CART

(0) items

Exceptional Children : An Introduction to Special Education,9780131191709
This item qualifies for
FREE SHIPPING!

FREE SHIPPING OVER $59!

Your order must be $59 or more, you must select US Postal Service Shipping as your shipping preference, and the "Group my items into as few shipments as possible" option when you place your order.

Bulk sales, PO's, Marketplace Items, eBooks, Apparel, and DVDs not included.

Exceptional Children : An Introduction to Special Education

by
Edition:
9th
ISBN13:

9780131191709

ISBN10:
0131191705
Format:
Hardcover
Pub. Date:
1/1/2009
Publisher(s):
Prentice Hall
List Price: $146.00

Rent Textbook

(Recommended)
 
Term
Due
Price
$29.20

Hurry!

Only one copy
in stock at this price.

Buy Used Textbook

In Stock Usually Ships in 24 Hours.
U9780131191709
$73.58

eTextbook

We're Sorry
Not Available

New Textbook

We're Sorry
Sold Out

More New and Used
from Private Sellers
Starting at $0.16
See Prices

Questions About This Book?

Why should I rent this book?
Renting is easy, fast, and cheap! Renting from eCampus.com can save you hundreds of dollars compared to the cost of new or used books each semester. At the end of the semester, simply ship the book back to us with a free UPS shipping label! No need to worry about selling it back.
How do rental returns work?
Returning books is as easy as possible. As your rental due date approaches, we will email you several courtesy reminders. When you are ready to return, you can print a free UPS shipping label from our website at any time. Then, just return the book to your UPS driver or any staffed UPS location. You can even use the same box we shipped it in!
What version or edition is this?
This is the 9th edition with a publication date of 1/1/2009.
What is included with this book?
  • The Used copy of this book is not guaranteed to inclue any supplemental materials. Typically, only the book itself is included.
  • The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.

Related Products


  • Exceptional Children : An Introduction to Special Education
    Exceptional Children : An Introduction to Special Education
  • Exceptional Children : An Introduction to Special Education
    Exceptional Children : An Introduction to Special Education
  • Exceptional Children : An Introduction to Special Education
    Exceptional Children : An Introduction to Special Education
  • Exceptional Children : An Introduction to Special Education
    Exceptional Children : An Introduction to Special Education
  • Exceptional Children an Intro to Special Education (6th Ed)
    Exceptional Children an Intro to Special Education (6th Ed)
  • Exceptional Children An Introduction to Special Education Plus MyEducationLab with Pearson eText -- Access Card Package
    Exceptional Children An Introduction to Special Education Plus MyEducationLab with Pearson eText -- Access Card Package
  • Exceptional Children: An Introduction to Special Education & OneKey Blackboard, Student Access Code Standard Package
    Exceptional Children: An Introduction to Special Education & OneKey Blackboard, Student Access Code Standard Package
  • Exceptional Children: An Introduction to Special Education (with MyEducationLab)
    Exceptional Children: An Introduction to Special Education (with MyEducationLab)
  • Outlines and Highlights for Exceptional Children : An Introduction to Special Education by William L. Heward, ISBN
    Outlines and Highlights for Exceptional Children : An Introduction to Special Education by William L. Heward, ISBN




Summary

Long recognized as the market leader for its innovation, strong research base, and accessibility, William L. Heward's Exceptional Children: An Introduction to Special Education, Eighth Edition, continues this tradition of excellence. The research-based practices and standards-based applications presented in this edition give readers the knowledge, insight, and tools to help them become exceptional teachers in a variety of settings. These practices and applications are presented through the following themes: Exceptional Teachers Engage Students in Classroom Instruction: Exceptional Teachers Multimedia CD-ROM: This interactive CD-ROM, specifically created by the author for this text, includes 54 video clips with supporting commentary, artifacts, and discussion questions created in collaboration with dozens of general education and special education teachers-and their students-at six schools. The content of the CD-ROM is integrated throughout the text. Featured Teacher essays: Each chapter begins with an essay written by a master teacher featured for his or her work in special education. Drawn from urban, suburban, and rural schools, these stories reflect the joys, challenges, and realities of teaching exceptional children and allow readers to observe master teachers at work. Exceptional Teachers Use Effective, Research-Based Strategies: Research-based "Teaching & Learning" features: These essays describe teaching strategies validated by research as required by No Child Left Behind (NCLB) and IDEA. Each feature includes step-by-step tips on how to begin using the strategy in the classroom. Related resources and questions for reflection are provided on the Companion Website at www.prenhall.com/heward, "Tips for Beginning Teachers" features: Each chapter culminates with practical, quick tips for beginning teachers, offered by the master teacher featured in the chapter, on how to avoid common pitfalls in the classroom. Exceptional Teachers Are Culturally Responsive: Diversity & Exceptionality features: These essays, appearing throughout the book, describe strategies for working with students from culturally and linguistically diverse backgrounds. Chapter 3: Working with Parents and Families in a Culturally and Linguistically Diverse Society.

Table of Contents

Prologue A Personal View of Special Education 2(3)
Part 1 Foundations for Understanding Special Education
5(130)
The Purpose and Promise of Special Education
6(46)
Who Are Exceptional Children?
10(1)
How Many Exceptional Children Are There?
11(2)
Why Do We Label and Classify Exceptional Children?
13(1)
Labeling and Eligibility for Special Education
13(3)
Alternatives to Labeling
16(1)
Why Are Laws Governing the Education of Exceptional Children Necessary?
16(3)
An Exclusionary Past
16(2)
Separate Is Not Equal
18(1)
Equal Protection
18(1)
The Individuals with Disabilities Education Act
19(18)
Six Major Principles of IDEA
19(2)
Other Provisions of IDEA
21(3)
Key Features Introduced by the Individuals with Disabilities Education Improvement Act of 2004
24(4)
Legal Challenges Based on IDEA
28(4)
Related Legislation
32(1)
No Child Left Behind Act
33(4)
What Is Special Education?
37(6)
Special Education as Intervention
38(1)
Special Education as Instruction
39(2)
Defining Features of Special Education
41(2)
Current and Future Challenges
43(9)
Close the Research-to-Practice Gap
44(1)
Increase the Availability and Intensity of Early Intervention and Prevention Programs
45(1)
Improve Students' Transition from School to Adult Life
45(1)
Improve the Special Education--General Education Partnership
45(7)
Planning and Providing Special Education Services
52(44)
The Process of Special Education
56(9)
Prereferral Intervention
56(1)
Evaluation and Identification
57(6)
Program Planning
63(1)
Placement
63(1)
Review and Evaluation
63(2)
Collaboration and Teaming
65(3)
Collaboration
65(1)
Teaming
66(1)
Co-Teaching
67(1)
Individualized Education Program
68(8)
IEP Team
69(1)
IEP Components
69(1)
IEP Functions and Formats
70(1)
Problems and Potential Solutions
71(5)
Least Restrictive Environment
76(3)
A Continuum of Services
76(1)
Determining the LRE
77(2)
Inclusive Education
79(10)
Arguments For and Against Full Inclusion
81(8)
Where Does Special Education Go from Here?
89(7)
Collaborating with Parents and Families in a Culturally and Linguistically Diverse Society
96(39)
Support for Family Involvement
99(2)
Parents: Advocating for Needed Change
99(1)
Educators: Striving for Greater Effectiveness
100(1)
Legislators: Mandating Parent and Family Involvement
101(1)
Understanding Families of Children with Disabilities
101(7)
The Impact of a Child with Disabilities on the Family
102(1)
The Many Roles of the Exceptional Parent
102(5)
Changing Needs as Children Grow
107(1)
Developing and Maintaining Family-Professional Partnerships
108(6)
Principles of Effective Communication
108(3)
Identifying and Breaking Down Barriers to Parent-Teacher Partnerships
111(3)
Working with Culturally and Linguistically Diverse Families
114(3)
Understanding and Respecting Cultural Differences
114(2)
Providing Culturally Responsive Services to Families
116(1)
Methods of Home-School Communication
117(9)
Parent-Teacher Conferences
117(4)
Written Messages
121(5)
Other Forms of Parent Involvement
126(4)
Parents as Teachers
126(1)
Parent Education and Support Groups
127(1)
Parent to Parent Groups
128(1)
Parents as Research Partners
128(1)
How Much Parent Involvement?
129(1)
Current Issues and Future Trends
130(5)
Part 2 Educational Needs of Exceptional Students
135(418)
Mental Retardation
136(42)
Definitions
140(2)
Definition in IDEA
141(1)
AAMR's Definition Based on Needed Supports
142(1)
Identification and Assessment
142(3)
Assessing Intellectual Functioning
142(3)
Assessing Adaptive Behavior
145(1)
Characteristics
145(4)
Cognitive Functioning
146(2)
Adaptive Behavior
148(1)
Positive Attributes
148(1)
Prevalence
149(1)
Causes and Prevention
149(5)
Causes
149(2)
Prevention
151(3)
Educational Approaches
154(11)
Curriculum Goals
156(3)
Instructional Methods
159(6)
Educational Placement Alternatives
165(4)
Current Issues and Future Trends
169(9)
The Evolving Definition of Mental Retardation
169(1)
Acceptance and Membership
170(8)
Learning Disabilities
178(40)
Definitions
182(2)
The IDEA Definition
182(1)
The NJCLD Definition
182(1)
Operationalizing the Federal Definition
183(1)
Characteristics
184(7)
Reading Problems
184(4)
Written Language Deficits
188(1)
Math Underachievement
189(1)
Social Skills Deficits
190(1)
Attention Problems and Hyperactivity
190(1)
Behavioral Problems
190(1)
The Defining Characteristic
191(1)
Prevalence
191(1)
Causes
192(2)
Brain Damage or Dysfunction
192(1)
Heredity
193(1)
Biochemical Imbalance
193(1)
Environmental Factors
193(1)
Assessment
194(3)
Standardized Tests
194(1)
Criterion-Referenced Tests
194(1)
Informal Reading Inventories
195(1)
Curriculum-Based Measurement
195(1)
Direct Daily Measurement
196(1)
Educational Approaches
197(1)
Explicit Instruction
198(8)
Content Enhancements
203(3)
Educational Placement Alternatives
206(3)
Regular Classroom
206(2)
Consultant Teacher
208(1)
Resource Room
208(1)
Separate Classroom
209(1)
Current Issues and Future Trends
209(9)
Redefining Learning Disabilities as Inadequate Response to Instruction
209(2)
Will the Student with Real Learning Disabilities Please Stand Up?
211(1)
Should All Students with Learning Disabilities Be Educated in the Regular Classroom?
212(1)
Maintaining a Positive Focus
212(6)
Emotional and Behavioral Disorders
218(42)
Definitions
221(2)
IDEA Definition of Emotional Disturbance
222(1)
CCBD Definition of Emotional or Behavioral Disorders
222(1)
Characteristics
223(5)
Externalizing Behaviors
224(1)
Internalizing Behaviors
225(1)
Academic Achievement
225(3)
Intelligence
228(1)
Social Skills and Interpersonal Relationships
228(1)
Prevalence
228(4)
Causes
232(4)
Biological Factors
232(1)
Environmental Factors
233(2)
A Complex Pathway of Risks
235(1)
Identification and Assessment
236(3)
Screening Tests
236(2)
Projective Tests
238(1)
Direct Observation and Measurement of Behavior
238(1)
Functional Behavioral Assessment
239(1)
Educational Approaches
239(11)
Curriculum Goals
239(2)
Behavior Management
241(6)
Fostering Strong Teacher-Student Relationships
247(3)
A Focus on Alterable Variables
250(1)
Educational Placement Alternatives
251(1)
Current Issues and Future Trends
252(8)
Serving All Students with Emotional and Behavioral Disorders
252(1)
Preventing Emotional and Behavioral Disorders
253(1)
Disciplining Students with Disabilities
253(1)
Improving Services for Youth in the Juvenile Corrections System
254(1)
Developing Wraparound Systems of Comprehensive Care
254(1)
Challenges, Achievements, and Advocacy
255(5)
Autism Spectrum Disorders
260(38)
Definitions
264(4)
Definitions of Autism Spectrum Disorders in DSM-IV
264(3)
Educational Definition of Autism in IDEA
267(1)
Characteristics
268(3)
Impaired Social Relationships
268(1)
Communication and Language Deficits
268(1)
Intellectual Functioning
269(1)
Unusual Responsiveness to Sensory Stimuli
270(1)
Insistence on Sameness and Perseveration
270(1)
Ritualistic and Unusual Behavior Patterns
270(1)
Problem Behavior
271(1)
Positive Attributes and Strengths of Students with ASD
271(1)
Screening and Diagnosis
271(2)
Screening
272(1)
Diagnosis
273(1)
Prevalence
273(1)
Causes
274(1)
Educational Approaches
275(6)
Critical Importance of Early Intensive Behavioral Intervention
275(2)
Applied Behavior Analysis
277(3)
Strategies to Help Children with Autism Cope with Social Situations and Increase Their Independence in the Classroom
280(1)
Educational Placement Alternatives
281(3)
Regular Classroom
281(3)
Resource Room
284(1)
Current Issues and Future Trends
284(14)
Distinguishing Unproven Interventions from Evidence-Based Treatments
285(4)
Why Do Fads Thrive?
289(9)
Communication Disorders
298(40)
Definitions
301(9)
Communication
301(1)
Language
302(2)
Speech
304(1)
Normal Development of Speech and Language
305(3)
Communication Disorders Defined
308(2)
Communication Differences Are Not Disorders
310(1)
Characteristics
310(4)
Speech Sound Errors
310(1)
Fluency Disorders
311(1)
Voice Disorders
312(1)
Language Impairments
313(1)
Prevalence
314(1)
Causes
314(1)
Causes of Speech Impairments
315(1)
Causes of Language Disorders
315(1)
Identification and Assessment
315(4)
Screening and Teacher Observations
316(1)
Evaluation Components
316(3)
Educational Approaches
319(9)
Treating Speech Sound Errors
319(2)
Treating Fluency Disorders
321(1)
Treating Voice Disorders
322(1)
Treating Language Disorders
322(2)
Augmentative and Alternative Communication
324(4)
Educational Placement Alternatives
328(5)
Monitoring
328(1)
Pull-out
328(2)
Collaborative Consultation
330(1)
Classroom-Based
330(3)
Self-Contained Classroom
333(1)
Community-Based
333(1)
Combination
333(1)
Current Issues and Future Trends
333(5)
Speech-Language Therapist or Language-Related Education Consultant?
333(1)
Changing Populations
334(1)
Across-the-Day Interventions
334(4)
Deafness and Hearing Loss
338(42)
Definitions
342(4)
How We Hear
342(3)
The Nature of Sound
345(1)
Characteristics
346(4)
English Literacy
346(1)
Speaking
347(1)
Academic Achievement
347(3)
Social Functioning
350(1)
Prevalence
350(1)
Types and Causes of Hearing Loss
351(3)
Types and Age of Onset
351(1)
Causes of Congenital Hearing Loss
352(1)
Causes of Acquired Hearing Loss
353(1)
Identification and Assessment
354(3)
Assessment of Infants
354(1)
Pure-Tone Audiometry
354(2)
Speech Audiometry
356(1)
Alternative Audiometric Techniques
356(1)
Degrees of Hearing Loss
356(1)
Technologies and Supports
357(7)
Technologies That Amplify or Provide Sound
357(4)
Supports and Technologies That Supplement or Replace Sound
361(3)
Educational Approaches
364(8)
Oral/Aural Approaches
365(3)
Total Communication
368(2)
American Sign Language and the Bilingual-Bicultural Approach
370(2)
Educational Placement Alternatives
372(2)
Postsecondary Education
374(1)
Current Issues and Future Trends
374(6)
Blindness and Low Vision
380(40)
Definitions
383(3)
Legal Definition of Blindness
384(1)
Educational Definitions of Visual Impairments
385(1)
Age at Onset
385(1)
Characteristics
386(2)
Cognition and Language
386(1)
Motor Development and Mobility
387(1)
Social Adjustment and Interaction
387(1)
Prevalence
388(1)
Types and Causes of Visual Impairments
389(2)
How We See
389(1)
Causes of Visual Impairments
390(1)
Educational Approaches
391(14)
Special Adaptations for Students Who Are Blind
391(6)
Special Adaptations for Students with Low Vision
397(5)
Expanded Curriculum Priorities
402(3)
Educational Placement Alternatives
405(8)
Itinerant Teacher Model
405(7)
Residential Schools
412(1)
Current Issues and Future Trends
413(7)
Specialization of Services
413(1)
Emerging Technology and Research
413(2)
Fighting against Discrimination and for Self-Determination
415(5)
Physical Disabilities, Health Impairments, and ADHD
420(46)
Physical Disabilities and Health Impairments
424(1)
Definitions
424(1)
Prevalence
425(1)
Types and Causes
425(11)
Cerebral Palsy
425(2)
Spina Bifida
427(3)
Muscular Dystrophy
430(1)
Spinal Cord Injuries
430(1)
Epilepsy
431(2)
Diabetes
433(1)
Asthma
434(1)
Cystic Fibrosis
435(1)
Human Immunodeficiency Virus and Acquired Immunodeficiency Syndrome
435(1)
Attention-Deficit/Hyperactivity Disorder
436(7)
Definition and Diagnosis
437(1)
Academic Achievement and Comorbidity with Other Disabilities
438(1)
Eligibility for Special Education
439(1)
Prevalence
439(1)
Causes
440(1)
Treatment
440(3)
Characteristics
443(3)
Variables Affecting the Impact of Physical Disabilities and Health Impairments on Educational Performance
444(2)
Educational Approaches
446(8)
Teaming and Related Services
446(2)
Environmental Modifications
448(2)
Assistive Technology
450(1)
Special Health Care Routines
451(2)
Independence and Self-Esteem
453(1)
Educational Placement Alternatives
454(2)
Inclusive Attitudes
455(1)
Current Issues and Future Trends
456(10)
Related Services in the Classroom
456(2)
New and Emerging Technologies for Persons with Severe Physical Disabilities
458(1)
Animal Assistance
459(1)
Employment, Life Skills, and Self-Advocacy
459(7)
Low Incidence Disabilities: Severe/Multiple Disabilities, Deaf-Blindness, and Traumatic Brain Injury
466(42)
Severe and Multiple Disabilities
469(4)
Severe Disabilities
469(2)
Profound Disabilities
471(2)
Multiple Disabilities
473(1)
Deaf-Blindness
473(1)
Characteristics of Students with Severe and Multiple Disabilities
474(2)
Prevalence of Severe and Multiple Disabilities
476(1)
Causes of Severe and Multiple Disabilities
476(1)
Traumatic Brain Injury
477(4)
Definition
477(1)
Prevalence of Traumatic Brain Injury
477(1)
Types and Causes of Traumatic Brain Injury
478(1)
Characteristics of Traumatic Brain Injury
479(2)
Educational Approaches
481(20)
Curriculum: What Should Be Taught?
481(6)
Instructional Methods: How Should Students with Severe and Multiple Disabilities Be Taught?
487(8)
Where Should Students with Severe Disabilities Be Taught?
495(6)
The Challenge and Rewards of Teaching Students with Severe and Multiple Disabilities
501(7)
Giftedness and Talent
508(45)
Jane Piirto
William L. Heward
Definitions
512(3)
Federal Definitions
512(1)
Other Key Contemporary and Complementary Definitions
513(2)
Characteristics
515(4)
Individual Differences Among Gifted and Talented Students
517(1)
Creativity
518(1)
Prevalence
519(2)
Identification and Assessment
521(8)
Multicultural Assessment and Identification
524(2)
Gifted and Talented Girls
526(1)
Gifted and Talented Boys
527(1)
Gifted and Talented Students with Disabilities
527(2)
Educational Approaches
529(12)
Curricular Goals
529(1)
Differentiating Curriculum: Acceleration and Enrichment
530(2)
Lesson Differentiation in the Regular Classroom
532(3)
Curriculum Differentiation Outside the Classroom
535(1)
Instructional Models and Methods
536(5)
Educational Placement Alternatives and Ability Grouping
541(5)
Special Schools
541(1)
Self-Contained Classrooms
541(1)
Resource Room or Pull-Out Programs
542(1)
Regular Classroom
542(1)
Ability Grouping
543(3)
Current Issues and Future Trends
546(7)
Part 3 Special Education Across the Life Span
553(81)
Early Childhood Special Education
554(38)
The Importance of Early Intervention
558(5)
Defining Early Intervention
558(1)
Examining the Effectiveness of Early Intervention
558(5)
IDEA and Early Childhood Special Education
563(4)
Early Intervention for Infants and Toddlers
563(3)
Special Education for Preschoolers
566(1)
Screening, Identification, and Assessment
567(5)
Screening Tools
567(4)
Diagnostic Tools
571(1)
Program Planning and Evaluation Tools
572(1)
Curriculum and Instruction in Early Childhood Special Education
572(9)
Curriculum and Program Goals
572(4)
Developmentally Appropriate Practice
576(1)
Selecting IFSP/IEP Goals and Objectives
577(1)
Instructional Adaptations and Modifications
577(3)
Preschool Activity Schedules
580(1)
A Supportive Physical Environment
581(1)
Service Delivery Alternatives for Early Intervention
581(4)
Hospital-Based Programs
583(1)
Home-Based Programs
583(1)
Center-Based Programs
584(1)
Combined Home-Center Programs
585(1)
Current Issues and Future Trends
585(7)
Families: Most Important of All
586(6)
Transitioning to Adulthood
592(42)
How Do Former Special Education Students Fare as Adults?
596(3)
Completing High School
596(1)
Employment
597(1)
Postsecondary Education
597(1)
Overall Adjustment and Success
598(1)
Transition Services and Models
599(9)
Will's Bridges Model of School-to-Work Transition
599(1)
Halpern's Three-Dimensional Model
599(1)
Definition of Transition Services in IDEA
599(1)
Individualized Transition Plan
600(1)
Transition Teaming
601(4)
Beginning Transition Activities and Career Education Early
605(3)
Employment
608(8)
Competitive Employment
609(1)
Supported Employment
609(6)
Sheltered Employment
615(1)
Postsecondary Education
616(2)
Residential Alternatives
618(4)
Group Homes
618(1)
Foster Homes
619(1)
Apartment Living
619(1)
Supported Living
620(1)
Institutions
621(1)
Recreation and Leisure
622(4)
The Ultimate Goal: A Better Life
626(8)
Quality of Life
626(1)
Misguided and Limiting Presumptions
627(1)
Self-Advocacy and Self-Determination
627(1)
Still a Long Way to Go
628(6)
Postscript Developing Your Own Personal View of Special Education 634
Appendix: Coverage of Content Areas for PRAXIS II Test 1(1)
Glossary 1(1)
References 1(1)
Name Index 1(13)
Subject Index 14


Please wait while the item is added to your cart...