Special Education: Contemporary Perspectives for School Professionals, IDEA 2004 Update Edition

by Friend, Marilyn

• ISBN13: 9780205470358
• ISBN10: 0205470351
• Edition: Revised
• Format: Hardcover
• Copyright: 2006-01-01
• Publisher: Allyn & Bacon

Summary

";The chapter on collaboration is an excellent addition that most texts of this type do not include, and I believe it is a unique, positive feature of this text. None of the introductory texts I've looked at have had such a thorough introduction to this topic."; Cynthia Herr, University of Oregon ";I like the balance achieved between professional delivery and family need. This degree of collaboration is long overdue and is welcomed."; James A. Siders, The University of Southern Mississippi ";One strength of the text is that. . .the parents are clearly included as a component of the team rather than an ls"outside party.rs""; Philip Lee Gunter, Valdosta State University This exciting new text's contemporary treatment of special education prepares teachers for their role in the education and well-being of students with special needs. Some features include. . . bull; bull;IDEA 2004 Update Edition: Special Education reflects the IDEA 2004 legislation in two ways: bull; bull;An ";IDEA 2004"; icon appears in the margins adjacent to relevant discussions throughout the book that have been revised to reflect IDEA rs"04. bull;";Guide to IDEA 2004"; has been included as an appendix. It provides side-by-side comparison of IDEA rs"04 versus the previous rs"97 legislation for each of the statutes and a little friendly ";background"; where it will help the reader better understand the practical implications of the law. bull;Real People, Real Stories: Special Education brings the experience of people with disabilities to life for your students. The text includes powerful stories of people with disabilities and the stories of the people who live and work with them. bull;Validated Teaching Practices: This text is filled with information and teaching approaches, strategies, and tips based on validated, peer-reviewed research findings. bull; bull;";Specialized Instruction"; highlights teaching applications for intensive instruction delivered by special education teachers in various educational settings. bull;";Inclusion Matters"; presents teaching applications for students with various needs in general education settings. bull;";Collaboration in Action"; explores the practical applications of collaborative school relationships. bull;";Positive Behavior Supports"; illustrates the many positive, proactive ways to address student behavior/social issues as part of overall classroom teaching and learning. bull;Unique Content Coverage: Recurring sections in all chapters include discussion of critical areas such as content area learning, social and emotional characteristics, early childhood, transition, parents and families, inclusive practices, best educational practices, and current trends and issues.

Table of Contents

Special Features	xx
Preface	xxiii
Key Concepts for Understanding Special Education	1	(43)
Learning Objectives	2	(1)
What Is Special Education?	3	(1)
The Core Provisions of Special Education	4	(1)
Special Education	4	(1)
Related Services	4	(1)
Supplementary Aids and Services	5	(1)
Development of the Field of Special Education	5	(4)
Early History	5	(1)
Basis for Today's General Education and Special Education System	6	(3)
Discrimination and the Beginning of Change	9	(1)
Litigation for the Rights of Students with Disabilities	10	(1)
A Federal Response: Laws to Protect Students with Disabilities	10	(1)
Refinements to the Law	11	(1)
Federal Special Education Law: Accomplishments and Disappointments	11	(3)
Development of Inclusive Practices	11	(2)
Overrepresentation	13	(1)
An Era of Continuing Improvement	14	(1)
What Are the Laws for Students with Disabilities?	14	(1)
Individuals with Disabilities Education Act (IDEA)	14	(2)
Zero Reject	14	(1)
Free Appropriate Public Education	15	(1)
Least Restrictive Environment	15	(1)
Nondiscriminatory Evaluation	15	(1)
Parent and Family Rights to Confidentiality	16	(1)
Procedural Safeguards	16	(1)
Other Legislation Related to Special Education	16	(1)
Section 504 of the Rehabilitation Act of 1973	16	(1)
Americans with Disabilities Act of 1990	17	(1)
Who Receives Special Education?	17	(1)
Prevalence of Students with Disabilities	18	(1)
Special Education for Young Children	19	(1)
Students Not Specifically Included in Idea	19	(2)
Students Who Are Gifted or Talented	20	(1)
Students with Attention Deficit-Hyperactivity Disorder	20	(1)
Students at Risk for School Failure	21	(1)
What Are the Recommended Practices That Characterize Today's Special Education?	21	(1)
Inclusive Practices	21	(3)
Definitions and Debates	21	(1)
Research on Inclusive Practices	22	(1)
Inclusive Practices in This Textbook	23	(1)
Accountable and Accessible Instruction	24	(4)
Universal Design for Learning	25	(1)
Assistive Technology	26	(2)
Positive Behavior Supports	28	(2)
Collaboration	30	(2)
What Are the Perspectives of Parents and Families Regarding Their Children with Disabilities?	32	(1)
Parents and Their Children with Disabilities	32	(1)
Parent Participation in Special Education	33	(2)
Barriers to Parent Participation	33	(2)
Strategies to Encourage Parent Participation	35	(1)
What Trends and Issues Are Influencing Special Education?	35	(1)
No Child Left Behind Act of 2001	35	(4)
NCLB and Students with Disabilities	36	(3)
Discipline	39	(1)
Discipline Issues for Students with Disabilities	39	(1)
The Cost of Special Education	39	(1)
The Effect of Rising Costs	40	(1)
Summary	40	(1)
Key Terms and Concepts	41	(1)
Review, Discuss, Apply	41	(1)
Working the Standards	42	(2)
The Personnel and Procedures of Special Education	44	(38)
Learning Objectives	46	(1)
Who Are the Professionals Who Work in Special Education?	46	(1)
Special Education Teachers	47	(1)
Bilingual Special Educator	47	(1)
Early Childhood Special Educator	47	(1)
Related Services Professionals	47	(2)
Speech/Language Pathologist	47	(1)
School Psychologist	48	(1)
School Counselor	48	(1)
School Social Worker	49	(1)
School Nurse	49	(1)
Educational Interpreter	49	(1)
Others Who Work in Special Education	49	(3)
General Education Teacher	49	(1)
Paraeducator	50	(1)
Parents	50	(1)
Additional Highly Specialized Service Providers	50	(2)
How Do Students Become Eligible to Receive Special Education Services?	52	(1)
Initial Consideration of Student Problems	53	(2)
Intervention Assistance	54	(1)
Screening	54	(1)
Special Education Referral and Assessment	55	(3)
Parent Rights	55	(1)
Assessment Components	55	(2)
Assessment Procedures	57	(1)
Decision Making for Special Education	58	(1)
Preparation of IEP	59	(1)
Decision about Placement	59	(1)
Monitoring for Students with Disabilities	59	(1)
Annual Review	59	(1)
Three-Year Reevaluation	59	(1)
What Is an Individualized Education Program?	60	(1)
Members of the IEP Team	60	(3)
Required Components of the IEP	63	(6)
Present Level of Performance	65	(1)
Annual Goals	65	(1)
Short-Term Objectives	65	(1)
Special Education and Related Services	66	(1)
Supplementary Aids and Services	66	(1)
Assistive Technology	66	(1)
Participation with Peers Who Do Not Have Disabilities	66	(2)
Participation in State and District Testing	68	(1)
Dates and Places	68	(1)
Transition Service Needs and Transition Services to Be Provided	69	(1)
Age of Majority	69	(1)
Measurement of Progress	69	(1)
Other Considerations	69	(1)
What Are the Services Students with Disabilities Receive?	69	(2)
The Continuum of Special Education Placements	71	(3)
General Education	71	(1)
Resource Class	72	(1)
Separate Class	72	(1)
Separate School	73	(1)
Residential Facility	73	(1)
Home or Hospital	73	(1)
What Are the Options for Resolving Disagreements Regarding Special Education?	74	(1)
Mediation	74	(1)
Due Process Hearing	75	(2)
What Are Issues Related to Special Education Professionals and Procedures?	77	(1)
Shortage of Special Education Teachers	77	(1)
Special Education Paperwork	78	(1)
Summary	78	(1)
Key Terms and Concepts	79	(1)
Review, Discuss, Apply	79	(1)
Working the Standards	80	(2)
Multicultural and Bilingual Perspectives	82	(38)
Learning Objectives	84	(1)
What Is Culture?	85	(1)
Elements of Culture	85	(1)
Macroculture and Microculture	86	(1)
Culture and Race or Ethnicity	87	(1)
How Does Culture Affect the Learning Process?	87	(1)
The Content of Instruction	87	(1)
Cognitive Styles	88	(1)
Field Independence	88	(1)
Field Sensitivity	89	(1)
Effects of Cultural Dissonance	89	(1)
Academic Challenges	90	(1)
Behavior Challenges	90	(1)
How Are Culturally Diverse Groups Represented in Special and Gifted Education?	90	(2)
Representation in Special Education	92	(1)
Representation of African Americans	92	(1)
Continuum of Placements	93	(1)
Why Disproportionality Matters	93	(1)
Representation in Gifted Education	93	(1)
Factors Contributing to Disproportionate Representation	94	(3)
Poverty	95	(1)
Systemic Bias	95	(2)
What Are Recommended Educational Practices for Diverse Students with Special Needs?	97	(1)
Promising Practices in Referral and Identification	97	(2)
Redesigning the Prereferral Process	98	(1)
Alternative Assessment Strategies	98	(1)
Universal Screening and Early Intervention	99	(1)
Multicultural Education	99	(4)
Content Integration	99	(1)
Knowledge Construction	100	(2)
Prejudice Reduction	102	(1)
Empowering School Culture	102	(1)
Equity Pedgagogy	103	(1)
Supporting English Language Learners	103	(4)
Bilingual Education	106	(1)
English as a Second Language	106	(1)
Sheltered English	106	(1)
English Language Learners with Disabilities	107	(1)
What Are the Perspectives of Parents and Families of Diverse Students with Disabilities?	107	(1)
Parents of Diverse Learners and Participation in Their Children's Education	108	(3)
Factors Educators Directly Influence	109	(1)
Factors beyond the Direct Influence of Educators	110	(1)
Promising Practices in Developing Collaborative Relationships	111	(1)
What Trends and Issues Are Affecting the Education of Diverse Exceptional Learners?	112	(2)
Equity Issues	114	(1)
The Standards and Accountability Movement	114	(1)
School Choice Programs	115	(1)
Teachers and Their Preparation	116	(1)
Summary	117	(1)
Key Terms and Concepts	117	(1)
Review, Discuss, Apply	117	(1)
Working the Standards	118	(2)
Creating Partnerships through Collaboration	120	(40)
Learning Objectives	122	(1)
What Is Collaboration?	123	(1)
Understanding Collaboration	124	(3)
Collaboration Is Voluntary	124	(1)
Collaboration Is Based on Parity	125	(1)
Collaboration Requires a Mutual Goal	125	(1)
Collaboration Involves Shared Responsibility for Key Decisions	126	(1)
Collaboration Includes Shared Accountability for Outcomes	126	(1)
Collaboration Requires Sharing Resources	126	(1)
Collaboration Is Emergent	126	(1)
Collaboration within the Context of Contemporary Legislation and Litigation	127	(2)
Collaboration in Idea	128	(1)
What Elements Are Necessary for Collaboration?	129	(1)
Personal Belief System	129	(1)
Communication Skills	130	(3)
Effective Communication Strategies	130	(2)
Communication Habits to Avoid	132	(1)
Interaction Processes	133	(3)
Create a Climate for Problem Solving	133	(1)
Identify the Problem	133	(1)
Generate Alternatives	134	(1)
Assess the Potential Solutions, Selecting One or More to Implement	134	(1)
Implement the Idea	134	(1)
Evaluate the Outcome of the Intervention and Decide to Continue, Modify, or Select Another One	134	(2)
Programs and Services	136	(1)
Supportive Context	137	(1)
How Is Collaboration Implemented in Schools?	137	(1)
Teams	138	(2)
Understanding Team Concepts	139	(1)
Team Effectiveness	139	(1)
Special Education Teams	140	(1)
Co-Teaching	140	(3)
One Teach, One Observe	141	(1)
One Teach, One Assist	142	(1)
Parallel Teaching	142	(1)
Station Teaching	142	(1)
Alternative Teaching	142	(1)
Teaming	143	(1)
Other Co-Teaching Considerations	143	(1)
Consultation	143	(4)
How Does Collaboration Involve Parents and Families?	147	(1)
Families and Collaboration	147	(1)
Building Partnerships with Parents	148	(2)
What Are Issues Related to Collaboration?	150	(1)
Working with Paraeducators	150	(2)
Time for Collaboration	152	(2)
The Effectiveness of Collaboration	154	(2)
Summary	156	(1)
Key Terms and Concepts	157	(1)
Review, Discuss, Apply	157	(1)
Working the Standards	158	(2)
Students with Learning Disabilities	160	(40)
Learning Objectives	162	(1)
What Are Learning Disabilities?	162	(1)
Development of the Learning Disabilities Field	163	(1)
A Focus on Process Interventions	163	(1)
A Focus on Instructional Interventions	164	(1)
Definitions of Learning Disabilities	164	(3)
Federal Definition	164	(1)
NJCLD Definition	164	(2)
Essential Dimensions of a Definition of Learning Disabilities	166	(1)
Prevalence of Learning Disabilities	167	(1)
Causes of Learning Disabilities	168	(2)
Physiological Causes	168	(1)
Environmental Causes	169	(1)
What Are the Characteristics of Individuals with Learning Disabilities?	170	(1)
Cognitive Characteristics	171	(2)
Attention	171	(1)
Perception	172	(1)
Memory	172	(1)
Information Processing	173	(1)
Academic Characteristics	173	(4)
Reading	173	(1)
Oral Language	173	(1)
Written Language	174	(2)
Mathematics	176	(1)
Social and Emotional Characteristics	177	(1)
Social Perception and Social Competence	177	(1)
Motivation	178	(1)
Behavior Characteristics	178	(1)
How Are Learning Disabilities Identified?	179	(1)
Assessment	179	(2)
Formal Assessments	179	(2)
Classroom Assessments	181	(1)
Eligibility	181	(1)
Criteria for Eligibility	181	(1)
How Do Students with Learning Disabilities Receive Their Education?	182	(1)
Early Childhood	182	(1)
Elementary and Secondary School Services	183	(4)
Inclusive Practices	184	(3)
Transition and Adulthood	187	(2)
Transition Planning	187	(2)
Model Transition Practices	189	(1)
Self-Advocacy	189	(1)
What Are Recommended Educational Practices for Students with Learning Disabilities?	189	(1)
Direct Instruction	190	(1)
Strategy Instruction	190	(3)
What Are the Perspectives of Parents and Families?	193	(2)
Parents as Partners	195	(1)
What Trends and Issues Are Affecting the Field of Learning Disabilities?	196	(1)
Identification Procedures for Learning Disabilities	196	(1)
High School and College Students and Learning Disabilities	197	(1)
Summary	197	(1)
Key Terms and Concepts	198	(1)
Review, Discuss, Apply	198	(1)
Working the Standards	199	(1)
Students with Attention Deficit--Hyperactivity Disorder	200	(40)
Learning Objectives	202	(1)
What Is Attention Deficit--Hyperactivity Disorder?	203	(1)
Development of the ADHD Field	204	(1)
Terminology Related to ADHD	205	(1)
Definition of Attention Deficit-Hyperactivity Disorder	205	(2)
Prevalence of Attention Deficit-Hyperactivity Disorder	207	(1)
Prevalence Based on Gender	207	(1)
Prevalence Based on Race and Poverty	208	(1)
Causes of Attention Deficit--Hyperactivity Disorder	208	(3)
Physiological Causes	208	(2)
Environmental Causes	210	(1)
What Are the Characteristics of Individuals with Attention Deficit--Hyperactivity Disorder?	211	(1)
Cognitive Characteristics	211	(1)
Academic Characteristics	212	(4)
Social and Emotional Characteristics	216	(1)
Self-Esteem	216	(1)
Social Functioning	216	(1)
Behavior Characteristics	216	(1)
Aggression	217	(1)
Other Behavior Characteristics	217	(1)
Comorbidity with Other Disorders	217	(1)
How Is Attention Deficit--Hyperactivity Disorder Identified?	218	(1)
Initial Referral	218	(1)
Assessment	219	(2)
Medical Assessment	219	(1)
Continuous Performance Tests	219	(1)
Parent Assessment	220	(1)
Teacher and School Assessment	220	(1)
Additional Considerations for Idea Eligibility	220	(1)
ADHD or Gifted	220	(1)
Eligibility	221	(1)
How Do Learners with Attention Deficit--Hyperactivity Disorder Receive Their Education?	221	(1)
Early Childhood	222	(1)
Elementary and Secondary School Services	222	(2)
Transition and Adulthood	224	(1)
What Are Recommended Educational Practices for Students with Attention Deficit-Hyperactivity Disorder?	224	(1)
Parent and Professional Education	224	(2)
Parent Education	225	(1)
Professional Education	226	(1)
Environmental Supports	226	(1)
Behavior Interventions	227	(1)
Rewards	227	(1)
Low-Involvement Strategies	227	(1)
Token Economy	228	(1)
Instructional Interventions	228	(2)
Medication	230	(2)
What Are the Perspectives of Parents and Families?	232	(1)
Parenting Children with ADHD	232	(2)
Supporting Students by Supporting Parents	234	(1)
What Trends and Issues Are Affecting the Field of ADHD?	234	(1)
Young Children with ADHD	234	(2)
The Current Knowledge Base	236	(1)
ADHD in Adolescents and Adults	236	(1)
Outcomes for Adults Diagnosed as Children	236	(1)
Identification of ADHD in Adolescents and Adults	237	(1)
Summary	237	(1)
Key Terms and Concepts	237	(1)
Review, Discuss, Apply	238	(1)
Working the Standards	238	(2)
Students with Emotional and Behavior Disorders	240	(42)
Learning Objectives	242	(1)
What Are Emotional and Behavior Disorders?	243	(1)
Development of the Field of Emotional and Behavior Disorders	243	(1)
Definitions of Emotional and Behavior Disorders	244	(3)
Federal Definition	245	(1)
National Coalition on Mental Health and Special Education Definition	245	(1)
Other Considerations in Defining Emotional and Behavior Disorders	246	(1)
Prevalence of Emotional and Behavior Disorders	247	(1)
Prevalence by Gender	248	(1)
Causes of Emotional and Behavior Disorders	248	(4)
Biological Factors	248	(1)
Psychosocial Factors	249	(1)
Making Sense of the Factors Contributing to Emotional and Behavior Disorders	250	(2)
What Are the Characteristics of Individuals with Emotional and Behavior Disorders?	252	(1)
Behavior and Emotional Characteristics	252	(3)
Emotional Characteristics	252	(3)
Social Characteristics	255	(2)
Cognitive and Academic Characteristics	257	(1)
The Question of Cause and Effect	257	(1)
Emotional and Behavior Disorders and Comorbidity	258	(1)
How Are Emotional and Behavior Disorders Identified?	258	(1)
Assessment	258	(2)
Formal Assessments	258	(1)
Classroom Assessments	259	(1)
Other Assessment Strategies	259	(1)
Eligibility	260	(1)
Eligibility Criteria	260	(1)
How Do Learners with Emotional and Behavior Disorders Receive Their Education?	261	(1)
Early Childhood	261	(1)
Elementary and Secondary School Services	262	(3)
Inclusive Practices	263	(2)
Transition and Adulthood	265	(2)
What Are Recommended Educational Practices for Students with Emotional and Behavior Disorders?	267	(1)
The Importance of Prevention	267	(1)
The Effectiveness of Collaboration	268	(1)
Requirements for Interventions in Idea	268	(4)
Functional Behavior Assessment	269	(2)
Behavior Intervention Plan	271	(1)
Examples of Classroom Interventions	272	(3)
What Are the Perspectives of Parents and Families?	275	(1)
The Impact of Having a Child with an Emotional or Behavior Disorder	276	(1)
Building Positive Relationships	276	(1)
Parent Education	276	(1)
Support Groups	276	(1)
Collaboration with a Family Focus	277	(1)
What Trends and Issues Are Affecting the Field of Emotional and Behavior Disorders?	277	(1)
The Problem of Access	278	(1)
Creating a Promising Future	278	(1)
Summary	278	(1)
Key Terms and Concepts	279	(1)
Review, Discuss, Apply	279	(1)
Working the Standards	280	(2)
Students with Mental Retardation	282	(42)
Learning Objectives	284	(1)
What Is Mental Retardation?	285	(1)
Development of the Field of Mental Retardation	285	(2)
Shifting Perspectives	285	(1)
Recent Changes for Students with Mental Retardation	286	(1)
Definitions of Mental Retardation	287	(1)
Federal Definition	287	(1)
American Association on Mental Retardation Definition	288	(1)
Prevalence of Mental Retardation	288	(1)
Other Prevalence Considerations	289	(1)
Causes of Mental Retardation	289	(4)
Prenatal Causes of Mental Retardation	290	(2)
Perinatal Causes of Mental Retardation	292	(1)
Postnatal Causes of Mental Retardation	292	(1)
What Are the Characteristics of Individuals with Mental Retardation?	293	(4)
Cognitive and Academic Characteristics	293	(1)
Cognitive Functioning	294	(3)
Social, Behavioral, and Emotional Characteristics	297	(3)
Social Characteristics	297	(1)
Adaptive Behavior Characteristics	298	(1)
Additional Behavior Characteristics	299	(1)
Emotional Characteristics	299	(1)
Physical and Medical Characteristics	300	(1)
How Is Mental Retardation Identified?	300	(1)
Assessment	300	(1)
Assessment of Intellectual Functioning	300	(1)
Assessment of Adaptive Behavior	301	(1)
Assessment of Medical Factors	301	(1)
Eligibility	301	(1)
How Do Learners with Mental Retardation Receive Their Education?	302	(1)
Early Childhood	302	(1)
Elementary and Secondary School Services	303	(4)
Inclusive Practices	305	(2)
Transition and Adulthood	307	(2)
What Are Recommended Educational Practices for Students with Mental Retardation?	309	(1)
Task Analysis	309	(2)
Peer-Mediated Instruction	311	(1)
What Are the Perspectives of Parents and Families?	312	(1)
Parent Experiences and Acceptance	313	(1)
Parents' Reactions to Having a Child with Mental Retardation	313	(1)
Parents' Concerns	314	(1)
Professionals' Interactions with Parents of Children with Mental Retardation	315	(1)
What Trends and Issues Are Affecting the Field of Mental Retardation?	315	(2)
Students with Mental Retardation in Today's Schools	317	(2)
Which Curriculum?	317	(1)
High School Curriculum Issues	317	(1)
The Dilemma of High-Stakes Testing	318	(1)
Self-Determination: The Potential, Promises, and Practices	319	(1)
Perceptions of Parents and Teachers	319	(1)
Implementation of Practices that Foster Self-Determination	319	(1)
Summary	320	(1)
Key Terms and Concepts	321	(1)
Review, Discuss, Apply	321	(1)
Working the Standards	322	(2)
Students with Speech and Language Disorders	324	(42)
Learning Objectives	326	(1)
What Are Speech and Language Disorders?	326	(1)
Development of the Study of Speech and Language Disorders	327	(1)
Emergence of a Profession	327	(1)
Contemporary Practices	328	(1)
Definitions of Speech and Language Disorders	328	(1)
Concepts to Describe Speech and Language Disorders	329	(8)
Elements of Language	329	(2)
Language Disorders	331	(3)
Elements of Speech	334	(2)
Speech Disorders	336	(1)
Prevalence of Speech and Language Disorders	337	(1)
Distinguishing between Speech and Language Prevalence Data	338	(1)
Other Prevalence Considerations	338	(1)
Causes of Speech and Language Disorders	338	(2)
Biological Causes	338	(1)
Environmental Causes	339	(1)
Making Sense of the Factors Contributing to Speech and Language Disorders	340	(1)
What Are the Characteristics of Individuals with Speech and Language Disorders?	340	(1)
Cognitive and Academic Characteristics	340	(1)
Academic Characteristics	341	(1)
Speech and Language Disorders and Reading	341	(1)
Social and Emotional Characteristics	341	(2)
Behavior Characteristics	343	(1)
Speech and Language Disorders and Other Disabilities	343	(2)
How Are Speech and Language Disorders Identified?	345	(1)
Assessment	345	(3)
Speech Assessments	345	(1)
Language Assessments	346	(1)
Assessment for Students Whose First Language Is Not English or Whose Use of English Is Nonstandard	347	(1)
Eligibility	348	(1)
How Do Learners with Speech and Language Disorders Receive Their Education?	348	(1)
Early Childhood	348	(1)
The Importance of Early Intervention	349	(1)
Approaches for Early Speech and Language Intervention	349	(1)
Elementary and Secondary School Services	349	(3)
Inclusive Practices	350	(2)
Transition and Adulthood	352	(1)
What Are Recommended Educational Practices for Students with Speech and Language Disorders?	353	(1)
Speech/Language Services and Literacy Instruction	353	(1)
Communication Using Technology	353	(3)
Augmentative and Alternative Communication	354	(1)
Technology for Language Practice	355	(1)
What Are the Perspectives of Parents and Families?	356	(2)
Helping Parents to Develop Children's Language Skills	358	(1)
Diversity and Speech and Language Interventions	358	(1)
What Trends and Issues Are Affecting the Field of Speech and Language Disorders?	359	(2)
Differences versus Disorders in a Multicultural Society	361	(1)
Language Differences	361	(1)
Other Cultural Influences on Communication	361	(1)
Central Auditory Processing Disorder	361	(2)
Summary	363	(1)
Key Terms and Concepts	363	(1)
Review, Discuss, Apply	364	(1)
Working the Standards	364	(2)
Students with Deafness and Hearing Loss	366	(40)
Learning Objectives	368	(1)
What Are Deafness and Hearing Loss?	368	(1)
Development of the Field of Deaf Education	368	(2)
Definitions of Deafness and Hearing Loss	370	(2)
Federal Definitions	370	(1)
Additional Information on Definitions	371	(1)
Deaf Culture	371	(1)
Prevalence of Hearing Loss	372	(1)
Hearing Loss and Other Disabilities	372	(1)
Causes of Hearing Loss	372	(3)
Prelingual Causes of Hearing Loss	372	(1)
Postlingual Causes of Hearing Loss	373	(1)
Types of Hearing Loss	373	(2)
Degree of Hearing Loss	375	(1)
What Are the Characteristics of Individuals Who Are Deaf or Hard of Hearing?	375	(1)
Hearing Loss and Child Development	375	(3)
Impact on Communication	375	(1)
Experiential Learning	376	(2)
Cognitive Characteristics	378	(1)
Academic Characteristics	378	(3)
Language	378	(1)
Reading	379	(1)
Written Language	380	(1)
Mathematics	381	(1)
Social and Emotional Characteristics	381	(1)
Behavior Characteristics	381	(1)
How Is a Hearing Loss Identified?	382	(1)
Audiological Evaluation	383	(1)
Other Assessments	383	(1)
Determination of Eligibility	384	(1)
How Do Learners Who Are Deaf or Hard of Hearing Receive Their Education?	384	(1)
Early Childhood	385	(1)
Elementary and Secondary School Services	386	(1)
General Education Classroom	386	(1)
General Education Classroom with Supplementary Instruction	386	(1)
Separate Class for Students Who Are Deaf or Hard of Hearing	386	(1)
Other Settings	386	(1)
Inclusive Practices	387	(4)
Transition and Adulthood	391	(2)
What Are Recommended Educational Practices for Students Who Are Deaf or Hard of Hearing?	393	(1)
Integrated Vocabulary and Concept Development	394	(1)
Experiential Ladder of Learning	395	(1)
Visual Teaching Strategies	396	(1)
Accommodations for Students Who Are Deaf or Hard of Hearing	396	(1)
What Are the Perspectives of Parents and Families?	397	(1)
The Voices of Parents	397	(2)
What Trends and Issues Are Affecting the Field of Deaf Education?	399	(1)
Universal Newborn Hearing Screening	400	(1)
Cochlear Implants	400	(1)
Bilingual--Bicultural Approach	401	(2)
Summary	403	(1)
Key Terms and Concepts	403	(1)
Review, Discuss, Apply	404	(1)
Working the Standards	404	(2)
Students with Visual Impairments	406	(40)
Learning Objectives	408	(1)
What Are Visual Impairments?	409	(1)
Development of the Field of Visual Impairment	409	(2)
Beginnings in France	409	(1)
Residential Schools in the United States	409	(1)
Public Day School Programs	410	(1)
Other Historical Developments	411	(1)
Definitions of Visual Impairment	411	(2)
Functional Definitions	411	(1)
Idea Definition	412	(1)
Clinical Definitions	413	(1)
Prevalence	413	(1)
Prevalence Information from the American Printing House for the Blind	414	(1)
Additional Prevalence Information	414	(1)
Causes of Visual Impairment	414	(1)
Structure of the Eye and How It Works	414	(1)
Examples of Visual Impairments	415	(1)
What Are the Characteristics of Individuals with Visual Impairments?	416	(1)
Cognitive Characteristics	417	(1)
Academic Characteristics	417	(4)
Braille Literacy Skills	418	(3)
Print Literacy Skills	421	(1)
Social and Emotional Characteristics	421	(3)
Behavior Characteristics	424	(1)
How Is Visual Impairment Identified?	425	(1)
Assessment	425	(1)
Eligibility	426	(1)
How Do Learners with Visual Impairments Receive Their Education?	426	(1)
Early Childhood	426	(1)
Elementary and Secondary School Services	427	(3)
Consultant Model	427	(1)
Itinerant Teaching Model	427	(1)
Resource Model	428	(2)
Specialized Classes and Schools	430	(1)
Inclusive Practices	430	(1)
Transition and Adulthood	431	(4)
What Are Recommended Educational Practices for Students with Visual Impairments?	435	(1)
Instruction in the Expanded Core Curriculum	435	(1)
Use of Principles of Special Methods	436	(2)
Need for Concrete Experiences	436	(1)
Need for Unifying Experiences	436	(1)
Need for Learning by Doing	436	(2)
What Are the Perspectives of Parents and Families?	438	(1)
Studying Parent Perspectives	439	(1)
Perceptions of Parents with Children in Specialized Schools	440	(1)
What Trends and Issues Are Affecting the Field of Visual Impairment?	440	(1)
Shortage of Fully Prepared Personnel	441	(1)
Limited Continuum of Placement Options	442	(1)
Summary	442	(1)
Key Terms and Concepts	443	(1)
Review, Discuss, Apply	443	(1)
Working the Standards	444	(2)
Students with Autism Spectrum Disorders	446	(40)
Learning Objectives	448	(1)
What Are Autism Spectrum Disorders?	448	(1)
Development of the Field	449	(1)
Early Beliefs	449	(1)
Formalizing Understanding	449	(1)
Definitions of Autism Spectrum Disorders	450	(4)
Federal Definition	450	(1)
Definitions of the American Psychiatric Association	451	(3)
Making Sense of the Definitions	454	(1)
Prevalence of Autism Spectrum Disorders	454	(1)
Other Prevalence Considerations	454	(1)
Causes of Autism Spectrum Disorders	455	(1)
Biological Factors	455	(1)
Autism Spectrum Disorders and the Brain	455	(1)
Environmental Factors	455	(1)
Autism and Immunizations	456	(1)
What Are the Characteristics of Individuals with Autism Spectrum Disorders?	456	(1)
Cognitive and Academic Characteristics	456	(3)
Rote Memory	456	(1)
Theory of Mind	457	(1)
Problem Solving	458	(1)
Motivation	458	(1)
Social and Emotional Characteristics	459	(2)
Language Disorders	459	(1)
Communicative Intent	460	(1)
Other Language Problems	460	(1)
Immaturity	461	(1)
Behavior Characteristics	461	(3)
Stimulus Overselectivity	461	(1)
Self-Stimulatory Behaviors	461	(1)
Generalization Difficulties	461	(1)
Sensory Issues	462	(2)
How Are Autism Spectrum Disorders Identified?	464	(1)
Assessment Practices and Procedures	464	(1)
Assessment Related to Characteristics of Autism	464	(1)
Cognitive Ability, Academic Achievement, and Adaptive Skills	464	(1)
Developmental Measures	465	(1)
Behavior Assessment	465	(1)
Student Learning Traits	465	(1)
Eligibility	465	(1)
How Do Learners with Autism Spectrum Disorders Receive Their Education?	466	(1)
Early Childhood	466	(1)
Elementary and Secondary School Services	467	(1)
Inclusive Practices	468	(1)
Exploring the Autism Inclusion Collaboration Model	468	(1)
Transition and Adulthood	469	(2)
What Are Recommended Educational Practices for Students with Autism Spectrum Disorders?	471	(1)
Environmental Supports	471	(1)
Visual Supports	472	(1)
Home Base	472	(1)
Assistive Technology	472	(1)
Instructional Practices	473	(3)
Priming	473	(3)
Discrete Trial Training	476	(1)
Prompting	476	(1)
Social Skills Supports	476	(2)
Instruction	477	(1)
Social Stories	477	(1)
Interpretation	477	(1)
What Are the Perspectives of Parents and Families?	478	(2)
Family Needs for Information and Support	480	(1)
The Roles of Siblings	481	(1)
What Trends and Issues Are Affecting the Field of Autism Spectrum Disorders?	481	(1)
Assessment, Diagnosis, and Prevalence	481	(1)
Research-Based Interventions	482	(1)
Training and Support	482	(1)
Summary	483	(1)
Key Terms and Concepts	483	(1)
Review, Discuss, Apply	483	(1)
Working the Standards	484	(2)
Students with Physical and Health Disabilities	486	(42)
Learning Objectives	488	(1)
What Are Physical and Health Disabilities?	488	(1)
Development of the Field of Physical and Health Disabilities	489	(2)
Increasing Attention for an Ignored Group	489	(1)
Refining Students' Rights and School Responsibilities	490	(1)
Looking at the Big Picture	491	(1)
Key Concepts for Understanding Physical and Health Disabilities	492	(1)
Understanding Physical Disabilities	492	(4)
Federal Definition	492	(1)
Neurological Disorders	493	(2)
Musculoskeletal Disorders	495	(1)
Understanding Traumatic Brain Injury	496	(2)
Federal Definition	496	(1)
Types of Traumatic Brain Injury	497	(1)
The Effects of Traumatic Brain Injury	497	(1)
Prevalence and Causes	498	(1)
Understanding Other Health Impairments	498	(8)
Federal Definition	498	(1)
Examples of Health Impairments	498	(8)
What Are the Characteristics of Individuals with Physical and Health Disabilities?	506	(1)
Cognitive and Academic Characteristics	506	(1)
Behavior, Emotional, and Social Characteristics	507	(3)
Behavior Characteristics	507	(2)
Emotional Characteristics	509	(1)
Social Characteristics	509	(1)
Physical and Medical Characteristics	510	(1)
How Are Physical and Health Disabilities Identified?	511	(1)
Assessment	511	(1)
Assessment of Medical Condition and Physical Functioning	511	(1)
Assessment of Intellectual Functioning, Academic Achievement, Language, and Related Areas	511	(1)
Assessment of Behavior	511	(1)
Eligibility	512	(1)
How Do Learners with Physical and Health Disabilities Receive Their Education?	512	(1)
Early Childhood	512	(1)
Elementary and Secondary School Services	512	(2)
Inclusive Practices	514	(1)
Transition and Adulthood	514	(4)
Postsecondary Education	514	(1)
Practical Matters of Adulthood	514	(2)
Career Choice	516	(2)
What Are Recommended Educational Practices for Students with Physical and Health Disabilities?	518	(1)
Access to Education	518	(3)
Aids for Posture and Mobility	518	(1)
Aids for Communication	518	(2)
Aids for Learning	520	(1)
Related Services	520	(1)
Factors Related to the Illness, Injury, Condition, or Disorder	521	(1)
School Reentry	521	(1)
Responding to Emergencies	521	(1)
What Are the Perspectives of Parents and Families?	522	(1)
Parent Experiences	523	(1)
Advice to School Professionals	523	(1)
What Trends and Issues Are Affecting the Field of Physical and Health Disabilities?	523	(1)
Professionals Prepared to Work with Students with Physical Disabilities	524	(1)
Access to Technology	524	(1)
Summary	525	(1)
Key Terms and Concepts	525	(1)
Review, Discuss, Apply	526	(1)
Working the Standards	526	(2)
Students with Severe and Multiple Disabilities	528	(42)
Learning Objectives	530	(1)
What Are Severe or Multiple Disabilities?	531	(1)
Development of the Field of Severe and Multiple Disabilities	531	(1)
Emerging Recognition of Needs and Services to Address Them	531	(1)
A Changing Climate	531	(1)
The Era of Advocacy	532	(1)
Definitions of Severe and Multiple Disabilities	532	(1)
Federal Definitions	532	(1)
TASH Definition	533	(1)
Prevalence of Students with Severe and Multiple Disabilities	533	(1)
Causes of Severe and Multiple Disabilities	534	(2)
Labels and Their Limitations	535	(1)
What Are the Characteristics of Individuals with Severe and Multiple Disabilities?	536	(1)
Cognitive Characteristics	536	(1)
Academic Characteristics	537	(1)
Literacy	537	(1)
Oral Language	537	(1)
Mathematics	538	(1)
Social and Emotional Characteristics	538	(1)
Behavior Characteristics	539	(2)
Disruptive Behaviors	540	(1)
Behavior and the General Education Setting	541	(1)
What Is the Role of Assessment for Students with Severe and Multiple Disabilities?	541	(1)
Assessment for Instruction	541	(1)
Standardized Assessment	542	(1)
Authentic Forms of Assessment	542	(1)
Person-Centered Approach	543	(1)
Functional-Ecological Assessment	543	(1)
How Do Learners with Severe and Multiple Disabilities Receive Their Education?	543	(1)
Early Childhood	544	(1)
Elementary and Secondary Education	545	(3)
Beyond the Elementary Years	546	(1)
Partial Participation	547	(1)
Inclusive Practices	548	(2)
Transition and Adulthood	550	(1)
Supported Employment	550	(1)
Community-Based Instruction	550	(1)
What Are Recommended Educational Practices for Students with Severe and Multiple Disabilities?	551	(1)
Meaningful and Individualized Curriculum	551	(1)
Making the Core Curriculum Meaningful	552	(1)
Collaborative Approaches for Education	552	(3)
Active Family Involvement	553	(1)
Collaboration on the Team	554	(1)
Positive Behavior Supports	555	(3)
Inclusive Education	558	(1)
What Are the Perspectives of Parents and Families?	558	(1)
Family Views of Their Children	559	(2)
Considering Cultural Diversity	561	(2)
Influence of Culture on Student Learning	562	(1)
What Trends and Issues Are Affecting the Field of Severe and Multiple Disabilities?	563	(1)
Accountability of Academic Performance for All Students	563	(1)
Kentucky's Academic Expectations Model	563	(1)
Integrated Delivery of Related Services	564	(2)
Summary	566	(1)
Key Terms and Concepts	567	(1)
Review, Discuss, Apply	567	(1)
Working the Standards	568	(2)
Students Who Are Gifted and Talented	570	(40)
Learning Objectives	572	(1)
What Is Giftedness?	572	(1)
Development of the Field of Giftedness	572	(2)
Emergence of a Profession	573	(1)
Recent Changes in the Field	573	(1)
Definition of Giftedness	574	(4)
Alternative Conceptualizations of Giftedness	576	(1)
A Final Word on Definitions	577	(1)
Prevalence	578	(1)
Prevalence, Race, and Gender	578	(1)
Determining Factors	579	(1)
What Are the Characteristics of Individuals Who Are Gifted and Talented?	580	(1)
Cognitive Characteristics	580	(2)
Ability to Manipulate Abstract Symbol Systems	580	(1)
Power of Concentration	581	(1)
Unusually Well Developed Memory	581	(1)
Early Language Interest and Development	581	(1)
Curiosity	581	(1)
Preference for Independent Work	582	(1)
Multiple Interests	582	(1)
Ability to Generate Original Ideas	582	(1)
Academic Characteristics	582	(1)
Social and Emotional Characteristics	583	(3)
Sense of Justice	584	(1)
Altruism and Idealism	584	(1)
Sense of Humor	585	(1)
Emotional Intensity	585	(1)
Perfectionism	585	(1)
High Level of Energy	585	(1)
Strong Attachments and Commitments	586	(1)
Aesthetic Sensitivity	586	(1)
How Are Learners Who Are Gifted and Talented Identified?	586	(1)
Considerations for Identifying Giftedness	586	(2)
Underlying Principles of Effective Assessment	588	(1)
Two-Stage Assessment Process	588	(1)
Measures to Match Programs	588	(1)
Other Considerations	588	(1)
Equity	588	(1)
Authentic Assessment	589	(1)
Dynamic Assessment	589	(1)
Spatial Ability	590	(1)
Eligibility	590	(1)
How Do Learners Who Are Gifted and Talented Receive Their Education?	590	(1)
Early Childhood Education	590	(1)
The Debate on Early Intervention	590	(1)
Elementary and Secondary Education	591	(2)
Grouping	591	(1)
Full-Time and Part-Time Separate Classes	592	(1)
Specialized Schools	592	(1)
Home Schooling	593	(1)
Inclusive Practices	593	(1)
Transition and Adulthood	593	(1)
Special Challenges	594	(1)
Supporting Adolescents Who Are Gifted and Talented	594	(1)
What Are Recommended Educational Practices for Students Who Are Gifted and Talented?	594	(1)
Curriculum Compacting	595	(1)
Acceleration	595	(1)
Acceleration in High School	595	(1)
Enrichment	596	(1)
Differentiation	596	(2)
Problem-Based Learning	598	(1)
Interventions for Diverse Populations	598	(2)
What Are the Perspectives of Parents and Families of Students Who Are Gifted and Talented?	600	(2)
Parent Strategies for Encouraging Their Children	602	(1)
What Trends and Issues Are Affecting Students Who Are Gifted?	602	(1)
Talent Development	603	(1)
Identification and Programming for Underrepresented Groups	604	(1)
Effective Differentiation	604	(2)
Alternative Program Models	606	(1)
Technology-Based Options	606	(1)
Opportunities External to Schools	606	(1)
Summary	607	(1)
Key Terms and Concepts	607	(1)
Review, Discuss, Apply	607	(1)
Working the Standards	608	(2)
Appendix A CEC Special Education Content Standards and INTASC Core Principles	610	(4)
Appendix B What Every Teacher Should Know About Idea 2004	614
Glossary	1	(1)
References	1	(1)
Name Index	1	(1)
Subject Index	1