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Selected Features | |
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Preface | |
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Disabilities and Special Education: Making a Difference | |
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Where We've Been ... What's on the Horizon? | |
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Historical Context: Disabilities | |
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Challenges That Disabilities Present | |
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Making a Difference: The Open Doors Organization | |
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Disabilities Defined | |
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Differing Perspectives | |
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Disability as a Minority Group | |
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Attitudes Matter | |
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Disabilities and Students | |
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Participation: Community Presence | |
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Normalization | |
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Advocacy | |
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Progress in Participation | |
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People First | |
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Special Education: A Response to Disabilities | |
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Origins of Special Education | |
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Inconsistent Opportunities | |
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The Backdrop for National Legislation | |
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Legal Protection: Civil and Educational Rights | |
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Section 504 | |
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Americans with Disabilities Act (ADA) | |
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Individuals with Disabilities Education Acts (IDEA) | |
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No Child Left Behind Act (NCLB) | |
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Assistive Technology Act of 2004 (ATA) | |
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IDEA '04 | |
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Court Decisions Defining IDEA | |
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Special Education Defined | |
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Free Appropriate Public Education (FAPE) | |
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Least Restrictive Environment (LRE) | |
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Systematic Identification Procedures | |
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Individualized Education Programs | |
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Family Involvement | |
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Related Services | |
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Access to the General Education Curriculum | |
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Validated Practices | |
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Frequent Monitoring of Progress | |
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Participation: Inclusive Special Education | |
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Participation in General Education Classes | |
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Purposes of Special Education | |
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Imagine a World | |
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Summary | |
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Supplementary Resources | |
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Professional Standards and Licensure Tests | |
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Individualized Special Education Programs: Planning and Services | |
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Access to the General Education Curriculum | |
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Universal Design for Learning | |
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Instructional Accommodations | |
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Instructional Modifications | |
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Differentiated Instruction | |
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Assistive Technology | |
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Settings, Services, and Personnel | |
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Models for Inclusive Special Education | |
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Intensive and Sustained Services and Supports | |
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Settings or Placement Options | |
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Related Services and Providers | |
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Highly Qualified Special Educators | |
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Collaborative Multidisciplinary Teams | |
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Making a Difference: Truly Special Educators | |
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The IEP Process | |
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Steps | |
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Roles of Educational Professionals | |
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Roles of Families | |
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Roles of Students | |
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Tools for Individualized Programs | |
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Individualized Family Service Plans (IFSPs) | |
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Individualized Education Programs (IEPs) | |
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Statement of Transition Services | |
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Behavioral Intervention Plans | |
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Evaluating Progress and Revising Programs | |
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Eligibility | |
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Statewide and District-Wide Assessments | |
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Progress Monitoring | |
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Change in Services or Supports | |
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Imagine a World | |
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Summary | |
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Supplementary Resources | |
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Professional Standards and Licensure Tests | |
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Cultural and Linguistic Diversity | |
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Where We've Been ... What's on the Horizon? | |
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Historical Context | |
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Challenges That Diversity Presents | |
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Making a Difference: The Children's Defense Fund | |
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Cultural and Linguistic Diversity Defined | |
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Cultural Diversity | |
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Linguistic Diversity | |
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Diversity and Disability | |
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Characteristics | |
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Language | |
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Cultural Comprehension | |
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Behavior | |
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Prevalence | |
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Diverse Students | |
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Diverse Students with Disabilities | |
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Over- and Underrepresentation of Diverse Students | |
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Causes and Prevention | |
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Causes | |
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Prevention | |
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Overcoming Challenges | |
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Assessment | |
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Early Identification | |
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Pre-Referral | |
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Identification | |
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Evaluation: High Stakes Testing | |
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Early Intervention | |
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Teaching Diverse Students with Disabilities | |
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Access to the General Education Curriculum: Multicultural Education | |
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Instructional Accommodations | |
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Validated Practices | |
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Technology | |
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Transition | |
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Collaboration | |
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Partnerships with Families and Communities | |
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Imagine a World | |
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Summary | |
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Supplementary Resources | |
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Professional Standards and Licensure Tests | |
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Speech or Language Impairments | |
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Where We've Been ... What's on the Horizon? | |
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Historical Context | |
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Challenges That Speech or Language Impairments Present | |
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Speech or Language Impairments Defined | |
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The Communication Process | |
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Speech Impairments | |
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Language Impairments | |
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Characteristics | |
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Speech | |
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Language | |
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Language Differences, Delays, and Impairments | |
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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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Overcoming Challenges | |
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Making a Difference: Operation Smile | |
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Assessment | |
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Early Identification | |
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Pre-Referral | |
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Identification | |
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Evaluation: Diagnosis of Language Impairments | |
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Early Intervention | |
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Teaching Students with Speech or Language Impairments | |
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Access to the General Education Curriculum | |
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Instructional Accommodations | |
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Validated Practices | |
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Technology | |
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Transition | |
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Collaboration | |
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Partnerships with Families and Communities | |
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Imagine a World | |
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Summary | |
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Supplementary Resources | |
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Professional Standards and Licensure Tests | |
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Learning Disabilities | |
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Where We've Been ... What's on the Horizon? | |
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Historical Context | |
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Challenges That Learning Disabilities Present | |
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Making a Difference: Charles Schwab and the Charles and Helen Schwab Foundation | |
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Learning Disabilities Defined | |
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General Unexpected Underachievement | |
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Reading/Learning Disabilities | |
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Mathematics/Learning Disabilities | |
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Resistant to Treatment | |
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Characteristics | |
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Negative Attributions | |
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Being Nonstrategic | |
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Inability to Generalize | |
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Faulty Information Processing | |
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Poor Social Skills | |
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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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Overcoming Challenges | |
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Assessment | |
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Early Identification | |
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Pre-Referral: Response to Intervention | |
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Identification | |
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Evaluation: Curriculum Based Measurement (CBM) | |
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Early Intervention | |
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Core Skills of Reading | |
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Early Reading Instruction | |
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Teaching Students with Learning Disabilities | |
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Access to the General Education Curriculum: Early Intervening | |
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Instructional Accommodations | |
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Validated Practices | |
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Technology | |
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Transition | |
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Adult Outcomes | |
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Postsecondary Options | |
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Collaboration | |
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Partnerships with Families and Communities | |
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College Selection | |
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Homework | |
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Imagine a World | |
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Summary | |
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Supplementary Resources | |
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Professional Standards and Licensure Tests | |
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Attention Deficit Hyperactivity Disorder | |
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Where We've Been ... What's on the Horizon? | |
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Historical Context | |
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Challenges That Attention Deficit Hyperactivity Disorder Presents | |
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Making a Difference: Project Eye-to-Eye | |
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Attention Deficit Hyperactivity Disorder Defined | |
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General Education Students with ADHD | |
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Special Education Students with ADHD | |
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Coexisting Disabilities | |
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Characteristics | |
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Learning Characteristics | |
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Academic Performance | |
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Social Behavior | |
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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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Overcoming Challenges | |
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Assessment | |
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Early Identification | |
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Pre-Referral | |
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Identification | |
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Evaluation: Testing Accommodations | |
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Early Intervention | |
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Teaching Students with ADHD | |
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Access to the General Education Curriculum | |
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Instructional Accommodations | |
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Validated Practices | |
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Technology | |
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Transition | |
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Collaboration | |
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Partnerships with Families and Communities | |
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Imagine a World | |
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Summary | |
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Supplementary Resources | |
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Professional Standards and Licensure Tests | |
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Emotional or Behavioral Disorders | |
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Where We've Been ... What's on the Horizon? | |
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Historical Context | |
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Challenges That Emotional or Behavioral Disorders Present | |
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Making a Difference: Chicago Youth Centers | |
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Emotional or Behavior Disorders Defined | |
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Externalizing Behaviors | |
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Internalizing Behaviors | |
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Low Incidence Disorders | |
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Excluded Behavior Problems | |
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Characteristics | |
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Social Skills | |
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Academic Performance | |
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Delinquency | |
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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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Overcoming Challenges | |
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Assessment | |
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Early Identification: Screening | |
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Pre-Referral: Early Intervention | |
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Identification | |
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Evaluation | |
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Early Intervention | |
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Benefits | |
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Signals of Risk | |
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Teaching Students with Emotional or Behavioral Disorders | |
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Access to the General Education Curriculum | |
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Instructional Accommodations | |
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Functional Behavioral Assessments and Behavioral Intervention Plans | |
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Validated Practices | |
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Technology | |
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Transition | |
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Collaboration | |
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Partnerships with Families and Communities | |
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Mental Health Care | |
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Foster Care | |
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Imagine a World | |
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Summary | |
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Supplementary Resources | |
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Professional Standards and Licensure Tests | |
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Mental Retardation | |
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Where We've Been ... What's on the Horizon? | |
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Historical Context | |
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Challenges That Mental Retardation Presents | |
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Making a Difference: Best Buddies | |
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Mental Retardation Defined | |
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Intellectual Functioning | |
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Adaptive Behavior | |
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Systems of Supports | |
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Characteristics | |
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Cognition | |
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Adaptive Behavior | |
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Need for Supports | |
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Prevalence | |
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Causes and Prevention | |
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Cause | |
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Prevention | |
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Overcoming Challenges | |
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Assessment | |
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Early Identification | |
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Pre-Referral | |
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Identification | |
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Evaluation: Alternate Assessments | |
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Early Intervention | |
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Teaching Students with Mental Retardation | |
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Access to the General Education Curriculum | |
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Instructional Accommodations | |
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Validated Practices | |
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Technology | |
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Transition | |
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Quality of Life | |
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Supported Employment | |
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Independent Living | |
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Collaboration | |
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Partnerships with Families and Communities | |
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Support from Dads | |
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Support from Brothers and Sisters | |
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Imagine a World | |
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Summary | |
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Supplementary Resources | |
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Professional Standards and Licensure Tests | |
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Physical or Health Disabilities | |
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Where We've Been ... What's on the Horizon? | |
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Historical Context | |
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Challenges That Physical or Health Disabilities Present | |
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Making a Difference: The Hole in the Wall Camps | |
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Physical or Health Disabilities Defined | |
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Physical Disabilities | |
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Health Disabilities | |
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Characteristics | |
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Epilepsy | |
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Cerebral Palsy | |
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Sickle Cell Anemia | |
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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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Overcoming Challenges | |
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Assessment | |
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Early Identification | |
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Pre-Referral | |
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Identification | |
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Evaluation: Testing Accommodations | |
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Early Intervention | |
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Teaching Students with Physical or Health Disabilities | |
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Access to the General Education Curriculum | |
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Instructional Accommodations | |
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Validated Practices: Universal Design | |
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Technology | |
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Transition | |
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Collaboration | |
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Partnerships with Families and Communities | |
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Imagine a World | |
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Summary | |
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Supplementary Resources | |
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Professional Standards and Licensure Tests | |
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Deaf and Hard of Hearing | |
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Where We've Been ... What's on the Horizon? | |
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Historical Context | |
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Challenges That Hearing Loss Presents | |
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Making a Difference: Gallaudet University and the Laurent Clerc National Deaf Education Center | |
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Deafness and Hard of Hearing Defined | |
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The Process of Hearing | |
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Types of Hearing Loss | |
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Degree of Hearing Loss | |
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Age of Onset | |
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Characteristics | |
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Students Who Are Members of the Deaf Community | |
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Students Who Are Deaf | |
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Students Who Are Hard of Hearing | |
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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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Overcoming Challenges: Technology | |
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Assessment | |
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Early Identification | |
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Pre-Referral: Hearing Screenings | |
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Identification: Auditory Assessments | |
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Evaluation: State- and District-Wide Assessments | |
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Early Intervention | |
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Teaching Students with Hearing Loss | |
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Access to the General Education Curriculum: Deafness and LRE | |
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Instructional Accommodations | |
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Validated Practices | |
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Technology | |
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Transition | |
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Collaboration | |
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Partnerships with Families and Communities | |
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Imagine a World | |
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Summary | |
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Supplementary Resources | |
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Professional Standards and Licensure Tests | |
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Low Vision and Blindness | |
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Where We've Been ... What's on the Horizon? | |
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Historical Context | |
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Challenges That Visual Loss Presents | |
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Making a Difference: Extreme Makeover Home Edition | |
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Low Vision and Blindness Defined | |
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The Process of Vision | |
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Types of Visual Loss | |
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Degree of Visual Loss | |
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Age of Onset | |
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Characteristics | |
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Students with Low Vision | |
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Students Who Are Blind | |
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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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Overcoming Challenges: Technology | |
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Assessment | |
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Early Identification | |
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Pre-Referral: Vision Screenings | |
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Identification: Visual Assessments | |
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Evaluation: Testing Accommodations | |
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Early Intervention | |
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Play | |
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Independence | |
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Teaching Students with Visual Loss | |
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Accessing the General Education Curriculum: Literacy | |
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Instructional Accommodations | |
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Validated Practices | |
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Technology | |
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Transition | |
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Postsecondary Options | |
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Transition to Work | |
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Access to the Community | |
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Collaboration | |
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Partnerships with Families and Communities | |
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Imagine a World | |
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Summary | |
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Supplementary Resources | |
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Professional Standards and Licensure Tests | |
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Autism Spectrum Disorders | |
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Where We've Been ... What's on the Horizon? | |
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Historical Context | |
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Challenges That Autism Spectrum Disorders Present | |
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Making a Difference: Surfers Healing | |
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Autism Spectrum Disorders (ASD) Defined | |
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Autism | |
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Asperger Syndrome | |
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Rett Syndrome | |
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Childhood Disintegrative Disorder (CDD) | |
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Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) | |
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Characteristics | |
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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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Overcoming Challenges | |
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Assessment | |
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Early Intervention | |
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TEACCH | |
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The Young Autism Program (YAP) | |
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Blended Programs | |
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Teaching Students with ASD | |
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Accessing the General Education Curriculum | |
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Instructional Accommodations | |
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Validated Practices | |
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Technology | |
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Transition | |
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Transition to Preschool | |
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Transition to Services for Adults | |
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Collaboration | |
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Partnerships with Families and Communities | |
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Imagine a World | |
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Summary | |
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Supplementary Resources | |
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Professional Standards and Licensure Tests | |
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Very Low Incidence Disabilities | |
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Where We've Been ... What's on the Horizon? | |
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Historical Context | |
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Challenges That Low Incidence Disabilities Present | |
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Making a Difference: Sprout | |
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Very Low Incidence Disabilities | |
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Multiple-Severe Disabilities | |
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Multiple-Severe Disabilities Defined | |
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Characteristics | |
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Prevalence | |
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Causes and Prevention | |
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Deaf-Blindness | |
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Deaf-Blindness Defined | |
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Characteristics | |
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Isolation | |
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Communication | |
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Mobility | |
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Prevalence | |
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Causes and Prevention | |
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Traumatic Brain Injury (TBI) | |
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Traumatic Brain Injury Defined (TBI) | |
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Characteristics | |
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Prevalence | |
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Causes and Prevention | |
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Educational Considerations for Students with Low Incidence Disabilities | |
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Assessment | |
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Early Identification | |
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Pre-Referral | |
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Identification | |
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Evaluation: Alternate Assessments-The "1- Percent Kids" | |
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Early Intervention | |
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Teaching Students with Low Incidence Disabilities | |
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Access to the General Education Curriculum | |
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Instructional Accommodations | |
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Validated Practices | |
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Technology | |
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Transition | |
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Community Presence | |
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College Participation | |
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Collaboration | |
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Partnerships with Families and Communities | |
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Imagine a World | |
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Summary | |
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Supplementary Resources | |
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Professional Standards and Licensure Tests | |
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Giftedness and Talent Development | |
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Where We've Been ... What's on the Horizon? | |
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Historical Content | |
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Challenges That Giftedness and Talents Present | |
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Making a Difference: 100 Black Men of America | |
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Giftedness and Talent Development Defined | |
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Characteristics | |
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Sensitivity, Perfectionism, and Intensity | |
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Subgroups of Gifted Students | |
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Prevalence | |
| |
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Causes and Prevention | |
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Causes: Factors That Enhance or Inhibit Giftedness | |
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Prevention | |
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Overcoming Challenges | |
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Assessment | |
| |
| |
Early Identification | |
| |
| |
Pre-Referral | |
| |
| |
Identification | |
| |
| |
Evaluation | |
| |
| |
Early Intervention | |
| |
| |
Teaching Gifted and Talented Students | |
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Access to the General Education Curriculum: Acceleration | |
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Instructional Accommodations: Enrichment | |
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| |
Validated Practices | |
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| |
Technology | |
| |
| |
Transition | |
| |
| |
Collaboration | |
| |
| |
Partnerships with Families and Communities | |
| |
| |
Imagine a World | |
| |
| |
Summary | |
| |
| |
Supplementary Resources | |
| |
| |
Professional Standards and Licensure Tests | |
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| |
Glossary | |
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References | |
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Name Index | |
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Subject Index | |