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Exceptional Lives : Special Education in Today's Schools,9780130308535

Exceptional Lives : Special Education in Today's Schools

by ; ; ; ;
Edition:
3rd
ISBN13:

9780130308535

ISBN10:
0130308536
Format:
Paperback
Pub. Date:
3/1/2001
Publisher(s):
Prentice Hall
List Price: $80.00

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Summary

For introductory courses in Special Education. The authors of this introductory text have a vision for special educationto equip general and special education teachers with the principles, values and teaching practices that support the education of the majority of students with disabilities in general education programs. Beginning with a thorough review of the principles that undergird IDEA and the process of nondiscriminatory evaluation, the authors explore the teaching and collaborative processes necessary for implementing best practices and Individuals with Disabilities Education Act of 1997. Using a categorical approach, the authors highlight real students with real disabilities and use their stories as a vehicle for describing the characteristics, causes, and challenges that people with exceptionalities face and that both general and special education teachers must consider when making decisions about how, where, and what to teach.

Table of Contents

Overview of Today's Special Education
2(38)
Profile of Special Education Students and Personnel in Today's Schools
4(10)
Who Are the Students?
5(8)
Who Are Special Education Personnel?
13(1)
What Are the Results for Students with Disabilities?
14(2)
Three Leaders Who Changed Special Education: A History of Reform
16(3)
Lioyd Dunn: Questioning the Efficacy of Special Education Placement
17(1)
Evelyn Deno: Proposing a Cascade of Services
17(1)
James Gallagher: Advocating for a Special Education Contract
17(2)
Judicial Preludes to Federal Special Education Law: A History of Discrimination
19(1)
Two Types of Discrimination
19(1)
Two Revolutionary Judicial Decisions
19(1)
Individuals with Disabilities Education Act: Introduction and Eligibility
20(4)
Introduction to IDEA: Progress but Problems
20(2)
Eligibility for Special Education: Need and Age Groups
22(2)
IDEA: Six Principles
24(8)
Zero Reject
25(1)
Nondiscriminatory Evaluation
26(1)
Appropriate Education
27(1)
Least Restrictive Environment
28(3)
Procedural Due Process
31(1)
Parent-Student Participation
32(1)
Federal Funding of Individuals with Disabilities Education Act
32(2)
IDEA as Grant-in-Aid for States
32(2)
Other Federal Laws: Entitlements and Antidiscrimination
34(3)
Entitlements and Other Services
34(1)
Prohibition of Discrimination
35(2)
A Vision for the Future
37(1)
What Do You Think?
37(1)
Summary
38(2)
Implementing IDEA's Principles
40(32)
Framework for Implementing IDEA
42(1)
Nondiscriminatory Evaluation: Screening, Prereferral and Referral
43(4)
Screening
44(1)
Prereferral
45(2)
Referral
47(1)
Nondiscriminatory Evaluation
47(11)
Nondiscriminatory Evaluation Procedures and Standards
47(4)
Assessment Instruments
51(4)
Administration of Nondiscriminatory Assessments
55(3)
Appropriate Education
58(10)
Developing the IFSP/IEP
59(9)
A Vision for the Future
68(2)
What Do You Think?
70(1)
Summary
70(2)
Special Education Today: Inclusion and Collaboration
72(32)
General and Special Education School Reform
74(2)
School Reform via Standards-Based Reform
74(1)
School Reform via the Individuals with Disabilities Education Act
75(1)
Forerunners to Inclusion: Mainstreaming and the Regular Education Initiative
76(2)
Mainstreaming
76(1)
The Regular Education Initiative
77(1)
First-Generation Inclusion
78(11)
The Evolution Toward Inclusion
79(1)
Extent of Implementation
79(1)
Three Key Components
80(5)
Challenges Encountered in Inclusion
85(4)
Second-Generation Inclusion
89(4)
Crossroads: From First-to Second-Generation Inclusion
90(1)
Overview of Second-Generation Inclusion
90(3)
Collaboration as a Prerequisite for Inclusion
93(7)
Definition of Collaboration
94(1)
Rationale for Collaboration
95(1)
Roles of Potential Collaborators
95(5)
State-of-the-Art Collaborative Approaches
100(1)
Process of Creating Collaborative Teams
100(1)
A Vision for the Future
100(2)
What Do You Think?
102(1)
Summary
102(2)
Learning Disabilities
104(40)
Who Are Students with Learning Disabilities?
106(12)
Defining Learning Disabilities
106(2)
Describing the Characteristics
108(6)
Identifying the Causes of Learning Disabilities
114(2)
Identifying the Prevalence of Learning Disabilities
116(2)
How Are Students with Learning Disabilities Evaluated?
118(5)
Determining the Presence of a Learning Disability
118(3)
Determining the Nature and Extent of Special Education and Related Services
121(2)
How Can You Establish Effective Teaching Practices?
123(12)
Set Curricular Goals
123(1)
Implement Instruction
124(6)
Observe Programs in Practice
130(5)
How Can You Encourage Participation?
135(5)
Practice Inclusion
135(2)
Foster Collaboration
137(3)
A Vision for Julia's Future
140(1)
What Would You Recommend?
141(1)
Summary
141(3)
Emotional or Behavioral Disorders
144(36)
Who Are Students with Emotional or Behavioral Disorders?
146(13)
Defining Emotional or Behavioral Disorders
146(1)
Describing the Characteristics
147(7)
Identifying the Causes of Emotional or Behavioral Disorders
154(2)
Identifying the Prevalence of Emotional or Behavioral Disorders
156(3)
How Are Students with Emotional or Behavioral Disorders Evaluated?
159(3)
Determining the Presence of Emotional or Behavioral Disorders
159(2)
Determining the Nature and Extent of Special Education and Related Services
161(1)
How Can You Establish Effective Teaching Practices?
162(10)
Set Curricular Goals
162(1)
Implement Instruction
163(5)
Observe Programs in Practice
168(4)
How Can You Encourage Participation?
172(5)
Practice Inclusion
172(1)
Foster Collaboration
173(4)
A Vision for Tijuane's Future
177(1)
What Would You Recommend?
177(1)
Summary
178(2)
Attention-Deficit/Hyperactivity Disorder
180(42)
Who Are Students with Attention-Deficit/Hyperactivity Disorder?
182(17)
Defining Attention-Deficit/Hyperactivity Disorder
184(1)
Describing the Characteristics of Attention Deficit/Hyperactivity Disorder
185(7)
Identifying the Causes of Attention Deficit/Hyperactivity Disorder
192(5)
Identifying the Prevalence of Attention Deficit/Hyperactivity Disorder
197(2)
How Are Students with Attention-Deficit/Hyperactivity Disorder Evaluated?
199(4)
Determining the Presence of Attention Deficit/Hyperactivity Disorder
199(3)
Determining the Nature and Extent of Special Education and Related Services
202(1)
How Can You Establish Effective Teaching Practices?
203(13)
Set Curricular Goals
203(3)
Implement Instruction
206(5)
Observe Programs in Practice
211(5)
How Can You Encourage Participation?
216(4)
Practice Inclusion
216(1)
Foster Collaboration
217(3)
A Vision for Taylor's Future
220(1)
What Would You Recommend?
220(1)
Summary
221(1)
Giftedness
222(38)
Who Are Students with Giftedness?
224(13)
Defining Giftedness
224(7)
Describing the Characteristics
231(5)
Identifying the Causes of Giftedness
236(1)
Identifying the Prevalence of Giftedness
236(1)
How Are Students Who Are Gifted Evaluated?
237(6)
Determining the Presence of Giftedness
237(5)
Determining the Nature and Extent of Special Education and Related Services
242(1)
How Can You Establish Effective Teaching Practices?
243(2)
Set Curricular Goals
243(2)
Implement Instruction
245(7)
Observe Programs in Practice
248(4)
How Can You Encourage Participation?
252(5)
Practice Inclusion
252(3)
Foster Collaboration
255(2)
A Vision for Brea's Future
257(1)
What Would You Recommend?
258(1)
Summary
258(2)
Mental Retardation
260(40)
Who Are Students with Mental Retardation
262(16)
Defining Mental Retardation
262(3)
Describing the Characteristics of Mental Retardation
265(10)
Identifying the Causes of Mental Retardation
275(2)
Identifying the Prevalence of Mental Retardation
277(1)
How Are Students with Mental Retardation Evaluated?
278(2)
Determining the Presence of Mental Retardation
278(2)
Determining the Nature and Extent of Special Education and Related Services
280(1)
How Can You Establish Effective Teaching Practices?
280(13)
Set Curricular Goals
280(3)
Implement Instruction
283(2)
Observe Programs in Practice
285(8)
How Can You Encourage Participation?
293(3)
Practice Inclusion
293(1)
Foster Collaboration
294(2)
A Vision for Tory's Future
296(2)
What Would You Recommend?
298(1)
Summary
298(2)
Severe and Multiple Disabilities
300(36)
Who Are Students with Severe and Multiple Disabilities?
302(9)
Defining Severe and Multiple Disabilities
302(1)
Describing the Characteristics of Severe and Multiple Disabilities
303(3)
Identifying the Causes of Severe and Multiple Disabilities
306(5)
Identifying the Prevalence of Severe and Multiple Disabilities
311(1)
How Are Students with Severe and Multiple Disabilities Evaluated?
311(4)
Determining the Presence of Severe and Multiple Disabilities
311(1)
Determining the Nature and Extent of Special Education and Related Services
311(4)
How Can You Establish Effective Teaching Practices?
315(14)
Set Curricular Goals
315(3)
Implement Instruction
318(5)
Observe Programs in Practice
323(6)
How Can You Encourage Participation?
329(3)
Practice Inclusion
329(2)
Foster Collaboration
331(1)
A Vision for Joshua's Future
332(1)
What Would You Recommend?
333(1)
Summary
333(3)
Autism
336(32)
Who Are Students with Autism
338(10)
Defining Autism
338(1)
Describing the Characteristics
338(8)
Identifying the Causes of Autism
346(1)
Identifying the Prevalence of Autism
347(1)
How Are Students with Autism Evaluated?
348(2)
Determining the Presence of Autism
348(1)
Determining the Nature and extent of special Education and Related Services
348(2)
How Can You Establish Effective Teaching Practices?
350(13)
Set Curricular Goals
350(1)
Implement Instruction
350(3)
Observe Programs in Practice
353(10)
How Can You Encourage Participation?
363(2)
Practice Inclusion
363(1)
Foster Collaboration
363(2)
A Vision for Jeremy's Future
365(1)
What Would You Recommend?
366(1)
Summary
366(2)
Other Health Impairments
368(36)
Who Are Students with Other Health Impairments
370(14)
Defining Other Health Impairments
370(1)
Describing the Characteristics
371(12)
Identifying the Causes of Other Health Impairments
383(1)
Identifying the Prevalence of Other Health Impairments
384(1)
How Are Students with Other Health Impairments Evaluated?
384(1)
Determining the Presence of Other Health Impairments
384(1)
Determining the Nature and Extent of Special Education and Related Services
385(1)
How Can You Establish Effective Teaching Strategies?
385(11)
Set Curricular Goals
385(2)
Implement Instruction
387(7)
Observe Programs in Practice
394(2)
How Can You Encourage Participation?
396(5)
Practice Inclusion
396(2)
Foster Collaboration
398(3)
A Vision for Jacob's Future
401(1)
What Would You Recommend?
402(1)
Summary
402(2)
Physical Disabilities
404(34)
Who Are Students with Physical Disabilities?
406(7)
Defining Physical Disabilities
406(1)
Describing the Characteristics
406(7)
Identifying the Prevalence of Physical Disabilities
413(1)
Preventing Physical Disabilities
413(1)
How Are Students with Physical Disabilities Evaluated?
413(4)
Determining the Presence of Physical Disabilities
413(2)
Determining the Nature and Extent of Special Education and Related Services
415(2)
How Can You Establish Effective Teaching Practices?
417(13)
Set Curricular Goals
417(1)
Implement Instruction
418(7)
Observe Programs in Practice
425(5)
How Can You Encourage Participation?
430(5)
Practice Inclusion
430(2)
Foster Collaboration
432(3)
A Vision for Rommel's Future
435(1)
What Would You Recommend?
436(1)
Summary
436(2)
Traumatic Brain Injury
438(42)
Who Are Students with Traumatic Brain Injury?
440(14)
Defining Traumatic Brain Injury
440(4)
Describing the Characteristics
444(8)
Identifying the Causes of Traumatic Brain Injury
452(2)
Identifying the Prevalence of Traumatic Brain Injury
454(1)
How Are Students with Traumatic Brain Injury Evaluated?
454(5)
Determining the Presence of Traumatic Brain Injury
455(3)
Determining the Nature and Extent of Special Education and Related Services
458(1)
How Can You Establish Effective Teaching Practices?
459(13)
Set Curricular Goals
459(1)
Implement Instruction
459(4)
Observe Programs in Practice
463(9)
How Can You Encourage Participation?
472(5)
Practice Inclusion
472(1)
Foster Collaboration
473(4)
A Vision for Jarris's Future
477(1)
What Would You Recommend?
478(1)
Summary
478(2)
Communication Disorders
480(36)
Who Are Students with Communication Disorders?
482(15)
Defining Communication Disorders
482(3)
Describing the Characteristics
485(11)
Identifying the Causes of Communication Disorders
496(1)
Identifying the Prevalence of Communication Disorders
496(1)
How Are Students with Communication Disorders Evaluated?
497(3)
Determining the Presence of Communication Disorders
497(3)
Determining the Nature and Extent of Special Education and Related Services
500(1)
How Can You Establish Effective Teaching Practices?
500(8)
Set Curricular Goals
500(1)
Implement Instruction
500(5)
Observe Programs in Practice
505(3)
How Can You Encourage Participation?
508(4)
Practice Inclusion
508(2)
Foster Collaboration
510(2)
A Vision for Martin's Future
512(2)
What Would You Recommend?
513(1)
Summary
514(2)
Hearing Loss
516(40)
Who Are Students with Hearing Loss?
518(12)
Defining Hearing Loss
518(3)
Describing the Characteristics
521(5)
Identifying the Causes of Hearing Loss
526(3)
Identifying the Prevalence of Hearing Loss
529(1)
How Are Students with Hearing Loss Evaluated?
530(6)
Determining the Presence of Hearing Loss
530(3)
Determining the Nature and Extent of Special Education and Related Services
533(3)
How Can You Establish Effective Teaching Practices?
536(1)
Set Curricular Goals
536(1)
Implement Instruction
537(5)
Observe Programs in Practice
542(3)
How Can You Encourage Participation?
545(1)
Practice Inclusion
545(3)
Foster Collaboration
548(5)
A Vision for Amala's Future
553(1)
What Would You Recommend?
553(1)
Summary
553(3)
Blindness and Low Vision
556(41)
Who Are Students with Visual Impairment?
558(10)
Defining Visual Impairment
558(1)
Describing the Characteristics
559(5)
Identifying the Causes of Visual Impairment
564(3)
Identifying the Prevalence of Visual Impairment
567(1)
How Are Students with Visual Impairments Evaluated?
568(4)
Determining the Presence of a Visual Impairment
568(3)
Determining the Nature and Extent of Special Education and Related Services
571(1)
How Can You Establish Effective Teaching Practices?
572(16)
Set Curricular Goals
572(1)
Implement Instruction
572(11)
Observe Programs in Practice
583(5)
How Can You Encourage Participation?
588(6)
Practice Inclusion
588(2)
Foster Collaboration
590(4)
A Vision for Elexis's Future:
594(1)
What Would You Recommend?
594(1)
Summary
594(3)
Glossary 597(8)
References 605(36)
Name Index 641(12)
Subject Index 653(20)
Photo Credits 673


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