Boxes | |
Preface | |
Setting the Stage | |
Perspectives on Disability | |
Meet Clarence | |
Studying High-Prevalence Disabilities | |
Mild DoesNotMean ldquo;Not Seriousrdquo; | |
The Power of Language | |
Labeling, Classifying, and Identification | |
To Classify or Not to Classify | |
Thoughts on Labeling | |
Prevention of Disabilities | |
Overview of the Principles of the Idea | |
Amendments to P.L.nbsp;94-142 | |
Focus on Culture and Diversity | |
Resources on the Web | |
Summary | |
Ed Murphy: A Case Study | |
Historical Perspectives and Contexts | |
Meet Victor | |
The Historical Context of Disability | |
Early History | |
The Middle Ages and the Renaissance | |
The Enlightenment | |
Disabilities in the United States: 1800-1900 | |
Residential Services | |
Public Special Education | |
Disabilities in the United States: The Early Twentieth Century | |
Eugenics in Europe and the United States | |
The Testing Movement in Europe and the United States | |
Serving Children Identified as Having Disabilities | |
Special Education as a Profession | |
Disabilities in the United States from 1950 to the Present | |
General Education Initiative and Inclusion | |
Legislative and Governmental Initiatives | |
History of Rights Won in United States Courts | |
Trends in History | |
Focus on Culture and Diversity | |
Resources on the Web | |
Summary | |
Patty: a Case Study | |
Issues in Assessment and Identification | |
Meet Jeffrey | |
IDEA 1997 and 2004: Assessment and Evaluation Requirements | |
Purposes of Assessment of Students with Special Educational N | |
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