Annual Editions: Educating Exceptional Children 02/03

by DUSHKIN

• ISBN13: 9780072506785
• ISBN10: 0072506784
• Edition: 14th
• Format: Paperback
• Copyright: 2001-12-04
• Publisher: MCG

Table of Contents

To the Reader	iv
Topic Guide	xi
Selected World Wide Web Sites	xiv
UNIT 1 Inclusive Education
Four articles present strategies for establishing positive interaction between students with and without special needs
Unit Overview	xvi
What's Good? Suggested Resources for Beginning Special Education Teachers
Sharon A. Maroney
This article gives suggestions from experienced inclusive education teachers to beginners: Know legal requirements, join professional organizations, get current curricular materials, use time efficiently, and consult colleagues	2	(6)
Here Comes the SUN Team! Collaborative Inclusion at Work
Donna M. Sobel
Nancy S. Vaughn
SUN (Supporting Unique Needs) teams deliver collaborative support to educators trying to teach students with disabilities in inclusive education programs. Team consultants include parents, teachers, and service providers with technical expertise and resources to share in developing individualized education programs (IEPs) that serve challenging students	8	(8)
Four Inclusion Models That Work
Dori Elliott
Merry McKenney
The authors argue that 20 years of segregated instruction for students with special needs has not been superior to regular classrooms. They support inclusive education and make a strong case for collaboration betweeen special education and regular education with consultation, team teaching, aide services, and limited pullouts	16	(4)
Creating Cultuurally Responsive, Inclusive Classrooms
Winifred Montgomery
Disproportionate numbers of culturally diverse children have special education needs. Inappropriate placements, low expectations, and inadequate instruction in elementary schools contribute to more failure and dropping out. The need for responsive, high-quality education in inclusive classrooms is paramount	20	(6)
UNIT 2 Early Childhood
Three unit articles discuss the implementation of special services to preschoolers with disabilities
Unit Overview	26	(2)
From Philosophy to Practice in Inclusive Early Childhood Programs
Tom Udell
Joyce Peters
Torry Piazza Templeman
Developmentally appropriate early childhood education should be inclusive education with functional, hands-on goals, multidisciplinary collaboration, family involvement, monitoring and adjustment of services, and plans for transition to elementary school, according to the authors	28	(6)
Together Is Better: Specific Tips on How to Include Children With Various Types of Disabilities
Jane Russell-Fox
A strong supporter of inclusive education, Jane Russell-Fox gives readers easy approaches to early childhood integration of children with recognized disabilities. Specific strategies are given for children with hearing and visual impairments, learning and physical disabilities, and speech and language needs	34	(3)
Emergent Literacy in an Early Childhood Classroom: Center Learning to Support the Child With Special Needs
Margaret Genisio
Mary Drecktrah
This article gives suggestions for early childhood inclusive education that are specific for children who have either a learning disability, developmental disability, emotional disorder, speech/language impairment, visual impairment, or giftedness	37	(7)
UNIT 3 Learning Disabilities
The assessment and special needs of students with learning disabilities are addressed in this unit's three selections
Unit Overview	44	(2)
Learning Disabilities
G. Reid Lyon
Learning disabilities are defined and their prevalence rates discussed with emphases on legal processes, co-occurring disorders (attention deficit disorder, social maladjustment), and methods of assessment. In this essay, G. Reid Lyon suggests possible biological causative factors and includes a summary of treatment methods that work	46	(17)
Graphic Organizers to the Rescue! Helping Students Link---and Remember---Information
Gloria A. Dye
A learning disability makes processing and organizing information difficult. Gloria Dye presents a teaching method that aids in recognizing, storing, and retrieving information based on cognitive schemas. The article suggests uses for computers and graphic organizers in early childhood, eleementary school, middle school, and high school classes. Organizers benefit both teachers and students	63	(5)
Chaos in the Classroom: Looking at ADHD
Steven C. Schlozman
Vivien R. Schlozman
Students with the learning disability called attention deficit hyperactive disorder (ADHD) are not all alike. They require different teaching strategies depending on assessment, predominant symptoms of possible emotional and behavioral disorders, and where they are in school---elementary, middle, or high school. This article explains how different remedies can be tailored to individual students	68	(4)
UNIT 4 Speech and Language Impairments
In this unit, three selections examine communication disorders and suggest ways in which students can develop their speech and language
Unit Overview	72	(2)
For the Love of Language
Geoffrey Cowley
There are often trouble spots in speech and language development in early childhood. This article explains normal and abnormal speech and provides red flags for early assessment purposes. Specific language impairment (SLI) is described as a possible learning disability as well as a grammatical disorder. Advice is included on how to assist children in language acquisition	74	(3)
Approaching Families: Facilitating Culturally/Linguistically Diverse Family Involvement
Howard P. Parette
Beverly Petch-Hogan
Family involvement, indispensable when educating children with language differences, is difficult to achieve in culturally diverse families who mistrust, or do not understand, the school system. This article offers assessment design, ways to stimulate participation, and suggestions for useful resource materials	77	(5)
Family and Cultural Alert! Considerations in Assistive Technology Assessment
Jack J. Hourcade
Howard P. Parette Jr.
Mary Blake Huer
Individualized education plans (IEPs) for students with speech and language impairments must include careful assessment of need, family involvement, cultural sensitivity, and technological acceptability	82	(5)
UNIT 5 Developmental Disabilities
Three articles in this section discuss concerns and strategies for providing optimal educational programs for students with developmental disabilities, Down syndrome, and traumatic brain injuries
Unit Overview	87	(2)
Collaborative Planning for Inclusion of a Student With Developmental Disabilities
Jane E. Doelling
Suzanne Bryde
Judy Brunner
Barbara Martin
This article describes the transition into a middle school inclusive classroom of a student who has mental retardation and language impairment. Collaboration, family involvement, individualized education programs, writing, and peer networks were essential ingredients of success	89	(6)
Don't Water Down! Enhance: Content Learning Through the Unit Organizer Routine
Daniel J. Boudah
B. Keith Lenz
Janis A. Bulgren
Jean B. Schumaker
Donald D. Deshler
This article addresses the enormous task of developing curriculum for high school students with developmental disabilities and other special needs. This unit organizer method allows students to learn by doing. It enhances individualized education programs (IEPs), allows diverse students to find challenges in inclusive education, and eases the assessment process	95	(9)
Identifying Depression in Students With Mental Retardation
Laura M. Stough
Lynn Baker
Students with developmental disabilities have a higher rate of depression and emotional disorders than students without disabilities. The assessment of their symptoms is difficult because of their co-occurring problems, and it must be performed frequently. Legal processes mandate psychological treatment when such problems are diagnosed	104	(5)
UNIT 6 Emotional and Behavioral Disorders
Ways to teach emotionally and behaviorally disordered students are discussed in the unit's three articles
Unit Overview	109	(2)
Anger, Dismay, Guilt, Anxiety---The Realities and Roles in Reporting Child Abuse
Jeanette C. Nunnelley
Teesue Fields
Emotional disorders in early childhood and elementary school, such as withdrawal and self-abuse, may be indicators of child abuse. Assessement of child abuse is complicated by cultural differences. The authors present the knowledge that teachers need for recognizing, understanding the legal reporting processes, and seeking support for abuse	111	(6)
Wraparound Services for Young Schoolchildren With Emotional and Behavioral Disorders
Susanna Duckworth
Sue Smith-Rex
Suzanne Okey
Mary Ann Brookshire
David Rawlinson
Regenia Rawlinson
Sara Castillo
Jessie Little
Bronfenbrenner's systems theory is the basis for this program for elementary school children with emotional and behavioral disorders. The curriculum draws from assessment of micro-, exo-, and macrosystems. Collaboration wraparound services increase conflict resolution and parental participation and decrease office referrals, suspensions, absences, and other manifestations of disordered behavior	117	(6)
Student Mentors and Proteges Learning Together
Brenda Burrell
Susan J. Wood
Theodore Pikes
Connie Holliday
Menotoring of elementary school students with emotional and behavioral disorders (EBDs) by middle school and high school students with EBDs is a wonderful learning experience and transitional exercis for both mentors and proteges. Children relate to and model conflict resolution techniques from EBD adolescents who, in turn, both practice their new skills and are are able to be empathetic	123	(4)
UNIT 7 Vision and Hearing Impairments
Three selections discuss the special needs of visually an hearing impaired children from infancy through secondary school
Unit Overview	127	(2)
Schools for the Visually Disabled: Dinosaurs or Mainstays?
Michael J. Bina
Students with visual impairments and multiple disabilities plus low vision thrive in settings with more services to meet their special needs. Legal processes do not mandate inclusive education but, rather, the most appropriate education in the least restrictive environment. Special schools may be the most credible placements to meet the educational and real-world transition needs of such students	129	(4)
Seeking the Light: Welcoming a Visually Impaired Student
Anita Meyer Meinbach
This account of inclusion of a student with a visual impairment helps change attitudes about collaboration in middle school classrooms. Peer tutors were valuable as aides and as support staff. The author provides valuable suggestions for curriculum modifications, individualized education programs (IEPs), and computer/technology usage	133	(7)
Visual Teaching Strategies for Students Who Are Deaf or Hard of Hearing
John Luckner
Sandra Bowen
Kathy Carter
The speech and language abilities of students who have hearing impairments can be enhanced by visually rich learning environments. The authors discuss use of signing, computers and other technology, and visual materials that can be used with all students	140	(7)
UNIT 8 Multiple Disabilities
The implications of educational programs for children with multiple impairments are examined in this unit's three articles
Unit Overview	147	(2)
Training Basic Teaching Skills to Paraeducators of Students With Severe Disabilities
Marsha B. Parsons
Dennis H. Reid
Students with multiple severe disabilities often requir a great deal of individual instruction. Collaboration between teachers and paraeducators in inclusive education settings can help meet their needs. This article describes a one-day teaching-skills training program (TSTP) to prepare teaching aides in appropriate strategies to use	149	(6)
The Unexpected Benefits of High School Peer Tutoring
Amy Wildman Longwill
Harold L. Kleinert
Students with multiple disabilities need performance-based assessment. The use of peer tutors in inclusive education programs is especially beneficial in assisting with special areas of performanc such as the development of career interests and makiing the transition into community living	155	(7)
Using Technology to Construct Alternate Portfolios of Students With Moderate and Severe Disabilities
Anne Denham
Elizabeth A. Lahm
Four students with developmental disabilities and multiple disabilities are profiled to illustrate assessments and computer portfolios for children who are very hard to educate. Federal legal regulations require alternate plans and accountability for students with severe disabilities who are not accommodated by the usual procedures. Data show that this method works	162	(9)
UNIT 9 Orthopedic and Health Impairments
In this unit, three articles discuss how health problems and mobility impairments have an impact on a child's education
Unit Overview	171	(2)
I Learned How to Take Turns and Other Important Early Childhood Lessons Helped Along by Computers
Cynthia Lau
Early childhood and elementary school education for students with orthopedic disabilities must include peer interactions. Computers increase the potential for successful inclusive education. The author tells how to position, group, and instruct young children on computers and suggests peripherals and software	173	(7)
Accommodations for Students With Disabilities: Removing Barriers to Learning
MaryAnn Byrnes
Legal processes mandate accommodations for students with disabilities, (e.g., 504 plans) even if they do not require individualized education plans (IEPs) and special education. This article explains what kinds of accommodations are appropriate, where to have them, when, who decides, and why	180	(4)
Accessible Web Site Design
Stacy Peters-Walters
Three orthopedically impaired quadriplegic students give testimony on how technology has broken down barriers for them. Access to the Web also benefits students with visual, auditory, mental, and learning disabilities. The author gives suggestions on how to overcome barriers to using the Web	184	(6)
UNIT 10 Giftedness
Three articles examine the need for special services for gifted and talented students, assessment of giftedness, and ways to teach these students
Unit Overview	190	(2)
Uncommon Talents: Gifted Children, Prodigies and Savants
Ellen Winner
Ellen Winner presents biological explanations for some forms of giftedness. Uneven giftedness in children is common, such as in prodigious math, art, or musical skills along with concurrent learning disabilities, speech or language disabilities, emotional disorders, or developmental disabilities such as autism. Assessment should be achievement-based, and education in the children's special areas should be challenging	192	(4)
Using the Internet to Improve Student Performance
Angela M. Guptill
This article gives a sample plan to demonstrate how computer instruction can develop higher-order thinking skills in gifted middle school students. Teachers collaborate with other educators, and peer-tutoring increases achievement motivation	196	(4)
Gifted Students Need an Education, Too
Susan Winebrenner
Susan Winebrenner gives reasons why gifted elementary school students need assessment and more challenging education. She also presents suggestions for how teachers can meet their needs in inclusive classrooms	200	(4)
UNIT 11 Transition
The two articles in this section examine the problems and issues regarding transitions within school or from school to the community and workforce
Unit Overview	204	(2)
Listening to Student Voices About Postsecondary Education
Jean P. Lehmann
Timothy Gray Davies
Kathleen M. Laurin
The transition from high school to postsecondary education is difficult for students with hearing, vision, learning, and orthopedic disabilities and those with traumatic brain injury. High schools especially need to teach self-advocacy, and inform students about the documentation requirements of colleges	206	(6)
Choosing a Self-Determination Curriculum
David W. Test
Meagan Karvonen
Wendy M. Wood
Diane Browder
Bob Algozzine
Self-determination is urgently needed to help students make the transition from high school to postsecondary school living. Individualized transition plans (ITPs) need to assess components of self-determination and to select materials and curricula to improve weak areas	212	(7)
Index	219	(3)
Test Your Knowledge From	222	(1)
Article Rating Form	223