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Exceptional Lives : Special Education in Today's Schools,9780131708693
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Exceptional Lives : Special Education in Today's Schools

by ; ;
Edition:
5th
ISBN13:

9780131708693

ISBN10:
0131708694
Format:
Paperback
Pub. Date:
1/1/2007
Publisher(s):
Prentice Hall
List Price: $130.67
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Summary

Through real-life stories of children and their families, Exceptional Lives provides teachers with a comprehensive experience in special education. Long noted for their focus on inclusion, families, and partnerships, the authors present a realistic look at the workings of special education as future teachers, both general and special educators, will need to know it. Focused on real students with special needs, this book offers strategies and interventions based upon 5 core values: envisioning high expectations, enhancing positive contributions, building on strengths, acting on choices, expanding relationships, and ensuring full citizenship. General K-12 Inservice Teachers and Special Educators.

Table of Contents

Overview of Today's Special Education
2(28)
Who Is Thomas Ellenson?
2(2)
Profile of Special Education Students and Personnel in Today's Schools
4(4)
Who Are the Students?
4(2)
Who Are Special Education Personnel?
6(2)
Overview of the Law and Special Education
8(3)
Two Types of Discrimination
8(1)
Judicial Decisions and Legislation
8(1)
The Span of Special Education: Birth Through Age 21
8(1)
Special Education and Students' Eligibility
9(1)
Components of Special Education
9(2)
Categorical and Functional Approaches to Eligibility
11(1)
Idea: Six Principles
11(8)
Zero Reject
11(1)
Nondiscriminatory Evaluation
12(2)
Appropriate Education
14(3)
Least Restrictive Environment
17(1)
Procedural Due Process
18(1)
Parent-Student Participation
18(1)
Bringing the Six Principles Together
19(1)
Federal Funding of Idea
19(1)
No Child Left Behind Act: Six Principles
20(1)
Other Federal Laws: Entitlements and Antidiscrimination
20(3)
Entitlements and Other Services
22(1)
Prohibiting Discrimination
22(1)
Special Education Results
23(2)
Looking to Tom's Future
25(1)
Summary
26(4)
Ensuring Progress in the General Curriculum through Universal Design for Learning and Inclusion
30(26)
Who Are Heather and Star Morgan?
30(2)
What Is ``Progress in the General Education Curriculum''?
32(4)
How Does the General Education Curriculum Benefit Students with Disabilities?
33(3)
Why Is Progress in the General Education Curriculum Valued?
36(1)
How Do Supplementary Aids and Services and Universal Design for Learning Support Progress?
36(4)
What Are Supplementary Aids and Services?
37(1)
What Is Universal Design for Learning?
37(2)
How Does Universal Design for Learning Facilitate Progress?
39(1)
How Does Inclusion Support Progress?
40(8)
What Are Student-Placement Trends?
40(2)
What Is Inclusion?
42(4)
What Student Outcomes Are Associated with Inclusion?
46(1)
How Does Inclusion Facilitate Progress?
47(1)
How Does a Student's IEP Assure Progress?
48(3)
How Do You Design an IEP?
48(3)
What Should Educators Do to Support Progress?
51(1)
Creating Learning Communities
51(1)
Designing Units and Lessons
51(1)
Implementing Schoolwide Instructional Strategies
52(1)
Looking to Star's and Heather's Future
52(1)
Summary
53(3)
Today's Multicultural, Bilingual, and Diverse Schools
56(24)
Who Is Joesian Cortes?
56(2)
Defining Culture and Its Implications for Special Education
58(2)
The Social Context of Special Education
60(6)
History Before the Enactment of IDEA
60(2)
Enactment and Implementation of IDEA
62(3)
Current Trends and Issues
65(1)
Evaluating Students from Culturally- and Linguistically-Diverse Backgrounds
66(2)
The Prereferral Process
66(1)
Nondiscriminatory Evaluation
67(1)
Using Effective Instructional Strategies
68(4)
Personal Dimension of Culturally Responsive Professional Practice
68(2)
Technical Dimension of Culturally Responsive Practice
70(1)
Culturally Responsive Pedagogy for Ethnically-Diverse Students
70(1)
Culturally Responsive Pedagogy for Linguistically-Diverse Learners
70(2)
Institutional Dimension of Culturally Responsive Practice
72(1)
Including Students from Culturally- and Linguistically-Diverse Backgrounds
72(2)
Partnerships in Schools: A Brief History
72(2)
Assessing Students' Progress in a Culturally Responsive Manner
74(3)
Looking to Joesian's Future
77(1)
Summary
78(2)
Today's Families and Their Partnerships with Professionals
80(24)
Who Is the Holley Family?
80(2)
Who Are Today's Families?
82(2)
Defining ``Family''
82(1)
Demographics of Today's Families
82(2)
What Are Partnerships and Why Are They Important?
84(1)
Defining Partnerships
84(1)
Importance of Partnerships
84(1)
How Do Children with Exceptionalities Affect Their Families' Quality of Life, and What Is Your Role as an Educator?
85(8)
Emotional Well-Being
86(1)
Parenting
87(1)
Family Interaction
88(2)
Physical/Material Well-Being
90(1)
Disability-Related Support
91(2)
How Can You Form Partnerships with Families?
93(8)
Communication
94(2)
Professional Competence
96(1)
Respect
97(1)
Commitment
98(1)
Equality
99(1)
Advocacy
99(1)
Trust
100(1)
Looking to Sean's Future
101(1)
Summary
101(3)
Understanding Students with Learning Disabilities
104(26)
Who Is Lauren Marsh?
104(2)
Identifying Students with Learning Disabilities
106(5)
Defining Learning Disabilities
106(1)
Describing the Characteristics
106(1)
Academic Achievement
107(1)
Memory
108(1)
Metacognition
108(1)
Social, Emotional, and Behavioral Characteristics
108(1)
Determining the Causes
109(2)
Evaluating Students with Learning Disabilities
111(6)
Determining the Presence of a Learning Disability
111(6)
Determining the Nature of Specially Designed Instruction and Services
117(1)
Designing an Appropriate Individualized Education Program
117(3)
Partnering for Special Education and Related Services
117(1)
Determining Supplementary Aids and Services
118(1)
Planning for Universal Design for Learning
119(1)
Planning for Other Educational Needs
119(1)
Using Effective Instructional Strategies
120(4)
Early Childhood Students: Embedded Learning Opportunities
120(1)
Elementary and Middle School Students: Differentiated Instruction
121(1)
Secondary and Transition Students: Learning Strategies
122(2)
Including Students with Learning Disabilities
124(1)
Assessing Students' Progress
124(2)
Measuring Students' Progress
124(1)
Making Accommodations for Assessment
125(1)
Looking to Lauren's Future
126(1)
Summary
126(4)
Understanding Students with Communication Disorders
130(26)
Who Is George Wedge?
130(2)
Identifying Students with Communication Disorders
132(7)
Defining Communication Disorders
132(1)
Describing the Characteristics
133(6)
Determining the Causes
139(1)
Evaluating Students with Communication Disorders
139(3)
Determining the Presence of Communication Disorders
139(3)
Determining the Nature of Specially Designed Instruction and Services
142(1)
Designing an Appropriate Individualized Education Program
142(4)
Partnering for Special Education and Related Services
142(2)
Determining Supplementary Aids and Services
144(1)
Planning for Universal Design for Learning
144(1)
Planning for Other Educational Needs
145(1)
Using Effective Instructional Strategies
146(3)
Early Childhood Students: Facilitative Language Strategies
146(1)
Elementary and Middle School Students: Graphic Organizer Modifications
146(2)
Secondary and Transitional Students: Augmented Input
148(1)
Including Students with Communication Disorders
149(4)
Assessing Students' Progress
150(1)
Measuring Students' Progress
150(1)
Making Accommodations for Assessment
151(2)
Looking to George's Future
153(1)
Summary
153(3)
Understanding Students with Emotional or Behavioral Disorders
156(24)
Who Is Matthew Ackinclose?
156(2)
Identifying Students with Emotional or Behavioral Disorders
158(7)
Defining Emotional or Behavioral Disorders
158(1)
Describing the Characteristics
158(4)
Determining the Causes
162(3)
Evaluating Students with Emotional or Behavioral Disorders
165(2)
Determining the Presence of Emotional or Behavioral Disorders
165(2)
Determining the Nature of Specially Designed Instruction and Services
167(1)
Designing an Appropriate Individualized Education Program
167(4)
Partnering for Special Education and Related Services
167(1)
Determining Supplementary Aids and Services
168(1)
Planning for Universal Design for Learning
169(1)
Planning for Other Educational Needs
170(1)
Using Effective Instructional Strategies
171(3)
Early Childhood Students: Multicomponent Interventions to Prevent Conduct Disorders
171(1)
Elementary and Middle School Students: Service Learning
171(1)
Secondary and Transition Students: Conflict Resolution
172(2)
Including Students with Emotional or Behavioral Disorders
174(1)
Assessing Students' Progress
175(2)
Measuring Students' Progress
175(2)
Making Accommodations for Assessment
177(1)
Looking to Matthew's Future
177(1)
Summary
177(3)
Understanding Students with Attention-Deficit/Hyperactivity Disorder
180(26)
Who Is Kelsey Blankenship?
180(2)
Identifying Students with AD/HD
182(6)
Defining Attention-Deficit/Hyperactivity Disorder
182(1)
Describing the Characteristics
182(5)
Determining the Causes
187(1)
Evaluating Students with AD/HD
188(3)
Determining the Presence of AD/HD
188(2)
Determining the Nature and Extent of Specially Designed Instruction and Services
190(1)
Designing an Appropriate Individualized Education Program
191(6)
Partnering for Special Education and Related Services
191(1)
Determining Supplementary Aids and Services
192(3)
Planning for Universal Design for Learning
195(1)
Planning for Other Educational Needs
196(1)
Using Effective Instructional Strategies
197(3)
Early Childhood Students: Multidisciplinary Diagnostic and Training Program
197(1)
Elementary and Middle School Students: Errorless Learning
198(1)
Secondary and Transition Students: Cognitive Behavioral and Self-Control Strategies
199(1)
Including Students with AD/HD
200(1)
Assessing Students' Progress
200(3)
Measuring Students' Progress
200(3)
Making Accommodations for Assessment
203(1)
Looking to Kelsey's Future
203(1)
Summary
203(3)
Understanding Students with Mental Retardation
206(24)
Who Is Erica Scott?
206(2)
Identifying Students with Mental Retardation
208(5)
Defining Students with Mental Retardation
208(1)
Describing the Characteristics
209(2)
Determining the Causes
211(2)
Evaluating Students with Mental Retardation
213(3)
Determining the Presence of Mental Retardation
213(2)
Determining the Nature of Specially Designed Instruction and Services
215(1)
Designing an Appropriate Individualized Education Program
216(5)
Partnering for Special Education and Related Services
216(1)
Determining Supplementary Aids and Services
217(1)
Planning for Universal Design for Learning
218(2)
Planning for Other Educational Needs
220(1)
Using Effective Instructional Strategies
221(3)
Early Childhood Students: Prelinguistic Milieu Teaching
221(1)
Elementary and Middle School Students: The Self-Determined Learning Model of Instruction
221(2)
Secondary and Transition Students: Community-based Instruction
223(1)
Including Students with Mental Retardation
224(1)
Assessing Students' Progress
225(2)
Measuring Students' Progress
225(2)
Making Accommodations for Assessment
227(1)
Looking to Erica's Future
227(1)
Summary
228(2)
Understanding Students with Severe and Multiple Disabilities
230(28)
Who Is Sierra Smith?
230(2)
Identifying Students with Severe and Multiple Disabilities
232(3)
Defining Severe and Multiple Disabilities
232(1)
Describing the Characteristics
232(2)
Determining the Causes
234(1)
Evaluating Students with Severe and Multiple Disabilities
235(2)
Determining the Presence of Severe and Multiple Disabilities
235(2)
Determining the Nature of Specially Designed Instruction and Services
237(1)
Designing an Appropriate Individualized Education Program
237(8)
Partnering for Special Education and Related Services
237(2)
Determining Supplementary Aids and Services
239(1)
Planning for Universal Design for Learning
240(3)
Planning for Other Educational Needs
243(2)
Using Effective Instructional Strategies
245(4)
Early Childhood Students: The Circle of Inclusion Model
245(1)
Elementary and Middle School Students: The Partial Participation Principle
246(1)
Secondary and Transition Students: Student Directed Learning Strategies
247(2)
Including Students with Severe and Multiple Disabilities
249(2)
Assessing Students' Progress
251(2)
Measuring Students' Progress
251(2)
Making Accommodations for Assessment
253(1)
Looking to Sierra's Future
253(1)
Summary
254(4)
Understanding Students with Autism
258(26)
Who Is Jeremy Jones?
258(2)
Identifying Students with Autism
260(5)
Defining Autism
260(1)
Describing the Characteristics
260(4)
Determining the Causes
264(1)
Evaluating Students with Autism
265(2)
Determining the Presence of Autism
265(1)
Determining the Nature of Specially Designed Instruction and Services
265(2)
Designing an Appropriate Individualized Education Program
267(5)
Partnering for Special Education and Related Services
267(2)
Determining Supplementary Aids and Services
269(1)
Planning for Universal Design for Learning
269(2)
Planning for Other Educational Needs
271(1)
Using Effective Instructional Strategies
272(6)
Early Childhood Students: Social Stories
272(1)
Elementary and Middle School Students: Positive Behavior Support
273(3)
Secondary and Transition Students: Discrete Trial Training
276(2)
Including Students with Autism
278(1)
Assessing Students' Progress
279(2)
Measuring Students' Progress
279(2)
Making Accommodations for Assessment
281(1)
Looking to Jeremy's Future
281(1)
Summary
282(2)
Understanding Students with Physical Disabilities and Other Health Impairments
284(28)
Who Is Ryan Frisella?
284(1)
Who Is Kwashon Drayton?
285(1)
Identifying Students with Physical Disabilities and Other Health Impairments
286(1)
Physical Disabilities
286(3)
Defining Physical Disabilities
286(1)
Cerebral Palsy: Describing the Characteristics and Determining the Causes
286(2)
Spina Bifida: Describing the Characteristics and Determining the Causes
288(1)
Other Health Impairments
289(5)
Defining Other Health Impairments
289(1)
Epilepsy: Describing the Characteristics and Determining the Causes
290(2)
Asthma: Describing the Characteristics and Determining the Causes
292(2)
Evaluating Students with Physical Disabilities and Other Health Impairments
294(4)
Determining the Presence of Physical Disabilities and Other Health Impairments
294(1)
Determining the Nature of Specially Designed Instruction and Services
294(4)
Designing an Appropriate Individualized Education Program
298(4)
Partnering for Special Education and Related Services
298(1)
Determining Supplementary Aids and Services
299(1)
Planning for Universal Design for Learning
299(3)
Planning for Other Educational Needs
302(1)
Using Effective Instructional Strategies
302(3)
Early Childhood Students: Token Economy Systems
302(1)
Elementary and Middle School Students: Self-Awareness
303(2)
Secondary and Transition Students: Driver's Education
305(1)
Including Students with Physical Disabilities and Other Health Impairments
305(1)
Assessing Students' Progress
306(2)
Measuring Students' Progress
306(2)
Making Accommodations for Assessment
308(1)
Looking to Ryan's Future
308(1)
Looking to Kwashon's Future
309(1)
Summary
309(3)
Understanding Students with Traumatic Brain Injury
312(24)
Who Is Jarris Garner?
312(2)
Identifying Students with Traumatic Brain Injury
314(5)
Defining Traumatic Brain Injury
314(1)
Describing the Characteristics
315(2)
Determining the Causes
317(2)
Evaluating Students with Traumatic Brain Injury
319(2)
Determining the Presence of Traumatic Brain Injury
319(2)
Determining the Nature of Specially Designed Instruction and Services
321(1)
Designing an Appropriate Individualized Education Program
321(6)
Partnering for Special Education and Related Services
321(2)
Determining Supplementary Aids and Services
323(1)
Planning for Universal Design for Learning
324(1)
Planning for Other Educational Needs
325(2)
Using Effective Instructional Strategies
327(3)
Early Childhood Students: Collaborative Teaming
327(1)
Elementary and Middle School Students: Cooperative Learning
327(1)
Secondary and Transition Students: Problem-Solving and Decision-Making Instruction
328(2)
Including Students with Traumatic Brain Injury
330(1)
Assessing Students' Progress
330(2)
Measuring Students' Progress
330(2)
Making Accommodations for Assessment
332(1)
Looking to Jarris's Future
332(1)
Summary
333(3)
Understanding Students with Hearing Loss
336(32)
Who Are Mariah, Ricquel, and Shylah Thomas?
336(2)
Identifying Students with Hearing Loss
338(8)
Defining Hearing Loss
338(1)
The Hearing Process
339(2)
Describing the Characteristics
341(3)
Determining the Causes
344(2)
Evaluating Students with Hearing Loss
346(5)
Determining the Presence of Hearing Loss
346(1)
Determining the Nature of Specially Designed Instruction and Services
347(4)
Designing an Appropriate Individualized Education Program
351(3)
Partnering for Special Education and Related Services
351(1)
Determining Supplementary Aids and Services
352(1)
Planning for Universal Design for Learning
353(1)
Planning for Other Educational Needs
354(1)
Using Effective Instructional Strategies
354(5)
Early Childhood Students: Language-Rich Environments
354(1)
Elementary and Middle School Students: Reading and Writing Intervention
355(1)
Secondary and Transition Students: Community-Based Instruction
356(3)
Including Students with Hearing Loss
359(4)
Educational Quality
359(1)
Educational Placement
360(3)
Assessing Students' Progress
363(1)
Measuring Students' Progress
363(1)
Progress in the General Curriculum
363(1)
Progress in Addressing Other Educational Needs
364(1)
Making Accommodations for Assessment
364(1)
Looking to Mariah's, Ricquel's, and Shylah's Future
364(1)
Summary
365(3)
Understanding Students with Visual Impairments
368(30)
Who Is Haley Sumner?
368(2)
Identifying Students with Visual Impairments
370(4)
Defining Visual Impairments
370(2)
Describing the Characteristics
372(2)
Determining the Causes
374(1)
Evaluating Students with Visual Impairments
374(6)
Determining the Presence of Visual Impairments
374(4)
Determining the Nature of Specially Designed Instruction and Services
378(2)
Designing an Appropriate Individualized Education Program
380(9)
Partnering for Special Education and Related Services
380(5)
Determining Supplementary Aids and Services
385(1)
Planning for Universal Design for Learning
386(1)
Planning for Other Educational Needs
387(2)
Using Effective Instructional Strategies
389(3)
Early Childhood Students: Programming That Focuses on Real Experiences
389(2)
Elementary and Middle School Students: Accommodations to Develop Basic Skills
391(1)
Secondary and Transition Students: Preparing for Adult Life
391(1)
Including Students with Visual Impairments
392(1)
Assessing Students' Progress
393(1)
Measuring Students' Progress
393(1)
Making Accommodations for Assessment
394(1)
Looking to Haley's Future
394(1)
Summary
394(4)
Understanding Students Who Are Gifted and Talented
398(25)
Who Is Briana Hoskins?
398(2)
Identifying Students Who Are Gifted and Talented
400(6)
Defining Gifted and Talented
400(3)
Describing the Characteristics
403(3)
Determining the Origins
406(1)
Evaluating Students Who Are Gifted and Talented
406(3)
Determining the Presence of Giftedness and Talents
406(1)
Determining the Nature of Specially Designed Instruction and Services
407(2)
Designing an Appropriate Individualized Education Program
409(3)
Partnering for Special Education and Related Services
409(1)
Determining Supplementary Aids and Services
410(1)
Planning for Universal Design for Learning
410(1)
Planning for Other Educational Needs
411(1)
Using Effective Instructional Strategies
412(3)
Early Childhood Students: Multiple Intelligences
412(1)
Elementary and Middle School Students: Schoolwide Enrichment
413(1)
Secondary and Transition Students: Promoting Creativity and Critical-Thinking Skills
414(1)
Including Students Who Are Gifted and Talented
415(1)
Assessing Students' Progress
416(3)
Measuring Students' Progress
416(3)
Making Accommodations for Assessment
419(1)
Looking to Briana's Future
419(1)
Summary
420(3)
Appendix A 423(7)
Glossary 430(10)
References 440(27)
Name Index 467(12)
Subject Index 479


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