Exceptional Lives : Special Education in Today's Schools (with MyEducationLab)

by Turnbull, Ann; Turnbull, H. Rutherford; Wehmeyer, Michael L.

• ISBN13: 9780136101413
• ISBN10: 0136101410
• Edition: 6th
• Format: Package
• Copyright: 2008-12-26
• Publisher: Pearson

Summary

Through real-life stories about children, their families, and their teachers, and through the use of the most recent evidence-based research on special education, this important book provides students with a comprehensive introduction to special education and its relationship to general education. The sixth edition provides this experience within the framework of three guiding themes: Inclusion, Partnerships, and Universal Design for Learning. Long noted for its focus on progress in general education through inclusion, families, and parent-professional partnerships, the new sixth edition ofExceptional Lives: Special Education in Today's Schools, now includes a "Values and Outcomes" end-of-chapter feature that focuses on ideal educational results as well as IEP marginal notes that allow readers to link content to practical lessons.

Table of Contents

Overview of Today's Special Education	p. 2
Who Is Thomas Ellenson?	p. 2
Profile of Special Education Students and Personnel in Today's Schools	p. 4
Who Are the Students?	p. 5
Who Are Special Education Personnel?	p. 7
Overview of the Law and Special Education	p. 8
Two Types of Discrimination	p. 8
Judicial Decisions and Legislation	p. 9
Special Education and Students' Eligibility	p. 10
Components of Special Education	p. 10
IDEA: Six Principles	p. 11
Zero Reject	p. 12
Nondiscriminatory Evaluation	p. 13
Appropriate Education	p. 15
Least Restrictive Environment	p. 17
Procedural Due Process	p. 18
Parent and Student Participation	p. 19
Bringing the Six Principles Together	p. 19
Federal Funding of IDEA	p. 19
NCLB and Other Federal Laws	p. 21
No Child Left Behind Act	p. 21
Rehabilitation Act	p. 21
Tech Act	p. 23
Special Education Results	p. 24
Values and Outcomes	p. 27
What Do You Think?	p. 28
Addressing the Standards: The Values Connection	p. 28
Summary	p. 30
Ensuring Progress in the General Education Curriculum Through Universal Design for Learning and Inclusion	p. 32
Who Is Dani Gonzalez?	p. 32
What Is "Progress in the General Education Curriculum"?	p. 34
How Does the General Education Curriculum Benefit Students with Disabilities?	p. 35
Why Is Progress in the General Education Curriculum Valued?	p. 38
How Do Supplementary Aids and Services and Universal Design for Learning Support Progress?	p. 39
What Are Supplementary Aids and Services?	p. 39
What Is Universal Design?	p. 40
How Does Universal Design for Learning Facilitate Progress?	p. 41
How Does Inclusion Support Progress?	p. 42
What Are Student-Placement Trends?	p. 42
What Is Inclusion?	p. 44
What Student Outcomes Are Associated with Inclusion?	p. 47
How Does Inclusion Facilitate Progress?	p. 49
How Does a Student's IEP Support Progress?	p. 51
Who Designs an IEP and What Are Their Duties?	p. 51
What Are the Components of the IEP?	p. 52
Addressing Progress Through the IEP	p. 55
What Should Educators Do to Support Progress?	p. 56
Creating Learning Communities	p. 57
Designing Units and Lessons	p. 57
Implementing Schoolwide Instructional Strategies	p. 58
Values and Outcomes	p. 60
What Do You Think?	p. 60
Addressing the Standards: The Values Connection	p. 60
Summary	p. 62
Issues and Responses in Today's Culturally Diverse Schools	p. 64
Who Is De:Ja McGee?	p. 64
Defining Culture and Its Implications for Special Education	p. 66
The Social Context of Special Education	p. 68
History Justifying IDEA	p. 68
Disproportionate Representation	p. 71
Risk Ratios	p. 71
Percentage of Students in Special Education in Different Environments by Race/Ethnicity	p. 72
Gifted Education Placement	p. 73
Factors Associated with Disproportionate Representation and Educational Equality	p. 74
Racial/Ethnic Considerations	p. 74
Language Considerations	p. 77
Poverty Considerations	p. 80
Relationships Among Race-Ethnicity, Language, and Poverty	p. 84
Becoming a Culturally Responsive Teacher and Advocate	p. 87
Enhancing Self-Awareness	p. 87
Increasing Your Knowledge and Experiences of Other Cultures	p. 88
Implementing Culturally Responsive Instruction	p. 88
Advocating for Systems Change	p. 92
Values and Outcomes	p. 92
What Do You Think?	p. 94
Addressing the Standards: The Values Connection	p. 94
Summary	p. 96
Today's Families and Their Partnerships with Professionals	p. 98
Who Is the Holley Family?	p. 98
Who Are Today's Families?	p. 100
Defining Family	p. 100
Demographics of Today's Families	p. 101
What Are Partnerships and Why Are They Important?	p. 102
Defining Partnerships	p. 102
Importance of Partnerships	p. 103
How Do Children with Exceptionalities Affect Their Families'
Quality of Life, and What Is Your Role as an Educator?	p. 104
Emotional Well Being	p. 106
Parenting	p. 108
Family Interaction	p. 108
Physical/Material Well-Being	p. 110
Exceptionality-Related Support	p. 111
How Can You Form Partnerships with Families?	p. 113
Communication	p. 114
Professional Competence	p. 116
Respect	p. 116
Commitment	p. 117
Equality	p. 118
Advocacy	p. 119
Trust	p. 120
Values and Outcomes	p. 120
What Do You Think?	p. 121
Addressing the Standards: The Values Connection	p. 121
Summary	p. 123
Understanding Students with Learning Disabilities	p. 124
Who Is Lauren Marsh?	p. 124
Identifying Students with Learning Disabilities	p. 126
Defining Learning Disabilities	p. 126
Describing the Characteristics	p. 127
Determining the Causes	p. 129
Evaluating Students with Learning Disabilities	p. 131
Determining the Presence of a Learning Disability	p. 131
Determining the Nature of Specially Designed Instruction and Services	p. 135
Designing an Appropriate IEP	p. 138
Partnering for Special Education and Related Services	p. 138
Determining Supplementary Aids and Services	p. 139
Planning for Universal Design for Learning	p. 141
Planning for Other Educational Needs	p. 141
Using Effective Instructional Strategies	p. 142
Early Childhood Students: Embedded Learning Opportunities	p. 142
Elementary and Middle School Students: Differentiated Instruction	p. 143
Secondary and Transition Students: Learning Strategies	p. 143
Including Students with Learning Disabilities	p. 145
Assessing Students' Progress	p. 145
Measuring Students' Progress	p. 145
Making Accommodations for Assessment	p. 147
Values and Outcomes	p. 148
What Do You Think?	p. 148
Addressing the Standards: The Values Connection	p. 148
Summary	p. 150
Understanding Students with Communication Disorders	p. 152
Who Is George Wedge?	p. 152
Identifying Students with Communication Disorders	p. 154
Defining Communication Disorders	p. 154
Describing the Characteristics	p. 156
Determining the Causes	p. 162
Evaluating Students with Communication Disorders	p. 162
Determining the Presence of Communication Disorders	p. 162
Determining the Nature of Specifically Designed Instruction and Services	p. 165
Designing an Appropriate IEP	p. 165
Partnering for Special Education and Related Services	p. 165
Determining Supplementary Aids and Services	p. 166
Planning for Universal Design for Learning	p. 167
Planning for Other Educational Needs	p. 169
Using Effective Instructional Strategies	p. 169
Early Childhood Students: Facilitative Language Strategies	p. 169
Elementary and Middle School Students: Graphic Organizer Modifications	p. 169
Secondary and Transitional Students: Augmented Input	p. 172
Including Students with Communication Disorders	p. 174
Assessing Students' Progress	p. 175
Measuring Students' Progress	p. 175
Making Accommodations for Assessment	p. 176
Values and Outcomes	p. 177
What Do You Think?	p. 178
Addressing the Standards: The Values Connection	p. 178
Summary	p. 180
Understanding Students with Emotional or Behavioral Disorders	p. 182
Who Is Matthew Ackinclose?	p. 183
Identifying Students with Emotional or Behavioral Disorders	p. 184
Defining Emotional or Behavioral Disorders	p. 184
Describing the Characteristics	p. 185
Determining the Causes	p. 189
Evaluating Students with Emotional or Behavioral Disorders	p. 192
Determining the Presence of Emotional or Behavioral Disorders	p. 192
Determining the Nature of Specifically Designed Instruction and Services	p. 192
Designing an Appropriate IEP	p. 194
Partnering for Special Education and Related Services	p. 194
Determining Supplementary Aids and Services	p. 194
Planning for Universal Design for Learning	p. 196
Planning for Other Educational Needs	p. 196
Using Effective Instructional Strategies	p. 198
Early Childhood Students: Multicomponent Interventions to Prevent Conduct Disorders	p. 198
Elementary and Middle School Students: Service Learning	p. 199
Secondary and Transition Students: Conflict Resolution	p. 201
Including Students with Emotional or Behavioral Disorders	p. 201
Assessing Students' Progress	p. 203
Measuring Students' Progress	p. 203
Making Accommodations for Assessment	p. 205
Values and Outcomes	p. 205
What Do You Think?	p. 206
Addressing the Standards: The Values Connection	p. 206
Summary	p. 208
Understanding Students with Attention-Deficit/Hyperactivity Disorder	p. 210
Who Is Kelsey Blankenship?	p. 210
Identifying Students with AD/HD	p. 212
Defining Attention-Deficit/Hyperactivity Disorder	p. 212
Describing the Characteristics	p. 213
Determining the Causes	p. 217
Evaluating Students with AD/HD	p. 218
Determining the Presence of AD/HD	p. 218
Determining the Nature of Specifically Designed Instruction and Services	p. 220
Designing an Appropriate IEP	p. 220
Partnering for Special Education and Related Services	p. 220
Determining Supplementary Aids and Services	p. 222
Planning for Universal Design for Learning	p. 224
Planning for Other Educational Needs	p. 225
Using Effective Instructional Strategies	p. 226
Early Childhood Students: Multidisciplinary Diagnostic and Training Program	p. 226
Elementary and Middle School Students: Errorless Learning	p. 226
Secondary and Transition Students: Cognitive Behavioral and Self-Control Strategies	p. 227
Including Students with AD/HD	p. 229
Assessing Students' Progress	p. 231
Measuring Students' Progress	p. 231
Making Accommodations for Assessment	p. 232
Values and Outcomes	p. 233
What Do You Think?	p. 233
Addressing the Standards: The Values Connection	p. 233
Summary	p. 236
Understanding Students with Intellectual Disability	p. 238
Who Is Stephen Sabia?	p. 238
Identifying Students with Intellectual Disability	p. 240
Defining Intellectual Disability	p. 240
Describing the Characteristics	p. 243
Determining the Causes	p. 245
Evaluating Students with Intellectual Disability	p. 248
Determining the Presence of Intellectual Disability	p. 248
Determining the Nature of Specifically Designed Instruction and Services	p. 250
Designing an Appropriate IEP	p. 250
Partnering for Special Education and Related Services	p. 250
Determining Supplementary Aids and Services	p. 252
Planning for Universal Design for Learning	p. 253
Planning for Other Educational Needs	p. 255
Using Effective Instructional Strategies	p. 255
Early Childhood Students: Prelinguistic Milieu Teaching	p. 255
Elementary and Middle School Students: The Self-Determined Learning Model of Instruction	p. 256
Secondary and Transition Students: Community-Based Instruction	p. 259
Including Students with Intellectual Disability	p. 260
Assessing Students' Progress	p. 264
Measuring Students' Progress	p. 264
Making Accommodations for Assessment	p. 265
Values and Outcomes	p. 266
What Do You Think?	p. 266
Addressing the Standards: The Values Connection	p. 266
Summary	p. 269
Understanding Students with Multiple Disabilities	p. 270
Who Is Sierra Smith?	p. 270
Identifying Students with Multiple Disabilities	p. 272
Defining Multiple Disabilities	p. 272
Describing the Characteristics	p. 273
Determining the Causes	p. 275
Evaluating Students with Multiple Disabilities	p. 276
Determining the Presence of Multiple Disabilities	p. 276
Determining the Nature of Specifically Designed Instruction and Services	p. 277
Designing an Appropriate IEP	p. 278
Partnering for Special Education and Related Services	p. 278
Determining Supplementary Aids and Services	p. 278
Planning for Universal Design for Learning	p. 282
Planning for Other Educational Needs	p. 282
Using Effective Instructional Strategies	p. 285
Early Childhood Students: Children's School Success	p. 285
Elementary and Middle School Students: The Partial Participation Principle	p. 286
Secondary and Transition Students: Student-Directed Learning Strategies	p. 287
Including Students with Multiple Disabilities	p. 289
Assessing Students' Progress	p. 292
Measuring Students' Progress	p. 292
Making Accommodations for Assessment	p. 294
Values and Outcomes	p. 295
What Do You Think?	p. 295
Addressing the Standards: The Values Connection	p. 295
Summary	p. 298
Understanding Students with Autism	p. 300
Who Is Shawn Jackson?	p. 300
Identifying Students with Autism	p. 302
Defining Autism	p. 302
Describing the Characteristics	p. 302
Determining the Causes	p. 307
Evaluating Students with Autism	p. 308
Determining the Presence of Autism	p. 308
Determining the Nature of Specifically Designed Instruction and Services	p. 310
Designing an Appropriate IEP	p. 313
Partnering for Special Education and Related Services	p. 313
Determining Supplementary Aids and Services	p. 313
Planning for Universal Design for Learning	p. 315
Planning for Other Educational Needs	p. 316
Using Effective Instructional Strategies	p. 318
Early Childhood Students: Social Stories	p. 318
Elementary and Middle School Students: Schoolwide Positive Behavior Support	p. 319
Secondary and Transition Students: Discrete Trial Teaching	p. 321
Including Students with Autism	p. 322
Assessing Students' Progress	p. 324
Measuring Students' Progress	p. 324
Making Accommodations for Assessment	p. 325
Values and Outcomes	p. 326
What Do You Think?	p. 327
Addressing the Standards: The Values Connection	p. 327
Summary	p. 330
Understanding Students with Physical Disabilities and Other Health Impairments	p. 332
Who Is Ryan Frisella?	p. 332
Who Is Kwashon Drayton?	p. 333
Identifying Students with Physical Disabilities and Other Health Impairments	p. 334
Physical Disabilities	p. 335
Defining Physical Disabilities	p. 335
Cerebral Palsy: Describing the Characteristics and Determining the Causes	p. 335
Spina Bifida: Describing the Characteristics and Determining the Causes	p. 336
Other Health Impairments	p. 338
Defining Other Health Impairments	p. 338
Epilepsy: Describing the Characteristics and Determining the Causes	p. 339
Asthma: Describing the Characteristics and Determining the Causes	p. 341
Evaluating Students with Physical Disabilities and Other Health Impairments	p. 343
Determining the Presence of Physical Disabilities and Other Health Impairments	p. 343
Determining the Nature of Specifically Designed Instruction and Services	p. 343
Designing an Appropriate IEP	p. 346
Partnering for Special Education and Related Services	p. 346
Determining Supplementary Aids and Services	p. 346
Planning for Universal Design for Learning	p. 348
Planning for Other Educational Needs	p. 350
Using Effective Instructional Strategies	p. 352
Early Childhood Students: Token Economy System	p. 352
Elementary and Middle School Students: Self-Awareness	p. 353
Secondary and Transition Students: Driver's Education	p. 353
Including Students with Physical Disabilities and Other Health Impairments	p. 355
Assessing Students' Progress	p. 357
Measuring Students' Progress	p. 357
Making Accommodations for Assessment	p. 357
Values and Outcomes	p. 358
What Do You Think?	p. 358
Addressing the Standards: The Values Connection	p. 358
Summary	p. 362
Understanding Students with Traumatic Brain Injury	p. 364
Who Is Dylan Outlaw?	p. 364
Identifying Students with Traumatic Brain Injury	p. 366
Defining Traumatic Brain Injury	p. 366
Describing the Characteristics	p. 368
Determining the Causes	p. 370
Evaluating Students with Traumatic Brain Injury	p. 371
Determining the Presence of Traumatic Brain Injury	p. 371
Determining the Nature of Specifically Designed Instruction and Services	p. 371
Designing an Appropriate IEP	p. 374
Partnering for Special Education and Related Services	p. 374
Determining Supplementary Aids and Services	p. 374
Planning for Universal Design for Learning	p. 376
Planning for Other Educational Needs	p. 378
Using Effective Instructional Strategies	p. 380
Early Childhood Students: Collaborative Teaching	p. 380
Elementary and Middle School Students: Cooperative Learning	p. 381
Secondary and Transition Students: Problem-Solving and Decision-Making Instruction	p. 382
Including Students with Traumatic Brain Injury	p. 384
Assessing Students' Progress	p. 384
Measuring Students' Progress	p. 384
Making Accommodations for Assessment	p. 387
Values and Outcomes	p. 387
What Do You Think?	p. 388
Addressing the Standards: The Values Connection	p. 388
Summary	p. 391
Understanding Students with Hearing Loss	p. 392
Who Are Mariah, Ricquel, and Shylah Thomas?	p. 392
Identifying Students with Hearing Loss	p. 394
Defining Hearing Loss	p. 394
Describing the Characteristics	p. 397
Determining the Causes	p. 402
Evaluating Students with Hearing Loss	p. 403
Determining the Presence of Hearing Loss	p. 403
Determining the Nature of Specifically Designed Instruction and Services	p. 405
Designing an Appropriate IEP	p. 408
Partnering for Special Education and Related Services	p. 408
Determining Supplementary Aids and Services	p. 410
Planning for Universal Design for Learning	p. 412
Planning for Other Educational Needs	p. 414
Using Effective Instructional Strategies	p. 414
Early Childhood Students: Facilitative Language Strategies	p. 414
Elementary and Middle School Students: Graphic Organizer Modifications	p. 414
Secondary and Transition Students: Augmented Input	p. 415
Including Students with Hearing Loss	p. 417
Educational Quality	p. 417
Educational Placement	p. 420
Assessing Students' Progress	p. 421
Measuring Students' Progress	p. 421
Making Accommodations for Assessment	p. 421
Values and Outcomes	p. 422
What Do You Think?	p. 422
Addressing the Standards: The Values Connection	p. 422
Summary	p. 426
Understanding Students with Visual Impairments	p. 428
Who Is Haley Sumner?	p. 428
Identifying Students with Visual Impairments	p. 430
Defining Visual Impairments	p. 430
Describing the Characteristics	p. 432
Determining the Causes	p. 434
Evaluating Students with Visual Impairments	p. 435
Determining the Presence of Visual Impairments	p. 435
Determining the Nature of Specifically Designed Instruction and Services	p. 438
Designing an Appropriate IEP	p. 439
Partnering for Special Education and Related Services	p. 439
Determining Supplementary Aids and Services	p. 443
Planning for Universal Design for Learning	p. 446
Planning for Other Educational Needs	p. 446
Using Effective Instructional Strategies	p. 449
Early Childhood Students: Programming That Focuses on Real Experiences	p. 449
Elementary and Middle School Students: Accommodations to Develop Basic Skills	p. 451
Secondary and Transition Students: Preparing for Adult Life	p. 451
Including Students with Visual Impairments	p. 452
Assessing Students' Progress	p. 453
Measuring Students' Progress	p. 453
Making Accommodations for Assessment	p. 455
Values and Outcomes	p. 455
What Do You Think?	p. 456
Addressing the Standards: The Values Connection	p. 456
Summary	p. 458
Understanding Students Who Are Gifted and Talented	p. 460
Who is Briana Hopkins?	p. 460
Identifying Students Who Are Gifted and Talented	p. 462
Defining Gifted and Talented	p. 462
Describing the Characteristics	p. 465
Determining the Causes	p. 469
Evaluating Students Who Are Gifted and Talented	p. 469
Determining the Presence of Giftedness and Talents	p. 469
Determining the Nature of Specifically Designed Instruction and Services	p. 471
Designing an Appropriate Education	p. 471
Partnering for Special Education and Related Services	p. 471
Determining Supplementary Aids and Services	p. 472
Planning for Universal Design for Learning	p. 473
Planning for Other Educational Needs	p. 473
Using Effective Instructional Strategies	p. 474
Early Childhood Students: Multiple Intelligences	p. 474
Elementary and Middle School Students: Schoolwide Enrichment	p. 475
Secondary and Transition Students: Promoting Creativity and Critical- Thinking Skills	p. 478
Including Students Who Are Gifted and Talented	p. 478
Assessing Students' Progress	p. 480
Measuring Students' Progress	p. 480
Making Accommodations for Assessments	p. 482
Values and Outcomes	p. 483
What Do You Think?	p. 483
Addressing the Standards: The Values Connection	p. 484
Summary	p. 486
Appendix	p. 489
Glossary	p. 493
References	p. 503
Name Index	p. 535
Subject Index
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