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Preface | |
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Setting the Stage | |
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Perspectives on Disability | |
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Meet Clarence | |
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Studying High-Prevalence Disabilities | |
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Mild Does Not Mean "Not Serious" | |
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The Power of Language | |
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Labeling, Classifying, and Identifying | |
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To Classify or Not to Classify | |
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Additional Thoughts on Labeling | |
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The Historical Context of Disability | |
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Early History of Disability | |
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The Middle Ages, Renaissance and the Enlightenment | |
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Disability Services in the United States (1800-1950) | |
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Eugenics in Europe and the United States | |
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The Testing Movement in Europe and the United States | |
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Serving Children Identified as Having Disabilities | |
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Disabilities in the United States from 1950 to the Present | |
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Legislative and Legal Supports | |
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Overview of the IDEA Principles | |
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History of Rights Won in United States Courts | |
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Trends in History | |
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Summary | |
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Ed Murphy: A Case Study | |
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Issues in Assessment and Identification | |
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Meet Jeffrey | |
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Assessment and Evaluation Requirements in IDEA | |
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Purposes of Assessment of Students with Special Educational Needs | |
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Types of Assessment Instruments and Techniques | |
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Norm-Referenced Assessment | |
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Criterion-Referenced and Curriculum-Based Assessment | |
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Performance Assessment | |
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Portfolio Assessment | |
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Functional Behavioral Assessment | |
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Reporting on Student Progress: Grading | |
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Best Practices in Assessment of Children and Youth with Disabilities | |
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Issues in Identification | |
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Categories as Social Constructions | |
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Are Non-categorical Models of Service an Alternative? | |
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Response to Intervention: A Non-Categorical Strategy for Assessment and Identification | |
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A Prevention Framework as Support | |
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Summary | |
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Sharon: A Case Study | |
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Issues in Instruction and Placement | |
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Meet Enrico | |
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Curriculum and Learners with Mild Disabilities | |
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Alternatives to Instructional Accommodations | |
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Instructional Strategies to Enhance Curricular Access | |
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Explicit Teaching | |
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Peer Tutoring | |
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Cooperative Learning | |
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Cognitive Strategies | |
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Positive Behavioral Supports | |
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Instruction and Individualized Education Program Planning | |
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Alternative Curricula and Assessments | |
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IDEA 2004 and the Location of Services | |
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Least Restrictive Environment (LRE) | |
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Models of Service Commonly Used for Students with Mild Disabilities | |
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Inclusion: A Continuing Issue in Special Education | |
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Summary | |
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Angie: A Case Study | |
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Who are the Learners with Mild Disabilities? | |
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Learners with Intellectual and Developmental Disabilities | |
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Meet Caroline | |
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Naming this Group of Learners | |
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Historical Foundations of Intellectual Disabilities | |
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Development of the Definition of Intellectual Disabilities in the United States | |
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IDEA Definition of Intellectual Disabilities | |
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Additional Perspectives on Defining Intellectual Disabilities | |
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The New Generation of Other AAIDD/AAMR Definitions | |
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Developmental Disabilities and Delay | |
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An Alternative Definition with an Instructional Perspective | |
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Levels of Severity | |
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Educational Terminology | |
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Supports and Intensity of Support Needs | |
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Prevalence of Intellectual Disabilities | |
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Conditions Associated with Risk of Intellectual and Developmental Disabilities | |
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Biomedical Risk Factors | |
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Environmental (Social, Behavioral, Educational) Risk Factors | |
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Nature or Nurture? | |
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Typical Characteristics of Persons with Intellectual Disabilities | |
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Summary | |
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Jennie: A Case Study | |
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Learners with Learning Disabilities | |
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Meet Peter | |
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Naming this Group of Learners | |
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Historical Development of the Concept of Learning Disabilities | |
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IDEA Definition of Specific Learning Disabilities | |
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Assessment and Identification Issues | |
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Discrepancy Determination Issues | |
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IDEA 2004 and Changes in Identification Procedures | |
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Response to Intervention as an Identification Process | |
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An Alternative Definition of Learning Disabilities | |
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Prevalence of Learning Disabilities | |
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Conditions Associated with Learning Disabilities | |
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Characteristics of Students with Learning Disabilities | |
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Summary | |
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Bobby: A Case Study | |
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Learners with Emotional or Behavioral Disorders | |
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Meet Nicki | |
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Terms to Refer to This Group of Learners | |
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Historical Foundations of Emotional and Behavioral Disorders | |
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IDEA Definition of Emotional Disturbance | |
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Social Maladjustment: Definition and Exclusion | |
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An Alternative Definition of Emotional or Behavioral Disorders | |
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Assessment and Identification Issues | |
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Response to Intervention | |
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Levels of Severity | |
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Prevalence of Emotional or Behavioral Disorders | |
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Conditions Associated with Emotional or Behavioral Disorders | |
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Biological Factors | |
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Family Factors | |
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Environmental, Social, and School Factors | |
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Types of Emotional or Behavioral Disorders | |
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Summary | |
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Carter: A Case Study | |
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Learners with ADHD and Other Disorders and Conditions | |
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Meet Nancy | |
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Learners with Attention Problems | |
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Naming this Group of Learners | |
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ADHD and the IDEA | |
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Current ADHD Definition in the DSM-IV-TR | |
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Identification of Learners with ADHD | |
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Types of Attention-Deficit/Hyperactivity Disorder | |
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Levels of Severity | |
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Prevalence of Attention-Deficit/Hyperactivity Disorder | |
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Conditions Associated with Attention-Deficit/Hyperactivity Disorder | |
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Characteristics of Individuals with ADHD | |
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Should ADHD Be a Separate Category in IDEA? | |
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Physical and Sensory Disabilities | |
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Physical and Health Disabilities | |
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Sensory Disabilities | |
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Traumatic Brain Injury | |
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Communication Disorders | |
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Medication: A Persistent Issue | |
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Summary | |
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Frank: A Case Study | |
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Learners with Autism Spectrum Disorders | |
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Meet Jacob | |
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Naming this Group of Learners | |
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Historical Development of the concept of Autism Spectrum Disorders | |
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IDEA Definition of Autism Spectrum Disorders | |
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The Psychiatric/Medical Definition of Autism Spectrum Disorders in the DSM | |
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Assessment and Identification Issues | |
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Prevalence of Autism Spectrum Disorders | |
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Levels of Severity | |
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Conditions Associated with Autism Spectrum Disorders | |
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Characteristics of Students with Autism Spectrum Disorders | |
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Reciprocal Social Interactions and Relationships | |
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Communication | |
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Restricted Interests | |
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Other Related Characteristics and Behaviors | |
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Characteristics Descriptive of Specific Conditions on the Spectrum | |
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Summary | |
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Sara: A Case Study | |
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What are Learners with Mild Disabilities Like? | |
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Cognitive and Perceptual Characteristics | |
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Meet Robert | |
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Cognitive Theory and Approaches to Mild Disabilities | |
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Constructivist Perspectives | |
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Piaget and Biological Constructivism | |
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Vygotsky and Social Constructivism | |
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Cognitive Styles Research | |
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Field Dependence/Field Independence | |
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Impulsivity and Reflectivity | |
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Information-Processing Approaches | |
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Structural Storage Components | |
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Strategic Control Components | |
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Executive Functions | |
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Summary | |
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Charlene: A Case Study | |
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Language Characteristics | |
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Meet Tom | |
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Definition of Language | |
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Which Learners Have Language Difficulties/Disorders? | |
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Language Components and Skills | |
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Phonology | |
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Morphology | |
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Syntax | |
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Semantics | |
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Pragmatics | |
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Receptive and Expressive Language | |
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Language Functions | |
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Listening | |
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Speaking | |
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Reading | |
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Writing | |
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Common Language Characteristics of Learners with Mild Disabilities | |
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Language Difference or Disability? | |
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Implications of Language Characteristics for Thinking and Learning | |
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Summary | |
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Clark: A Case Study | |
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Academic Learning Characteristics | |
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Meet Barbara | |
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What Is Learning? | |
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Stages of Learning | |
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Acquisition and Reversion | |
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Proficiency and Automaticity | |
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Maintenance | |
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Generalization | |
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Adaptation | |
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Critical Learning Needs of Students with Disabilities | |
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The Role of Motivation | |
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Extrinsic Motivation | |
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Intrinsic Motivation | |
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Locus of Control and Attribution of Success or Failure | |
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External Causal Attributions and Locus of Control | |
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Internal Causal Attributions and Locus of Control | |
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Spirals of Failure or Success | |
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Learned Helplessness | |
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Adolescents with Disabilities in Behavior and Learning | |
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Self Determination | |
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Learning Styles and Multiple Intelligences | |
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Learning Styles | |
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Multiple Intelligences | |
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Universal Design for Learning | |
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Instructional Needs of Learners with Disabilities | |
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Time Allowed for Instruction | |
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Persistence or Motivation | |
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Pupils' Aptitude for Instruction | |
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Ability to Understand Instruction | |
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Quality of Instruction | |
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Summary | |
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Allison: A Case Study | |
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Social Emotional Characteristics | |
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Meet Eddie | |
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Perspectives on Social Emotional Characteristics | |
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Developmental Perspectives | |
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Erikson's Theory of Psychosocial Development | |
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Emotional Development | |
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Development of Social Perspective Taking | |
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Social Competence and Cognitive Development | |
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Social Intelligence | |
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Emotional Competence | |
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Social Cognitive Delay | |
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The Relationship Between Problems in Behavior and Problems in Learning | |
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Behavior from an Ecological Perspective | |
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Risk and Resilience | |
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Maladaptive Behavior | |
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Patterns of Maladaptive Behavior | |
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IDEA 2004 and Serious Discipline Problems | |
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Summary | |
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Sammy: A Case Study | |
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Appendix | |
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Council for Exceptional Children | |
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Labeling and Categorizing of Children | |
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Inclusive Schools and Community Settings | |
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National Association of School Psychologists | |
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Glossary | |
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References | |
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Index | |