | |
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Including Scott | |
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Cognitive Development | |
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Learning Characteristics | |
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Memory | |
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Self-Regulation | |
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Distribution of Practice | |
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Learning Concrete and Abstract Concepts | |
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Learning Sets and Generalization | |
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Educational Achievement | |
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Adaptive Skills | |
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Motivation | |
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Physical and Health Characteristics | |
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Physical Differences | |
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Health Differences | |
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Educational Programs and Services | |
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The Individuals with Disabilities Education Act (IDEA) | |
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Inclusion in General Education Settings | |
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Full-Time Special Education Classes and Schools | |
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Instructional Approaches | |
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Teaching Academic Skills | |
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Teaching Adaptive Skills | |
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Using Assistive Technology | |
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Educating the Culturally Different Child with Intellectual Disabilities | |
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New Issues and Future Directions | |
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The No Child Left Behind Act and IDEA 2004 | |
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Highly Qualified Special Education Teachers | |
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Core Questions | |
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Roundtable Discussion | |
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Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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References | |
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The Adolescent with Intellectual Disabilities and the Transitional Years | |
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Chapter Preview | |
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Including Penelope in School and Community Life | |
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Expected Outcomes of Secondary Education Programs | |
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Employment Preparation | |
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Legislative Mandates for Employment Training | |
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Career Education | |
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Work Experience | |
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Community-Referenced Employment Preparation | |
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Teaching Adaptive Skills | |
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Socialization | |
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Self-Determination and Personal Management | |
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Recreation, Sports, and Leisure | |
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Teaching Academic Skills | |
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Transition Planning | |
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Coordinating Transition Planning | |
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Determining Individual Need | |
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Developing an Individualized Transition Plan | |
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Involving Students and Parents in Transition Planning | |
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Promoting Inclusion with Peers in High School Programs | |
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New Issues and Future Directions | |
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Core Questions | |
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Roundtable Discussion | |
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Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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References | |
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Adulthood and Aging | |
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The Adult Years | |
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Chapter Preview | |
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Giving Steve a Chance to Work, Live, and Play in the Community | |
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Community Living | |
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Making Adult Choices: Competence and Self-Determination | |
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The Americans with Disabilities Act (ADA) | |
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Supported Residential Living | |
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Living with Parents and Siblings | |
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Recreation and Leisure in a Community Setting | |
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Marriage and Sexuality | |
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Research on Adjustment to Community Living | |
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Institutional Living | |
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Community Employment | |
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Employment with No Support Services | |
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Employment with Time-Limited Training and Support Services | |
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Employment with Ongoing Support Services: The Supported Employment Model | |
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Supported Employment Within the Framework of Community Living | |
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Structural Features of Supported Employment | |
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Supported Employment Models | |
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Sheltered Employment | |
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New Issues and Future Directions | |
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Core Questions | |
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Roundtable Discussion | |
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Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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References | |
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The Older Person with Intellectual Disabilities | |
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Chapter Preview | |
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Moving Is Frightening | |
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Aging: What Does It Mean? Who Is an Old Person? | |
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Research on Aging and Intellectual Disabilities | |
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Methodological Problems | |
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Identifying the Older Person with Intellectual Disabilities | |
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Characteristics of the Older Person with Intellectual Disabilities | |
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Mental Functioning | |
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Social and Personal Functioning | |
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Programming and Future Research | |
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New Issues and Future Directions | |
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Core Questions | |
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Roundtable Discussion | |
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Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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References | |
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Family and Social Issues | |
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Families | |
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Chapter Preview | |
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My Child Is NOT Retarded!-Part I | |
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Impact of the Child with Intellectual Disabilities on the Family | |
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From Awareness to Acceptance | |
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Denial | |
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Projecting Blame | |
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Fear | |
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Guilt | |
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Grief and Mourning | |
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Withdrawal | |
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Rejection | |
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Searching for a Cause | |
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Acceptance | |
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Supporting the Family | |
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Formal and Informal Family Support Networks | |
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Providing Information to Parents | |
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The Role of Parent and Professional Associations | |
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Building a Parent-Professional Partnership in the Schools | |
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Family Support Programs | |
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New Issues and Future Directions | |
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Core Questions | |
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Roundtable Discussion | |
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Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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References | |
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Social and Ethical Issues | |
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Chapter Preview | |
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"Martha, Your Unborn Baby Has Down Syndrome" | |
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Background | |
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Ethical Issues Throughout the Life Cycle | |
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The Prenatal Period | |
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The Early Years | |
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The School Years | |
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The Adult Years | |
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Research and Professional Ethics | |
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New Issues and Future Directions | |
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Core Questions | |
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Roundtable Discussion | |
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Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities | |
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References | |
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Name Index | |
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Subject Index | |