Exceptional Children: An Introduction to Special Education with Supplement,9780133669565

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Exceptional Children: An Introduction to Special Education with Supplement

by William Heward

Edition:

5th

ISBN13:

9780133669565

ISBN10:

0133669564

Format:

Hardcover

Pub. Date:

8/1/1995

Publisher(s):

Macmillan Publishing Company, Incorporated

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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.

Prologue: A Personal View of Special Education	p. 2
Foundations for Understanding Special Education	p. 5
The Purpose and Promise of Special Education	p. 6
Who Are Exceptional Children?	p. 10
How Many Exceptional Children Are There?	p. 11
Why Do We Label and Classify Exceptional Children?	p. 13
Labeling and Eligibility for Special Education	p. 13
Alternatives to Labeling	p. 16
Why Are Laws Governing the Education of Exceptional Children Necessary?	p. 16
An Exclusionary Past	p. 16
Separate Is Not Equal	p. 18
Equal Protection	p. 18
The Individuals with Disabilities Education Act	p. 19
Six Major Principles of IDEA	p. 19
Other Provisions of IDEA	p. 21
Key Features Introduced by the Individuals with Disabilities Education Improvement Act of 2004	p. 24
Legal Challenges Based on IDEA	p. 28
Related Legislation	p. 32
No Child Left Behind Act	p. 33
What Is Special Education?	p. 37
Special Education as Intervention	p. 38
Special Education as Instruction	p. 39
Defining Features of Special Education	p. 41
Current and Future Challenges	p. 43
Close the Research-to-Practice Gap	p. 44
Increase the Availability and Intensity of Early Intervention and Prevention Programs	p. 45
Improve Students' Transition from School to Adult Life	p. 45
Improve the Special Education-General Education Partnership	p. 45
Planning and Providing Special Education Services	p. 52
The Process of Special Education	p. 56
Prereferral Intervention	p. 56
Evaluation and Identification	p. 57
Program Planning	p. 63
Placement	p. 63
Review and Evaluation	p. 63
Collaboration and Teaming	p. 65
Collaboration	p. 65
Teaming	p. 66
Co-Teaching	p. 67
Individualized Education Program	p. 68
IEP Team	p. 69
IEP Components	p. 69
IEP Functions and Formats	p. 70
Problems and Potential Solutions	p. 71
Least Restrictive Environment	p. 76
A Continuum of Services	p. 76
Determining the LRE	p. 77
Inclusive Education	p. 79
Arguments For and Against Full Inclusion	p. 81
Where Does Special Education Go from Here?	p. 89
Collaborating with Parents and Families in a Culturally and Linguistically Diverse Society	p. 96
Support for Family Involvement	p. 99
Parents: Advocating for Needed Change	p. 99
Educators: Striving for Greater Effectiveness	p. 100
Legislators: Mandating Parent and Family Involvement	p. 101
Understanding Families of Children with Disabilities	p. 101
The Impact of a Child with Disabilities on the Family	p. 102
The Many Roles of the Exceptional Parent	p. 102
Changing Needs as Children Grow	p. 107
Developing and Maintaining Family-Professional Partnerships	p. 108
Principles of Effective Communication	p. 108
Identifying and Breaking Down Barriers to Parent-Teacher Partnerships	p. 111
Working with Culturally and Linguistically Diverse Families	p. 114
Understanding and Respecting Cultural Differences	p. 114
Providing Culturally Responsive Services to Families	p. 116
Methods of Home-School Communication	p. 117
Parent-Teacher Conferences	p. 111
Written Messages	p. 121
Other Forms of Parent Involvement	p. 126
Parents as Teachers	p. 126
Parent Education and Support Groups	p. 127
Parent to Parent Groups	p. 128
Parents as Research Partners	p. 128
How Much Parent Involvement?	p. 129
Current Issues and Future Trends	p. 130
Educational Needs of Exceptional Students	p. 735
Mental Retardation	p. 136
Definitions	p. 140
Definition in IDEA	p. 141
AAMR's Definition Based on Needed Supports	p. 142
Identification and Assessment	p. 142
Assessing Intellectual Functioning	p. 142
Assessing Adaptive Behavior	p. 145
Characteristics	p. 145
Cognitive Functioning	p. 146
Adaptive Behavior	p. 148
Positive Attributes	p. 148
Prevalence	p. 149
Causes and Prevention	p. 149
Causes	p. 149
Prevention	p. 151
Educational Approaches	p. 154
Curriculum Goals	p. 156
Instructional Methods	p. 159
Educational Placement Alternatives	p. 165
Current Issues and Future Trends	p. 169
The Evolving Definition of Mental Retardation	p. 169
Acceptance and Membership	p. 170
Learning Disabilities	p. 178
Definitions	p. 182
The IDEA Definition	p. 182
The NJCLD Definition	p. 182
Operationalizing the Federal Definition	p. 183
Characteristics	p. 184
Reading Problems	p. 184
Written Language Deficits	p. 188
Math Underachievement	p. 189
Social Skills Deficits	p. 190
Attention Problems and Hyperactivity	p. 190
Behavioral Problems	p. 190
The Defining Characteristic	p. 191
Prevalence	p. 191
Causes	p. 192
Brain Damage or Dysfunction	p. 192
Heredity	p. 193
Biochemical Imbalance	p. 193
Environmental Factors	p. 193
Assessment	p. 194
Standardized Tests	p. 194
Criterion-Referenced Tests	p. 194
Informal Reading Inventories	p. 195
Curriculum-Based Measurement	p. 195
Direct Daily Measurement	p. 196
Educational Approaches	p. 197
Explicit Instruction	p. 198
Content Enhancements	p. 203
Educational Placement Alternatives	p. 206
Regular Classroom	p. 206
Consultant Teacher	p. 208
Resource Room	p. 208
Separate Classroom	p. 209
Current Issues and Future Trends	p. 209
Redefining Learning Disabilities as Inadequate Response to Instruction	p. 209
Will the Student with Real Learning Disabilities Please Stand Up?	p. 211
Should All Students with Learning Disabilities Be Educated in the Regular Classroom?	p. 212
Maintaining a Positive Focus	p. 212
Emotional and Behavioral Disorders	p. 218
Definitions	p. 221
IDEA Definition of Emotional Disturbance	p. 222
CCBD Definition of Emotional or Behavioral Disorders	p. 222
Characteristics	p. 223
Externalizing Behaviors	p. 224
Internalizing Behaviors	p. 225
Academic Achievement	p. 225
Intelligence	p. 228
Social Skills and Interpersonal Relationships	p. 228
Prevalence	p. 228
Causes	p. 232
Biological Factors	p. 232
Environmental Factors	p. 233
A Complex Pathway of Risks	p. 235
Identification and Assessment	p. 236
Screening Tests	p. 236
Projective Tests	p. 238
Direct Observation and Measurement of Behavior	p. 238
Functional Behavioral Assessment	p. 239
Educational Approaches	p. 239
Curriculum Goals	p. 239
Behavior Management	p. 241
Fostering Strong Teacher-Student Relationships	p. 247
A Focus on Alterable Variables	p. 250
Educational Placement Alternatives	p. 251
Current Issues and Future Trends	p. 252
Serving All Students with Emotional and Behavioral Disorders	p. 252
Preventing Emotional and Behavioral Disorders	p. 253
Disciplining Students with Disabilities	p. 253
Improving Services for Youth in the Juvenile Corrections System	p. 254
Developing Wraparound Systems of Comprehensive Care	p. 254
Challenges, Achievements, and Advocacy	p. 255
Autism Spectrum Disorders	p. 260
Definitions	p. 264
Definitions of Autism Spectrum Disorders in DSM-IV	p. 264
Educational Definition of Autism in IDEA	p. 267
Characteristics	p. 268
Impaired Social Relationships	p. 268
Communication and Language Deficits	p. 268
Intellectual Functioning	p. 269
Unusual Responsiveness to Sensory Stimuli	p. 270
Insistence on Sameness and Perseveration	p. 270
Ritualistic and Unusual Behavior Patterns	p. 270
Problem Behavior	p. 271
Positive Attributes and Strengths of Students with ASD	p. 271
Screening and Diagnosis	p. 271
Screening	p. 272
Diagnosis	p. 273
Prevalence	p. 273
Causes	p. 274
Educational Approaches	p. 275
Critical Importance of Early Intensive Behavioral Intervention	p. 275
Applied Behavior Analysis	p. 277
Strategies to Help Children with Autism Cope with Social Situations and Increase Their Independence in the Classroom	p. 280
Educational Placement Alternatives	p. 281
Regular Classroom	p. 281
Resource Room	p. 284
Current Issues and Future Trends	p. 284
Distinguishing Unproven Interventions from Evidence-Based Treatments	p. 285
Why Do Fads Thrive?	p. 289
Communication Disorders	p. 298
Definitions	p. 301
Communication	p. 301
Language	p. 302
Speech	p. 304
Normal Development of Speech and Language	p. 305
Communication Disorders Defined	p. 308
Communication Differences Are Not Disorders	p. 310
Characteristics	p. 310
Speech Sound Errors	p. 310
Fluency Disorders	p. 311
Voice Disorders	p. 312
Language Impairments	p. 313
Prevalence	p. 314
Causes	p. 314
Causes of Speech Impairments	p. 315
Causes of Language Disorders	p. 315
Identification and Assessment	p. 315
Screening and Teacher Observations	p. 316
Evaluation Components	p. 316
Educational Approaches	p. 319
Treating Speech Sound Errors	p. 319
Treating Fluency Disorders	p. 321
Treating Voice Disorders	p. 322
Treating Language Disorders	p. 322
Augmentative and Alternative Communication	p. 324
Educational Placement Alternatives	p. 328
Monitoring	p. 328
Pull-out	p. 328
Collaborative Consultation	p. 330
Classroom-Based	p. 330
Self-Contained Classroom	p. 333
Community-Based	p. 333
Combination	p. 333
Current Issues and Future Trends	p. 333
Speech-Language Therapist or Language-Related Education Consultant?	p. 333
Changing Populations	p. 334
Across-the-Day Interventions	p. 334
Deafness and Hearing Loss	p. 338
Definitions	p. 342
How We Hear	p. 342
The Nature of Sound	p. 345
Characteristics	p. 346
English Literacy	p. 346
Speaking	p. 347
Academic Achievement	p. 347
Social Functioning	p. 350
Prevalence	p. 350
Types and Causes of Hearing Loss	p. 351
Types and Age of Onset	p. 351
Causes of Congenital Hearing Loss	p. 352
Causes of Acquired Hearing Loss	p. 353
Identification and Assessment	p. 354
Assessment of Infants	p. 354
Pure-Tone Audiometry	p. 354
Speech Audiometry	p. 356
Alternative Audiometric Techniques	p. 356
Degrees of Hearing Loss	p. 356
Technologies and Supports	p. 357
Technologies That Amplify or Provide Sound	p. 357
Supports and Technologies That Supplement or Replace Sound	p. 361
Educational Approaches	p. 364
Oral/Aural Approaches	p. 365
Total Communication	p. 368
American Sign Language and the Bilingual-Bicultural Approach	p. 370
Educational Placement Alternatives	p. 372
Postsecondary Education	p. 374
Current Issues and Future Trends	p. 374
Blindness and Low Vision	p. 380
Definitions	p. 383
Legal Definition of Blindness	p. 384
Educational Definitions of Visual Impairments	p. 385
Age at Onset	p. 385
Characteristics	p. 386
Cognition and Language	p. 386
Motor Development and Mobility	p. 387
Social Adjustment and Interaction	p. 387
Prevalence	p. 388
Types and Causes of Visual Impairments	p. 389
How We See	p. 389
Causes of Visual Impairments	p. 390
Educational Approaches	p. 391
Special Adaptations for Students Who Are Blind	p. 391
Special Adaptations for Students with Low Vision	p. 397
Expanded Curriculum Priorities	p. 402
Educational Placement Alternatives	p. 405
Itinerant Teacher Model	p. 405
Residential Schools	p. 412
Current Issues and Future Trends	p. 413
Specialization of Services	p. 413
Emerging Technology and Research	p. 413
Fighting against Discrimination and for Self-Determination	p. 415
Physical Disabilities, Health Impairments, and ADHD	p. 420
Physical Disabilities and Health Impairments	p. 424
Definitions	p. 424
Prevalence	p. 425
Types and Causes	p. 425
Cerebral Palsy	p. 425
Spina Bifida	p. 427
Muscular Dystrophy	p. 430
Spinal Cord Injuries	p. 430
Epilepsy	p. 431
Diabetes	p. 433
Asthma	p. 434
Cystic Fibrosis	p. 435
Human Immunodeficiency Virus and Acquired Immunodeficiency Syndrome	p. 435
Attention-Deficit/Hyperactivity Disorder	p. 436
Definition and Diagnosis	p. 437
Academic Achievement and Comorbidity with Other Disabilities	p. 438
Eligibility for Special Education	p. 439
Prevalence	p. 439
Causes	p. 440
Treatment	p. 440
Characteristics	p. 443
Variables Affecting the Impact of Physical Disabilities and Health Impairments on Educational Performance	p. 444
Educational Approaches	p. 446
Teaming and Related Services	p. 446
Environmental Modifications	p. 448
Assistive Technology	p. 450
Special Health Care Routines	p. 451
Independence and Self-Esteem	p. 453
Educational Placement Alternatives	p. 454
Inclusive Attitudes	p. 455
Current Issues and Future Trends	p. 456
Related Services in the Classroom	p. 456
New and Emerging Technologies for Persons with Severe Physical Disabilities	p. 458
Animal Assistance	p. 459
Employment, Life Skills, and Self-Advocacy	p. 459
Low Incidence Disabilities: Severe/Multiple Disabilities, Deaf-Blindness, and Traumatic Brain Injury	p. 466
Severe and Multiple Disabilities	p. 469
Severe Disabilities	p. 469
Profound Disabilities	p. 471
Multiple Disabilities	p. 473
Deaf-Blindness	p. 473
Characteristics of Students with Severe and Multiple Disabilities	p. 474
Prevalence of Severe and Multiple Disabilities	p. 476
Causes of Severe and Multiple Disabilities	p. 476
Traumatic Brain Injury	p. 477
Definition	p. 477
Prevalence of Traumatic Brain Injury	p. 477
Types and Causes of Traumatic Brain Injury	p. 478
Characteristics of Traumatic Brain Injury	p. 479
Educational Approaches	p. 481
Curriculum: What Should Be Taught?	p. 481
Instructional Methods: How Should Students with Severe and Multiple Disabilities Be Taught?	p. 487
Where Should Students with Severe Disabilities Be Taught?	p. 495
The Challenge and Rewards of Teaching Students with Severe and Multiple Disabilities	p. 501
Giftedness and Talent
Definitions	p. 512
Federal Definitions	p. 512
Other Key Contemporary and Complementary Definitions	p. 513
Characteristics	p. 515
Individual Differences Among Gifted and Talented Students	p. 517
Creativity	p. 518
Prevalence	p. 519
Identification and Assessment	p. 521
Multicultural Assessment and Identification	p. 524
Gifted and Talented Girls	p. 526
Gifted and Talented Boys	p. 527
Gifted and Talented Students with Disabilities	p. 527
Educational Approaches	p. 529
Curricular Goals	p. 529
Differentiating Curriculum: Acceleration and Enrichment	p. 530
Lesson Differentiation in the Regular Classroom	p. 532
Curriculum Differentiation Outside the Classroom	p. 535
Instructional Models and Methods	p. 536
Educational Placement Alternatives and Ability Grouping	p. 541
Special Schools	p. 541
Self-Contained Classrooms	p. 541
Resource Room or Pull-Out Programs	p. 542
Regular Classroom	p. 542
Ability Grouping	p. 543
Current Issues and Future Trends	p. 546
Special Education Across the Life Span	p. 553
Early Childhood Special Education	p. 554
The Importance of Early Intervention	p. 558
Defining Early Intervention	p. 558
Examining the Effectiveness of Early Intervention	p. 558
IDEA and Early Childhood Special Education	p. 563
Early Intervention for Infants and Toddlers	p. 563
Special Education for Preschoolers	p. 566
Screening, Identification, and Assessment	p. 567
Screening Tools	p. 567
Diagnostic Tools	p. 571
Program Planning and Evaluation Tools	p. 572
Curriculum and Instruction in Early Childhood Special Education	p. 572
Curriculum and Program Goals	p. 572
Developmentally Appropriate Practice	p. 576
Selecting IFSP/IEP Goals and Objectives	p. 577
Instructional Adaptations and Modifications	p. 577
Preschool Activity Schedules	p. 580
A Supportive Physical Environment	p. 581
Service Delivery Alternatives for Early Intervention	p. 581
Hospital-Based Programs	p. 583
Home-Based Programs	p. 583
Center-Based Programs	p. 584
Combined Home-Center Programs	p. 585
Current Issues and Future Trends	p. 585
Families: Most Important of All	p. 586
Transitioning to Adulthood	p. 592
How Do Former Special Education Students Fare as Adults?	p. 596
Completing High School	p. 596
Employment	p. 597
Postsecondary Education	p. 597
Overall Adjustment and Success	p. 598
Transition Services and Models	p. 599
Will's Bridges Model of School-to-Work Transition	p. 599
Halpern's Three-Dimensional Model	p. 599
Definition of Transition Services in IDEA	p. 599
Individualized Transition Plan	p. 600
Transition Teaming	p. 601
Beginning Transition Activities and Career Education Early	p. 605
Employment	p. 608
Competitive Employment	p. 609
Supported Employment	p. 609
Sheltered Employment	p. 615
Postsecondary Education	p. 616
Residential Alternatives	p. 618
Group Homes	p. 618
Foster Homes	p. 619
Apartment Living	p. 619
Supported Living	p. 620
Institutions	p. 621
Recreation and Leisure	p. 622
The Ultimate Goal: A Better Life	p. 626
Quality of Life	p. 626
Misguided and Limiting Presumptions	p. 627
Self-Advocacy and Self-Determination	p. 627
Still a Long Way to Go	p. 628
Postscript: Developing Your Own Personal View of Special Education	p. 634
Coverage of Content Areas for PRAXIS II Test	p. A-1
Glossary	p. G-1
References	p. R-1
Name Index	p. I-1
Subject Index	p. I-14
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Exceptional Children: An Introduction to Special Education with Supplement

9780133669565

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Table of Contents