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Introduction to Special Education: Teaching in the Age of Opportunity, IDEA 2004 Update Edition,9780205470334
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Introduction to Special Education: Teaching in the Age of Opportunity, IDEA 2004 Update Edition

by
ISBN13:

9780205470334

ISBN10:
0205470335
Format:
Hardcover
Pub. Date:
1/1/2006
Publisher(s):
Allyn & Bacon
List Price: $104.67
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Summary

What is an IDEA 2004 Update Edition? Special Education has been updated to reflect this long-anticipated legislation in two ways: Relevant discussion throughout the book has been revised to reflect IDEA 04. These revisions have been made while still preserving the original pagination of the text, so no changes to lecture notes or reading assignments are necessary, and all supplementary materials (and page references therein) remain accurate. An IDEA 2004 icon appears in the margins adjacent to the updates. A Guide to IDEA 2004 has been included as an appendix in the Update Edition. This clear, comprehensive, jargon-free appendix gives a brief side-by-side comparison of IDEA 04 versus the previous 97 legislation for each of the statutes, and, when a little friendly background would help the reader better understand the practical implications of the law, an additional note is provided. The Fifth Edition returns to its roots with a strong orientation toward practical classroom material, methods, and topics, continuing its commitment to presenting the voices of people with disabilities and their perspectives throughout the book, and providing clear and concise discussion of the nature and characteristics of exceptional students. It provides a problem-solving approach by presenting current special education dilemmas and challenging students to think about their solutions. The new edition retains its consistent outline in the categorical chapters and improves upon it with the addition of new recurring headings, creating a powerful learning tool for students. No book delivers the nuts and bolts of inclusive practice better, with practical interventions in every chapter.

Table of Contents

Preface xix
The Context of Special Education: A Time of Opportunity
3(34)
A Personal Perspective My Turn
3(1)
Advance Organizers
4(1)
The Essence of Disabilities
5(4)
What is a disability?
5(1)
Is having a disability necessarily a handicap?
6(1)
Is the notion of disabilities a modern-day invention?
6(2)
How have people with disabilities been treated over the course of history?
8(1)
Origins of Special Education
9(4)
How did special education begin?
9(2)
Have special education opportunities been consistently available?
11(2)
Necessity for National Intervention
13(7)
Why did Congress pass a national special education law?
13(1)
What federal laws protect the civil rights of children and adults with disabilities?
14(2)
Have the protections of national laws made a difference in the lives of people with disabilities?
16(1)
Why did the courts have to further interpret and define IDEA?
17(1)
Who advocates for children and adults with disabilities?
18(1)
What basic principle guides special education and disability advocacy efforts?
19(1)
Special Education Today
20(3)
What is special education?
20(2)
Who provides special education services?
22(1)
How are disabilities classified for special education?
22(1)
What are the fundamental provisions of special education?
23(1)
Opportunities for a Better 21st Century
23(10)
Is society more sensitive to people with disabilities and their needs?
24(2)
Why has special education become controversial?
26(5)
What might be some informed and effective solutions to special education's problems?
31(2)
In Conclusion
33(4)
Meeting the Standards and Preparing for Licensure Exams
34(1)
Supplementary Resources
35(1)
Video Workshop Extra
35(2)
Individualised Special Educational Programs: Planning and Delivering Services
37(30)
A Personal Perspective So What's Gone Wrong Here?
37(1)
Advance Organizers
38(1)
Opportunities for a Better Future
38(1)
Special Education Services
39(15)
What services does special education offer?
40(1)
What are the critical features of special education programs?
40(5)
Who provides these services?
45(2)
Where are special education services provided?
47(3)
Do special education students participate in the general education curriculum?
50(4)
Individualized Special Education Programs
54(9)
How does the IEP process work?
54(5)
What are the different kinds of individualized education plans?
59(4)
In Conclusion
63(4)
Meeting the Standards and Preparing for Licensure Exams
64(1)
Supplementary Resources
65(1)
Video Workshop Extra
65(2)
Multicultural and Bilingual Special Education
67(40)
A Personal Perspective Tanto, tanto, Karisa
67(2)
Advance Organizers
69(1)
Opportunities for a Better Future
70(1)
Multicultural and Bilingual Special Education Defined
70(6)
How does the federal government classify people from diverse backgrounds?
71(1)
Which students are considered culturally diverse?
71(1)
Who are linguistically diverse students?
72(1)
Who are Native students?
72(1)
How might divers students with disabilities be identified more reliable?
73(2)
What is the impact of inaccurately identifying students as having disabilities?
75(1)
History of the Field
76(2)
Prevalence
78(3)
How many diverse students are there?
78(2)
Are diverse students overrepresented in special education?
80(1)
Are diverse students underrepresented in gifted education?
81(1)
Causes and Prevention of Disabilities in Diverse Students
81(6)
What causes diverse students to be at greater risk of actually having disabilities?
82(2)
What causes diverse students to be at greater risk of being misidentified as having disabilities?
84(1)
How can over- and underrepresentation of diverse students be prevented?
85(2)
Characteristics
87(3)
What is the difference between a language difference and a language disorder?
87(2)
How can cultural differences lead to students being is misidentified as having emotional or behavioral disorders or attention deficit/hyperactivity disorders?
89(1)
Early Childhood Education
90(1)
Elementary Through High School
91(6)
What special instructional considerations do English Language Learners (ELLs) need?
92(3)
How can schools become more accountable for diverse students' outcomes?
95(2)
Collaboration for Inclusion
97(1)
Transition Through Adulthood
98(1)
Families
99(2)
Why are many families of diverse students accused of being detached from their children's education?
99(1)
How can educators increase diverse families participation?
100(1)
Technology
101(1)
In Conclusion
102(5)
Meeting the Standards and Preparing for Licensure Exams
103(1)
Supplementary Resources
104(1)
Video Workshop Extra
105(2)
Learning Disabilities
107(42)
A Personal Perspective Educating Erin
107(2)
Advance Organizers
109(1)
Opportunities for a Better Future
109(1)
Learning Disabilities Defined
110(6)
Are there different types of learning disabilities?
112(2)
How are learning disabilities identified?
114(2)
What is the impact of this disability?
116(1)
History of the Field
116(2)
Prevalence
118(1)
Causes and Prevention
119(1)
What can cause learning disabilities?
119(1)
How might learning disabilities be prevented?
120(1)
Characteristics
120(7)
What characteristics cause unexpected underachievement?
120(5)
Are problems with social skills a characteristic of learning disabilities?
125(2)
Early Childhood Education
127(2)
What are the foundation skills for reading?
127(1)
Can early intervention prevent reading problems?
127(1)
Why has early reading instruction not been universally available?
128(1)
Elementary Through High School
129(5)
How can education become more effective?
129(2)
How might the reading skills of these students be improved?
131(1)
Can learning strategies help compensate for academic problems?
132(2)
Collaboration for Inclusion
134(3)
Transition Through Adulthood
137(2)
What postsecondary education options do individuals with learning disabilities have?
137(2)
How do adults with learning disabilities fare?
139(1)
Families
139(3)
Can parent conferencing help schools-home relationships?
140(1)
How does homework fit into these students' programs?
140(2)
Technology
142(3)
Can classroom computers be an accommodation?
142(2)
How can word processing technology benefit students with learning disabilities?
144(1)
In Conclusion
145(4)
Meeting the Standards and Preparing for Licensure Exams
146(1)
Supplementary Resources
147(1)
Video Workshop Extra
147(2)
Speech or Language Impairments
149(36)
A Personal Perspective Talking About Lizzy B.
149(2)
Advance Organizers
151(1)
Opportunities for a Better Future
151(1)
Speech or Language Impairments Defined
152(9)
What are the two types of communication disorders?
154(4)
How are speech or language impairments identified?
158(1)
What are the distinctions among language impairment, language delays, and language differences?
159(2)
How can speech or language impairments affect the individuals involved?
161(1)
History of the Field
161(2)
Prevalence
163(1)
Causes and Prevention
164(2)
What causes speech impairments?
164(1)
What causes language impairments?
165(1)
How can speech or language impairments be prevented?
165(1)
Characteristics
166(3)
What are some common characteristics of students with speech impairments?
166(1)
What are some common characteristics of students with language impairments?
167(2)
Early Childhood Education
169(2)
How can language development be fostered in preschool settings?
169(1)
How can the foundations for literacy be developed through early intervention experiences?
170(1)
Elementary Through High School
171(5)
How can teachers help students develop communication skills?
171(4)
How can SLPs assist in bridging language to literacy?
175(1)
Collaboration for Inclusion
176(1)
Transition Through Adulthood
177(1)
Families
178(1)
Technology
179(1)
In Conclusion
180(5)
Meeting the Standards and Preparing for Licensure Exams
181(1)
Supplementary Resources
182(1)
Video Workshop Extra
183(2)
Mental Retardation
185(38)
A Personal Perspective Independence for Brad
185(2)
Advance Organizers
187(1)
Opportunities for a Better Future
187(1)
Mental Retardation Defined
188(6)
What are the components of mental retardation?
189(3)
How are children with mental retardation identified?
192(1)
What is the impact of mental retardation?
193(1)
History of the Field
194(1)
Prevalence
195(1)
Causes and Prevention
196(6)
What are the major causes of mental retardation?
196(4)
How can mental retardation be prevented?
200(2)
Characteristics
202(3)
How is cognition affected?
202(1)
What skills make up adaptive behavior and how can they be improved?
203(2)
Early Childhood Education
205(1)
Elementary Through High School
206(4)
Does a functional curriculum address adaptive skill areas?
206(3)
How can community based instruction improve adaptive skill areas?
209(1)
Collaboration for Inclusion
210(2)
Transition Through Adulthood
212(2)
How can we judge the concept of quality of life?
212(1)
Do people with mental retardation hold jobs?
213(1)
Is living independently in the community a result for most people with mental retardation?
213(1)
Families
214(2)
What kind of family support comes from dads?
215(1)
What kind of family support comes from brothers and sisters?
215(1)
Technology
216(1)
In Conclusion
217(6)
Meeting the Standards and Preparing for Licensure Exams?
218(1)
Supplementary Resources
219(2)
Video Workshop Extra
221(2)
Giftedness and Talent Development
223(34)
A Personal Perspective Gifted Kids Speak Out
223(1)
Advance Organizers
224(1)
Opportunities for a Better Future
224(2)
Giftedness and Talents Defined
226(4)
What do the terms gifted and talent development mean?
226(2)
How are these students identified---how should they be?
228(1)
What is the educational impact of having special gifts or talents?
229(1)
History of the Field
230(2)
Prevalence
232(1)
Causes: Factors That Enhance or Inhibit Giftedness
233(1)
Characteristics
234(8)
Do some characteristics require special attention for educators?
235(1)
Are there subgroups of gifted students who require special attention?
236(6)
Early Childhood Education
242(1)
Elementary Through High School
243(4)
What are the two main approaches used in education of the gifted?
243(3)
What service delivery options are used for education of the gifted?
246(1)
Collaboration for Inclusion
247(2)
Transition Through Adulthood
249(1)
How can outcomes for more gifted and talented individuals be improved?
249(1)
Families
249(1)
Technology
250(2)
In Conclusion
252(5)
Meeting the Standards and Preparing for Licensure Exams
253(1)
Supplementary Resources
254(1)
Video Workshop Extra
255(2)
Emotional or Behavioral Disorders
257(42)
A Personal Perspective The Ivory Tower Goes to School
257(1)
Advance Organizers
258(1)
Opportunities for a Better Future
259(1)
Emotional or Behavioral Disorders Defined
260(7)
What are the types of emotional or behavioral disorders?
261(4)
Are some groups specifically excluded from this special education category?
265(1)
How are emotional or behavioral disorders identified?
266(1)
How do emotional or behavioral disorders affect the individuals involved?
267(1)
History of the Field
267(2)
Prevalence
269(1)
Causes and Prevention
270(4)
What can cause emotional or behavioral disorders?
270(1)
How might emotional or behavioral disorders be prevented or treated?
271(3)
Characteristics
274(4)
How are social skills affected by this disability?
274(2)
How do peers perceive these students?
276(1)
How does this disability affect these students' academic performance?
277(1)
Early Childhood Education
278(2)
Elementary Through High School
280(8)
What are some key components of effective programs?
281(4)
Is punishment an effective intervention?
285(1)
What are the relationships among these students' delinquency, the juvenile justice system, and school violence?
286(2)
Collaboration for Inclusion
288(2)
Where do these students receive their education?
288(1)
How can community partners make a difference?
289(1)
Transition Through Adulthood
290(1)
What are these students' outcomes?
290(1)
Why might instruction on self-determination make a difference in students' outcomes?
291(1)
Families
291(2)
How can families negotiate the mental health care system better?
292(1)
What is often the impact of foster care on children?
292(1)
Technology
293(1)
In Conclusion
293(6)
Meeting the Standards and Preparing for Licensure Exams
295(1)
Supplementary Resources
296(1)
Video Workshop Extra
297(2)
Physical Impairments and Special Health Care Needs
299(44)
A Personal Perspective Three Cheers for Bethany
299(1)
Advance Organizers
300(1)
Opportunities for a Better Future
301(1)
Physical Impairments and Special Health Care Needs Defined
301(15)
What are the two major groups of physical impairments seen in children?
303(4)
What are the different kinds of special health care needs seen at schools?
307(6)
How are these children identified?
313(1)
What is the impact on the individuals involved?
314(2)
History of the Field
316(2)
Prevalence
318(1)
Causes and Prevention
319(4)
What causes these conditions?
319(1)
How might these conditions be prevented?
320(3)
Characteristics
323(3)
What characteristics affect learning?
323(2)
What physical barriers affect classrooms and schools?
325(1)
Early Childhood Education
326(1)
Elementary Through High School
327(3)
What instructional accommodations benefit students with physical impairments and special health care needs?
328(1)
How can learning environments be better designed to meet the needs of these students?
329(1)
Collaboration for Inclusion
330(3)
What is the teacher's role in the medical management of children?
331(1)
How are these students included in recreation and extracurricular activities?
332(1)
Transition Through Adulthood
333(1)
Families
334(1)
Technology
335(3)
How does assistive technology influence the lives of individuals with physical disabilities and special health care needs?
336(1)
How do bionics and robotics influence the lives of people with physical disabilities?
337(1)
In Conclusion
338(5)
Meeting the Standards and Preparing for Licensure Exams
339(1)
Supplementary Resources
340(1)
Video Workshop Extra
341(2)
Deafness and Hard of Hearing
343(40)
A Personal Perspective Finding My Way in a Hearing World
343(1)
Advance Organizers
344(1)
Opportunities for a Better Future
345(1)
Deafness and Hard of Hearing Defined
345(7)
What are the two types of hearing loss and how do they differ?
348(1)
How are hearing losses identified?
348(3)
How can hearing losses affect the individuals involved?
351(1)
History of the Field
352(1)
Prevalence
353(1)
Causes and Prevention
354(5)
What can cause a hearing loss?
354(2)
Can some hearing losses be corrected or prevented?
356(3)
Characteristics
359(4)
How does Deaf culture affect the lives of Deaf individuals?
359(2)
How can deafness and hearing loss influence academic achievements?
361(1)
How does deafness affect individuals' speech abilities?
362(1)
Early Childhood Education
363(1)
Elementary Through High School
364(4)
What instructional accommodations are needed by many hard of hearing students?
365(1)
What special instructional methods have been developed for deaf students?
366(1)
What content areas need special attention?
367(1)
Collaboration for Inclusion
368(3)
How should LRE be determined for Deaf and hard of hearing students?
369(1)
How should teachers collaborate with educational interpreters?
370(1)
Transition Through Adulthood
371(1)
What postsecondary options are used by deaf and hard of hearing individuals?
372(1)
What barriers do deaf people need to overcome?
372(1)
Families
372(1)
Technology
373(5)
What are assistive listening devices?
374(2)
How do telecommunication devices benefit deaf people?
376(1)
How can computerized speech-to-text translations benefit deaf students?
377(1)
What are alerting devices?
378(1)
In Conclusion
378(5)
Meeting the Standards and Preparing for Licensure Exams
379(1)
Supplementary Resources
380(1)
Video Workshop Extra
381(2)
Low Vision or Blindness
383(32)
A Personal Perspective The Making of a Professional
383(1)
Advance Organizers
384(1)
Opportunities for a Better Future
385(1)
Visual Disabilities Defined
386(5)
What are the different types of visual disabilities?
387(2)
How are these disabilities identified?
389(1)
What is the impact of this disability?
390(1)
History of the Field
391(2)
Prevalence
393(1)
Causes and Prevention
393(1)
Characteristics
394(2)
Early Childhood Education
396(1)
Why is play a new and important theme of preschool education?
396(1)
How do skills of independence expand the curriculum for students with visual disabilities?
397(1)
Elementary Through High School
397(6)
How do students with visual disabilities read and become literate?
397(4)
How do people with low visual efficiencies learn to move around independently?
401(2)
Collaboration for Inclusion
403(2)
Transition Through Adulthood
405(2)
Do these students transition to work successfully?
405(1)
Do these individuals have ultimate access to the community?
406(1)
Families
407(1)
Technology
408(2)
What devices give visual input?
408(1)
What devices give audio input?
409(1)
What devices give tactile input?
409(1)
In Conclusion
410(5)
Meeting the Standards and Preparing for Licensure Exams
411(1)
Supplementary Resources
412(1)
Video Workshop Extra
413(2)
Autistic Spectrum Disorders
415(30)
A Personal Perspective the Bewildering Special Education Maze
415(1)
Advance Organizers
416(1)
Opportunities for a Better Future
417(1)
Autistic Spectrum Disorders (ASD) Defined
417(10)
What differentiates the five types of ASD?
418(6)
Are there other ways to organize ASD?
424(1)
How are children with ASD identified?
424(1)
What is the impact of this disability?
425(2)
History of the Field
427(1)
Prevalence
428(1)
Causes of Autism
429(1)
Characteristics
430(1)
Early Childhood Education
431(2)
What are some features of TEACCH?
432(1)
What is the Young Autism Program (YAP)?
433(1)
Why are blended programs being developed?
433(1)
Elementary Through High School
433(2)
Collaboration for Inclusion
435(1)
Transition Through Adulthood
436(1)
Families
437(2)
Technology
439(1)
In Conclusion
440(5)
Meeting the Standards and Preparing for Licensure Exams
441(1)
Supplementary Resources
442(1)
Video Workshop Extra
443(2)
Very Low Incidence Disabilities: Multiple-Severe Disabilities, Deafblindness, and Traumatic Brain Injury
445(34)
A Personal Perspective A Time to Remember
445(1)
Advance Organizers
446(1)
Opportunities for a Better Future
447(1)
Multiple-Severe Disabilities
448(1)
Multiple-Severe Disabilities Defined
448(2)
How are the educational needs of these individuals determined?
449(1)
What is the impact of this disability?
449(1)
Prevalence
450(1)
Causes and Prevention
450(1)
Characteristics of Multiple-Severe Disabilities
450(1)
Deafblindness
451(1)
Deafblindness Defined
451(3)
What is the impact of this disability?
453(1)
What might be expected from these individuals?
453(1)
Prevalence
454(1)
Causes and Prevention
454(1)
Characteristics of Deafblindness
455(2)
How serious are these students' visual and hearing disabilities?
455(1)
What are some common problems shared by these learners?
455(2)
Traumatic Brain Injury
457(1)
TBI Defined
458(2)
How are children with TBI identified?
458(1)
What is the impact of this disability?
459(1)
Prevalence
460(1)
Causes and Prevention
460(1)
Characteristics of TBI
461(1)
Very Low Incidence Disabilities
462(1)
Early Childhood Through High School
462(6)
What is unique about these children's early intervention programs?
463(1)
Do students with low incidence disabilities share some common goals?
464(1)
What tools are available to help teachers design appropriate programs?
465(2)
Are students with low incidence disabilities included in high stakes testing?
467(1)
Collaboration for Inclusion
468(1)
Transition Through Adulthood
469(1)
Families
470(1)
Technology
471(3)
How might technology help students with low incidence disabilities?
472(1)
How might technology help teachers who work with students with low incidence disabilities?
472(2)
In Conclusion
474(5)
Meeting the Standards and Preparing for Licensure Exams
475(2)
Supplementary Resources
477(1)
Video Workshop Extra
477(2)
Appendix: What Every Teacher Should Know About IDEA 2004 479(30)
Glossary 509(12)
References 521(46)
Name Index 567(8)
Subject Index 575


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