CART

(0) items

Exceptional Lives : Special Education in Today's Schools (with MyEducationLab),9780136101413

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

by ; ;
Edition:
6th
ISBN13:

9780136101413

ISBN10:
0136101410
Format:
Package
Pub. Date:
12/26/2008
Publisher(s):
Pearson
List Price: $161.67

Rent Textbook

(Recommended)
 
Term
Due
Price
$28.51

Buy Used Textbook

In Stock Usually Ships in 24 Hours.
U9780136101413
$31.68

eTextbook

We're Sorry
Not Available

New Textbook

We're Sorry
Sold Out

More New and Used
from Private Sellers
Starting at $36.99
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 6th edition with a publication date of 12/26/2008.
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 LIVES & SPECL EDUC YELLOW PG PK
    EXCEPTIONAL LIVES & SPECL EDUC YELLOW PG PK
  • Exceptional Lives : Special Education in Today's Schools
    Exceptional Lives : Special Education in Today's Schools
  • Exceptional Lives : Special Education in Today's Schools
    Exceptional Lives : Special Education in Today's Schools
  • Exceptional Lives : Special Education in Today's Schools
    Exceptional Lives : Special Education in Today's Schools
  • Exceptional Lives : Special Education in Today's Schools
    Exceptional Lives : Special Education in Today's Schools
  • Exceptional Lives : Special Education in Today's Schools
    Exceptional Lives : Special Education in Today's Schools
  • Exceptional Lives Special Education & Free Inclusive Classrooms: Video Cases on CD-ROM/Activity Book Package
    Exceptional Lives Special Education & Free Inclusive Classrooms: Video Cases on CD-ROM/Activity Book Package
  • Exceptional Lives Special Education in Today's Schools Plus MyEducationLab with Pearson eText -- Access Card Package
    Exceptional Lives Special Education in Today's Schools Plus MyEducationLab with Pearson eText -- Access Card Package
  • Exceptional Lives: Spec Educ Today Schools
    Exceptional Lives: Spec Educ Today Schools
  • Exceptional Lives: Special Education in Today's Schools
    Exceptional Lives: Special Education in Today's Schools
  • Excptnl Lives: Spec & Cc W/Ebk & Card & Iep CD Pk
    Excptnl Lives: Spec & Cc W/Ebk & Card & Iep CD Pk
  • PACKAGE: EXCEPTIONAL LIVES
    PACKAGE: EXCEPTIONAL LIVES
  • PACKAGE: EXCEPTIONAL LIVES
    PACKAGE: EXCEPTIONAL LIVES
  • PACKAGE: EXCEPTIONAL LIVES
    PACKAGE: EXCEPTIONAL LIVES




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 Educationp. 2
Who Is Thomas Ellenson?p. 2
Profile of Special Education Students and Personnel in Today's Schoolsp. 4
Who Are the Students?p. 5
Who Are Special Education Personnel?p. 7
Overview of the Law and Special Educationp. 8
Two Types of Discriminationp. 8
Judicial Decisions and Legislationp. 9
Special Education and Students' Eligibilityp. 10
Components of Special Educationp. 10
IDEA: Six Principlesp. 11
Zero Rejectp. 12
Nondiscriminatory Evaluationp. 13
Appropriate Educationp. 15
Least Restrictive Environmentp. 17
Procedural Due Processp. 18
Parent and Student Participationp. 19
Bringing the Six Principles Togetherp. 19
Federal Funding of IDEAp. 19
NCLB and Other Federal Lawsp. 21
No Child Left Behind Actp. 21
Rehabilitation Actp. 21
Tech Actp. 23
Special Education Resultsp. 24
Values and Outcomesp. 27
What Do You Think?p. 28
Addressing the Standards: The Values Connectionp. 28
Summaryp. 30
Ensuring Progress in the General Education Curriculum Through Universal Design for Learning and Inclusionp. 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 IEPp. 55
What Should Educators Do to Support Progress?p. 56
Creating Learning Communitiesp. 57
Designing Units and Lessonsp. 57
Implementing Schoolwide Instructional Strategiesp. 58
Values and Outcomesp. 60
What Do You Think?p. 60
Addressing the Standards: The Values Connectionp. 60
Summaryp. 62
Issues and Responses in Today's Culturally Diverse Schoolsp. 64
Who Is De:Ja McGee?p. 64
Defining Culture and Its Implications for Special Educationp. 66
The Social Context of Special Educationp. 68
History Justifying IDEAp. 68
Disproportionate Representationp. 71
Risk Ratiosp. 71
Percentage of Students in Special Education in Different Environments by Race/Ethnicityp. 72
Gifted Education Placementp. 73
Factors Associated with Disproportionate Representation and Educational Equalityp. 74
Racial/Ethnic Considerationsp. 74
Language Considerationsp. 77
Poverty Considerationsp. 80
Relationships Among Race-Ethnicity, Language, and Povertyp. 84
Becoming a Culturally Responsive Teacher and Advocatep. 87
Enhancing Self-Awarenessp. 87
Increasing Your Knowledge and Experiences of Other Culturesp. 88
Implementing Culturally Responsive Instructionp. 88
Advocating for Systems Changep. 92
Values and Outcomesp. 92
What Do You Think?p. 94
Addressing the Standards: The Values Connectionp. 94
Summaryp. 96
Today's Families and Their Partnerships with Professionalsp. 98
Who Is the Holley Family?p. 98
Who Are Today's Families?p. 100
Defining Familyp. 100
Demographics of Today's Familiesp. 101
What Are Partnerships and Why Are They Important?p. 102
Defining Partnershipsp. 102
Importance of Partnershipsp. 103
How Do Children with Exceptionalities Affect Their Families'
Quality of Life, and What Is Your Role as an Educator?p. 104
Emotional Well Beingp. 106
Parentingp. 108
Family Interactionp. 108
Physical/Material Well-Beingp. 110
Exceptionality-Related Supportp. 111
How Can You Form Partnerships with Families?p. 113
Communicationp. 114
Professional Competencep. 116
Respectp. 116
Commitmentp. 117
Equalityp. 118
Advocacyp. 119
Trustp. 120
Values and Outcomesp. 120
What Do You Think?p. 121
Addressing the Standards: The Values Connectionp. 121
Summaryp. 123
Understanding Students with Learning Disabilitiesp. 124
Who Is Lauren Marsh?p. 124
Identifying Students with Learning Disabilitiesp. 126
Defining Learning Disabilitiesp. 126
Describing the Characteristicsp. 127
Determining the Causesp. 129
Evaluating Students with Learning Disabilitiesp. 131
Determining the Presence of a Learning Disabilityp. 131
Determining the Nature of Specially Designed Instruction and Servicesp. 135
Designing an Appropriate IEPp. 138
Partnering for Special Education and Related Servicesp. 138
Determining Supplementary Aids and Servicesp. 139
Planning for Universal Design for Learningp. 141
Planning for Other Educational Needsp. 141
Using Effective Instructional Strategiesp. 142
Early Childhood Students: Embedded Learning Opportunitiesp. 142
Elementary and Middle School Students: Differentiated Instructionp. 143
Secondary and Transition Students: Learning Strategiesp. 143
Including Students with Learning Disabilitiesp. 145
Assessing Students' Progressp. 145
Measuring Students' Progressp. 145
Making Accommodations for Assessmentp. 147
Values and Outcomesp. 148
What Do You Think?p. 148
Addressing the Standards: The Values Connectionp. 148
Summaryp. 150
Understanding Students with Communication Disordersp. 152
Who Is George Wedge?p. 152
Identifying Students with Communication Disordersp. 154
Defining Communication Disordersp. 154
Describing the Characteristicsp. 156
Determining the Causesp. 162
Evaluating Students with Communication Disordersp. 162
Determining the Presence of Communication Disordersp. 162
Determining the Nature of Specifically Designed Instruction and Servicesp. 165
Designing an Appropriate IEPp. 165
Partnering for Special Education and Related Servicesp. 165
Determining Supplementary Aids and Servicesp. 166
Planning for Universal Design for Learningp. 167
Planning for Other Educational Needsp. 169
Using Effective Instructional Strategiesp. 169
Early Childhood Students: Facilitative Language Strategiesp. 169
Elementary and Middle School Students: Graphic Organizer Modificationsp. 169
Secondary and Transitional Students: Augmented Inputp. 172
Including Students with Communication Disordersp. 174
Assessing Students' Progressp. 175
Measuring Students' Progressp. 175
Making Accommodations for Assessmentp. 176
Values and Outcomesp. 177
What Do You Think?p. 178
Addressing the Standards: The Values Connectionp. 178
Summaryp. 180
Understanding Students with Emotional or Behavioral Disordersp. 182
Who Is Matthew Ackinclose?p. 183
Identifying Students with Emotional or Behavioral Disordersp. 184
Defining Emotional or Behavioral Disordersp. 184
Describing the Characteristicsp. 185
Determining the Causesp. 189
Evaluating Students with Emotional or Behavioral Disordersp. 192
Determining the Presence of Emotional or Behavioral Disordersp. 192
Determining the Nature of Specifically Designed Instruction and Servicesp. 192
Designing an Appropriate IEPp. 194
Partnering for Special Education and Related Servicesp. 194
Determining Supplementary Aids and Servicesp. 194
Planning for Universal Design for Learningp. 196
Planning for Other Educational Needsp. 196
Using Effective Instructional Strategiesp. 198
Early Childhood Students: Multicomponent Interventions to Prevent Conduct Disordersp. 198
Elementary and Middle School Students: Service Learningp. 199
Secondary and Transition Students: Conflict Resolutionp. 201
Including Students with Emotional or Behavioral Disordersp. 201
Assessing Students' Progressp. 203
Measuring Students' Progressp. 203
Making Accommodations for Assessmentp. 205
Values and Outcomesp. 205
What Do You Think?p. 206
Addressing the Standards: The Values Connectionp. 206
Summaryp. 208
Understanding Students with Attention-Deficit/Hyperactivity Disorderp. 210
Who Is Kelsey Blankenship?p. 210
Identifying Students with AD/HDp. 212
Defining Attention-Deficit/Hyperactivity Disorderp. 212
Describing the Characteristicsp. 213
Determining the Causesp. 217
Evaluating Students with AD/HDp. 218
Determining the Presence of AD/HDp. 218
Determining the Nature of Specifically Designed Instruction and Servicesp. 220
Designing an Appropriate IEPp. 220
Partnering for Special Education and Related Servicesp. 220
Determining Supplementary Aids and Servicesp. 222
Planning for Universal Design for Learningp. 224
Planning for Other Educational Needsp. 225
Using Effective Instructional Strategiesp. 226
Early Childhood Students: Multidisciplinary Diagnostic and Training Programp. 226
Elementary and Middle School Students: Errorless Learningp. 226
Secondary and Transition Students: Cognitive Behavioral and Self-Control Strategiesp. 227
Including Students with AD/HDp. 229
Assessing Students' Progressp. 231
Measuring Students' Progressp. 231
Making Accommodations for Assessmentp. 232
Values and Outcomesp. 233
What Do You Think?p. 233
Addressing the Standards: The Values Connectionp. 233
Summaryp. 236
Understanding Students with Intellectual Disabilityp. 238
Who Is Stephen Sabia?p. 238
Identifying Students with Intellectual Disabilityp. 240
Defining Intellectual Disabilityp. 240
Describing the Characteristicsp. 243
Determining the Causesp. 245
Evaluating Students with Intellectual Disabilityp. 248
Determining the Presence of Intellectual Disabilityp. 248
Determining the Nature of Specifically Designed Instruction and Servicesp. 250
Designing an Appropriate IEPp. 250
Partnering for Special Education and Related Servicesp. 250
Determining Supplementary Aids and Servicesp. 252
Planning for Universal Design for Learningp. 253
Planning for Other Educational Needsp. 255
Using Effective Instructional Strategiesp. 255
Early Childhood Students: Prelinguistic Milieu Teachingp. 255
Elementary and Middle School Students: The Self-Determined Learning Model of Instructionp. 256
Secondary and Transition Students: Community-Based Instructionp. 259
Including Students with Intellectual Disabilityp. 260
Assessing Students' Progressp. 264
Measuring Students' Progressp. 264
Making Accommodations for Assessmentp. 265
Values and Outcomesp. 266
What Do You Think?p. 266
Addressing the Standards: The Values Connectionp. 266
Summaryp. 269
Understanding Students with Multiple Disabilitiesp. 270
Who Is Sierra Smith?p. 270
Identifying Students with Multiple Disabilitiesp. 272
Defining Multiple Disabilitiesp. 272
Describing the Characteristicsp. 273
Determining the Causesp. 275
Evaluating Students with Multiple Disabilitiesp. 276
Determining the Presence of Multiple Disabilitiesp. 276
Determining the Nature of Specifically Designed Instruction and Servicesp. 277
Designing an Appropriate IEPp. 278
Partnering for Special Education and Related Servicesp. 278
Determining Supplementary Aids and Servicesp. 278
Planning for Universal Design for Learningp. 282
Planning for Other Educational Needsp. 282
Using Effective Instructional Strategiesp. 285
Early Childhood Students: Children's School Successp. 285
Elementary and Middle School Students: The Partial Participation Principlep. 286
Secondary and Transition Students: Student-Directed Learning Strategiesp. 287
Including Students with Multiple Disabilitiesp. 289
Assessing Students' Progressp. 292
Measuring Students' Progressp. 292
Making Accommodations for Assessmentp. 294
Values and Outcomesp. 295
What Do You Think?p. 295
Addressing the Standards: The Values Connectionp. 295
Summaryp. 298
Understanding Students with Autismp. 300
Who Is Shawn Jackson?p. 300
Identifying Students with Autismp. 302
Defining Autismp. 302
Describing the Characteristicsp. 302
Determining the Causesp. 307
Evaluating Students with Autismp. 308
Determining the Presence of Autismp. 308
Determining the Nature of Specifically Designed Instruction and Servicesp. 310
Designing an Appropriate IEPp. 313
Partnering for Special Education and Related Servicesp. 313
Determining Supplementary Aids and Servicesp. 313
Planning for Universal Design for Learningp. 315
Planning for Other Educational Needsp. 316
Using Effective Instructional Strategiesp. 318
Early Childhood Students: Social Storiesp. 318
Elementary and Middle School Students: Schoolwide Positive Behavior Supportp. 319
Secondary and Transition Students: Discrete Trial Teachingp. 321
Including Students with Autismp. 322
Assessing Students' Progressp. 324
Measuring Students' Progressp. 324
Making Accommodations for Assessmentp. 325
Values and Outcomesp. 326
What Do You Think?p. 327
Addressing the Standards: The Values Connectionp. 327
Summaryp. 330
Understanding Students with Physical Disabilities and Other Health Impairmentsp. 332
Who Is Ryan Frisella?p. 332
Who Is Kwashon Drayton?p. 333
Identifying Students with Physical Disabilities and Other Health Impairmentsp. 334
Physical Disabilitiesp. 335
Defining Physical Disabilitiesp. 335
Cerebral Palsy: Describing the Characteristics and Determining the Causesp. 335
Spina Bifida: Describing the Characteristics and Determining the Causesp. 336
Other Health Impairmentsp. 338
Defining Other Health Impairmentsp. 338
Epilepsy: Describing the Characteristics and Determining the Causesp. 339
Asthma: Describing the Characteristics and Determining the Causesp. 341
Evaluating Students with Physical Disabilities and Other Health Impairmentsp. 343
Determining the Presence of Physical Disabilities and Other Health Impairmentsp. 343
Determining the Nature of Specifically Designed Instruction and Servicesp. 343
Designing an Appropriate IEPp. 346
Partnering for Special Education and Related Servicesp. 346
Determining Supplementary Aids and Servicesp. 346
Planning for Universal Design for Learningp. 348
Planning for Other Educational Needsp. 350
Using Effective Instructional Strategiesp. 352
Early Childhood Students: Token Economy Systemp. 352
Elementary and Middle School Students: Self-Awarenessp. 353
Secondary and Transition Students: Driver's Educationp. 353
Including Students with Physical Disabilities and Other Health Impairmentsp. 355
Assessing Students' Progressp. 357
Measuring Students' Progressp. 357
Making Accommodations for Assessmentp. 357
Values and Outcomesp. 358
What Do You Think?p. 358
Addressing the Standards: The Values Connectionp. 358
Summaryp. 362
Understanding Students with Traumatic Brain Injuryp. 364
Who Is Dylan Outlaw?p. 364
Identifying Students with Traumatic Brain Injuryp. 366
Defining Traumatic Brain Injuryp. 366
Describing the Characteristicsp. 368
Determining the Causesp. 370
Evaluating Students with Traumatic Brain Injuryp. 371
Determining the Presence of Traumatic Brain Injuryp. 371
Determining the Nature of Specifically Designed Instruction and Servicesp. 371
Designing an Appropriate IEPp. 374
Partnering for Special Education and Related Servicesp. 374
Determining Supplementary Aids and Servicesp. 374
Planning for Universal Design for Learningp. 376
Planning for Other Educational Needsp. 378
Using Effective Instructional Strategiesp. 380
Early Childhood Students: Collaborative Teachingp. 380
Elementary and Middle School Students: Cooperative Learningp. 381
Secondary and Transition Students: Problem-Solving and Decision-Making Instructionp. 382
Including Students with Traumatic Brain Injuryp. 384
Assessing Students' Progressp. 384
Measuring Students' Progressp. 384
Making Accommodations for Assessmentp. 387
Values and Outcomesp. 387
What Do You Think?p. 388
Addressing the Standards: The Values Connectionp. 388
Summaryp. 391
Understanding Students with Hearing Lossp. 392
Who Are Mariah, Ricquel, and Shylah Thomas?p. 392
Identifying Students with Hearing Lossp. 394
Defining Hearing Lossp. 394
Describing the Characteristicsp. 397
Determining the Causesp. 402
Evaluating Students with Hearing Lossp. 403
Determining the Presence of Hearing Lossp. 403
Determining the Nature of Specifically Designed Instruction and Servicesp. 405
Designing an Appropriate IEPp. 408
Partnering for Special Education and Related Servicesp. 408
Determining Supplementary Aids and Servicesp. 410
Planning for Universal Design for Learningp. 412
Planning for Other Educational Needsp. 414
Using Effective Instructional Strategiesp. 414
Early Childhood Students: Facilitative Language Strategiesp. 414
Elementary and Middle School Students: Graphic Organizer Modificationsp. 414
Secondary and Transition Students: Augmented Inputp. 415
Including Students with Hearing Lossp. 417
Educational Qualityp. 417
Educational Placementp. 420
Assessing Students' Progressp. 421
Measuring Students' Progressp. 421
Making Accommodations for Assessmentp. 421
Values and Outcomesp. 422
What Do You Think?p. 422
Addressing the Standards: The Values Connectionp. 422
Summaryp. 426
Understanding Students with Visual Impairmentsp. 428
Who Is Haley Sumner?p. 428
Identifying Students with Visual Impairmentsp. 430
Defining Visual Impairmentsp. 430
Describing the Characteristicsp. 432
Determining the Causesp. 434
Evaluating Students with Visual Impairmentsp. 435
Determining the Presence of Visual Impairmentsp. 435
Determining the Nature of Specifically Designed Instruction and Servicesp. 438
Designing an Appropriate IEPp. 439
Partnering for Special Education and Related Servicesp. 439
Determining Supplementary Aids and Servicesp. 443
Planning for Universal Design for Learningp. 446
Planning for Other Educational Needsp. 446
Using Effective Instructional Strategiesp. 449
Early Childhood Students: Programming That Focuses on Real Experiencesp. 449
Elementary and Middle School Students: Accommodations to Develop Basic Skillsp. 451
Secondary and Transition Students: Preparing for Adult Lifep. 451
Including Students with Visual Impairmentsp. 452
Assessing Students' Progressp. 453
Measuring Students' Progressp. 453
Making Accommodations for Assessmentp. 455
Values and Outcomesp. 455
What Do You Think?p. 456
Addressing the Standards: The Values Connectionp. 456
Summaryp. 458
Understanding Students Who Are Gifted and Talentedp. 460
Who is Briana Hopkins?p. 460
Identifying Students Who Are Gifted and Talentedp. 462
Defining Gifted and Talentedp. 462
Describing the Characteristicsp. 465
Determining the Causesp. 469
Evaluating Students Who Are Gifted and Talentedp. 469
Determining the Presence of Giftedness and Talentsp. 469
Determining the Nature of Specifically Designed Instruction and Servicesp. 471
Designing an Appropriate Educationp. 471
Partnering for Special Education and Related Servicesp. 471
Determining Supplementary Aids and Servicesp. 472
Planning for Universal Design for Learningp. 473
Planning for Other Educational Needsp. 473
Using Effective Instructional Strategiesp. 474
Early Childhood Students: Multiple Intelligencesp. 474
Elementary and Middle School Students: Schoolwide Enrichmentp. 475
Secondary and Transition Students: Promoting Creativity and Critical- Thinking Skillsp. 478
Including Students Who Are Gifted and Talentedp. 478
Assessing Students' Progressp. 480
Measuring Students' Progressp. 480
Making Accommodations for Assessmentsp. 482
Values and Outcomesp. 483
What Do You Think?p. 483
Addressing the Standards: The Values Connectionp. 484
Summaryp. 486
Appendixp. 489
Glossaryp. 493
Referencesp. 503
Name Indexp. 535
Subject Index
Table of Contents provided by Publisher. All Rights Reserved.


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