Educating Exceptional Children 1999-2000

by Karen Freiberg

• ISBN13: 9780070413894
• ISBN10: 0070413894
• Edition: 11th
• Format: Paperback
• Copyright: 1999-01-01
• Publisher: McGraw-Hill Higher Education

Table of Contents

To the Reader	iv
Look Guide	2	(2)
Selected World Wide Web Sites	4	(2)
UNIT 1 Inclusive Education Four articles present strategies for establishing positive interactions between students with and without special needs.
Overview	6	(20)
Inclusion of Children with Disabilities: Seeking the Appropriate Balance	8	(4)
Martha M. McCarthy
This article reviews recent legal processes involving inclusive education. The courts today are placing the burden on parents or schools to prove that a segregated placement might be better for on individual student. The regular education classroom is usually considered best because of the benefits of role models, socialization, and language stimulation.
What Are Special Education Teachers Made Of?	12	(6)
Sharon Gonder
Inclusive education has changed the role of special education teachers. They are now more involved in assessment, collaborative teaching, and modeling technology. They are advisers on legal processes, IEPs (individualized education programs), family involvement, and cultural diversity issues.
What Do I Do Now? A Teacher's Guide to Including Students with Disabilities	18	(3)
Michael F. Giangreco
Michael Giangreco puts forth 10 strategies to help teachers successfully integrate students with disabilities into inclusive education programs. Some suggestions pertain to individualized education programs (IEPs). Others discuss ways to help change the attitudes of students without disabilities toward their new peers.
Four Inclusion Models That Work	21	(5)
Dori Elliott
Merry McKenney
The authors argue that 20 years of segregated instruction for students with special needs have not been superior to regular class-rooms. They support inclusive education and make a strong case for collaboration between special education and regular education with consultation, team teaching, aide services, and limited pullouts.
UNIT 2 Early Childhood Four unit articles discuss the implementation of special services to preschoolers with disabilities.
Overview	26	(20)
From Philosophy to Practice in Inclusive Early Childhood Programs	28	(5)
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.
Together Is Better: Specific Tips on How to Include Chidren with Various Types of Disabilities	33	(3)
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.
``Buddy Skills'' for Preschoolers	36	(5)
Kris English
Howard Goldstein
Louise Kaczmarek
Karin Shafer
Preschool is the ideal time to help young children with exceptionalities and their peers to form friendships. Children develop accepting and sensitive attitudes toward each other and toward conditions of disability using this ``Buddy Skills'' training program.
Dyads and Data in Peer Coaching	41	(5)
Cynthia O. Vail
Jennifer M. Tschantz
Alicia Bevill
Two methods of peer coaching that enhance early childhood education through collaboration are described. In one model experts observe teachers and give them feedback and recommendations. In the other, teachers observe and give feedback to each other. This has had especially good results with classroom behavior disorders.
UNIT 3 Learning Disabilities The assessment and special needs of students with learning disabilities are addressed in his unit's three selections.
Overview	46	(30)
Learning Disabilities	48	(20)
G. Reid Lyon
Learning disabilities are defined and their prevalence rates discussed with emphases on legal processes, co-occurring dis-orders (attention deficit disorder, social maladjstment), and methods of assessment in this essay. G. Reid Lyon suggests possible biological causative factors and includes a summary of treatment methods that work
Pyramid Power for Collaborative Planning	68	(4)
Jeanne Shay Schumm
Sharon Vaughn
Judy Harris
This article suggests collaboration between special education and regular classroom teachers to meet the needs of individual students with learning disabilities, language impairments, or cultural diversity. Learning pyramids help students understand that it is okay for some to learn more than others about different topics.
Mega-Analysis of Meta-Analyses: What Works in Special Education and Related Services	72	(4)
Steven Forness
Kenneth A. Kavale
Ilaina M. Blum
John W. Lloyd
This article contains suggestions of what works and what shows promise in helping students with learning disabilities. Research analysis includes a look at peer tutoring, computers, early childhood intervention, assessment using formative evaluation, and many other topics.
UNIT 4 Speech and Language Impairments In this unit, two selections examine communication disorders and suggest ways in which students can develop their speech and language.
Overview	76	(14)
Distinguishing Language Differences from Language Disorders in Linguistically and Culturally Diverse Students	78	(4)
Celeste Roseberry-McKibbin
In this essay, a diagnostic pie chart illustrates four groups of children with problems of communication. Language differences versus language disorders and normal learning ability versus learning disability are considered. Methods of assessment are enumerated. A consideration of cultural diversity can prevent false negative and false positive identifications.
Language Interaction Techniques for Stimulating the Development of At-Risk Children in Infant and Preschool Day Care	82	(8)
William Fowler
William Fowler explains the principles of language stimulation in early childhood and discusses methods of helping at-risk children with communication disorders. The personal experiences and succeses of several at-risk children help illustrate the usefulness of Dr. Fowler's techniques in preschool programs.
UNIT 5 Mental Retardation, Autism, and Traumatic Brain Injuries Four articles in this section discuss concerns and strategies for providing optimal educational programs for students with mental retardation, autism, and traumatic brain injuries.
Overview	90	(22)
The 1992 AAMR Definition and Preschool Children: Response from the Committee on Terminology and Classification	92	(7)
Ruth Luckasson
Robert L. Schalock
Martha E. Snell
Deborah M. Spitalnik
Recent legal processes and the 1992 classification system put forth by the American Association on Mental Retardation have raised several issues related to the definition, assessment, and intervention techniques of mental retardation. The authors explain and defend the use of new developmentally based labels and intensities of support needed in IFSPs (individualized family service plans) and IEPs (individualized education programs.)
Collaborative Planning for Inclusion of a Student with Developmental Disabilities	99	(6)
Jane E. Doelling
Suzanne Bryde
Judy Brunner
Barbara Martin
This article describes the transition into a middle school inclusive classroom of a student with mental retardation and language impairment. Collaboration, family involvement, IEPs, writing, and peer networks were essential ingredients of success.
Facilitating the Socialization of Children with Autism	105	(4)
Mark Brown
Jackie Kalbli
This report describes the personal experiences of two children with autism and concurrent mental retardation and language disorders in an early childhood inclusionary classroom. According to Mark Brown and Jackie Kalbli, the educational strategies used enhanced the children's cognitive and socialization skills.
Getting the Student with Head Injuries Back in School: Strategies for the Classroom	109	(3)
Mary Steensma
Students with traumatic brain injuries have difficulty reentering school. A majority are placed in education programs for mental retardation, physical impairments, or emotional disturbances. Mary Steensma argues that because their disabilities are acquired suddenly, their IEPs (individualized education programs) should address their special needs in transitional programs.
UNIT 6 Emotional and Behavioral Disturbances Ways to teach emotionally and behaviorally disordered students are discussed in the unit's three articles.
Overview	112	(18)
Group Development for Students with Emotional/Behavioral Disorders	114	(6)
Sylvia Rockwell
Eleanor Guetzloe
Students with emotional and behavioral disorders can benefit from working together in groups. In this article, the authors describe development of group work through three stages. Students eventually assist one another through peer tutoring. The teacher's role in the management and instruction of such groups is outlined.
How to Prevent Aggressive Behavior	120	(6)
Brian J. Abrams
Amiel Segal
Students with emotional and behavioral disorders need functional assessments of behaviors. Teaching prosocial alternative behaviors can prevent aggression. Teachers can modify and control classroom climate and be therapeutic in how they listen, talk, and act.
How to Defuse Defiance, Threats, Challenges, Confrontations...	126	(4)
Geoff Colvin
David Ainge
Ron Nelson
The authors of this essay advise teachers in inclusive education classrooms on how to manage the behavior of students with emotional and behavioral disorders. Use of these defusing strategies can minimize confrontations and maximize learning opportunities.
UNIT 7 Vision and Hearing Impairments Three selections discuss the special needs of visually and hearing impaired children from infancy through secondary school.
Overview	130	(18)
Preschool Orientation and Mobility: A Review of the Literature	132	(5)
Susan Leong
Legal processes have extended special services to early childhood exceptionalities. Children with visual impairments can receive orientation and mobility (O&M) training from birth. Susan Leong discusses approaches, devices, and levels of training for preschoolers.
A Child with Severe Hearing Loss Joins Our Learning Community	137	(6)
Mary Jane Blasi
Lori Priestley
This story of a school child with a hearing impairment and language impairment in an inclusive classroom has much to teach about family involvement, collaboration, and the use of special technology such as a phonic ear and cued speech.
Multimedia Stories for Deaf Children	143	(5)
Jean F. Andrews
Donald L. Jordan
Multimedia computers make it much easier to teach children with hearing impairments and/or speech and language impairments, and children from diverse cultures whose first language is not English. Print can be augmented with sound, graphics, animation, and movies.
UNIT 8 Multiple Disabilities The educational implications of medical treatments for children with multiple impairments are examined in this unit's three articles.
Overview	148	(18)
Creating Inclusionary Opportunities for Learners with Multiple Disabilities: A Team-Teaching Approach	150	(4)
Melissa M. Jones
Laura Little Carlier
Students with health impairments, communication disorders, hearing impairments, visual impairments, and/or multiple impairments often concurrently have learning delays. Inclusive education placements can be open to doubt. Melissa Jones and Laura Little Carlier suggest team-teaching activities that help eliminate some of the problems.
The Unexpected Benefits of High School Peer Tutoring	154	(6)
Amy Wildman Longwill
Harold L. Kleinert
Students with multiple disabilities need performance based assessment. Peer tutors in inclusive education programs are especially beneficial in assisting with special areas of performance such as the development of career interests and making the transition into community living. Tutors receive benefits as well.
Perspectives on Technology in Special Education	160	(6)
A. Edward Blackhurst
Computers and technology are tools that can be used to assist in the education of students with multiple disabilities. Collaboration between teams of educators and/or other professionals can make technological assistance less complicated and more effective.
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.
Overview	166	(16)
``Can I Play Too?'' Adapting Common Classroom Activities for Young Children with Limited Motor Abilities	168	(5)
Kristyn Sheldon
Kristyn Sheldon offers suggestions for inclusive education of students with orthopedic impairments. Computers, dramatic play, art, sensory play, circle time, and other activities can be adapted to increase the participation of children with limited motor abilities.
Listening to Parents of Children with Disabilities	173	(3)
Linda Davern
Changing teachers' and classmates' attitudes toward children with physical and health impairments by building alliances with parents is Linda Davern's focus in this essay. She helps unravel concerns about cultural diversity, the family impact of having a child with a disability, and effective individualized education plan (IEP) problem solving.
Accessible Web Site Design	176	(6)
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.
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.
Overview	182	(12)
Meeting the Needs of Gifted and Talented Preschoolers	184	(3)
Suzanne M. Foster
Early childhood exceptionality includes children with special gifts and talents. Suzanne Foster suggests many teaching ideas for enriching their education and avoiding underachievement in the regular preschool classroom.
Gifted Students Suggest Reforms for Education: Listening to Gifted Students' Ideas	187	(4)
Lugene Polzella
Fifty gifted and talented students completed a survey about what would best meet their educational needs. Many of their suggestions are easy to implement. Family involvement with administrators and teachers can help make their dreams a reality.
Cluster Grouping of Gifted Students: How to Provide Full-Time Services on a Part-Time Budget	191	(3)
Susan Winebrenner
Barbara Devlin
Cluster grouping is an alternative to special tracking of students with special gifts and talents. This article provides information on how to meet these students' learning needs through open-ended cooperative tasks while keeping them in inclusive education settings.
UNIT 11 Transition The three articles in this section examine the problems and issues regarding transitions within school or from school to the community and workforce.
Overview	194	(31)
Making Comprehensive Inclusion of Special Needs Students Work in a Middle School	196	(8)
Paul D. Deering
Results of a 2-year study are presented that offer insights on how to help students with special needs make the transition from elementary to middle school inclusive education. Collaboration of special and regular education teachers and peer tutoring are stressed.
Transition from High School to Work or College: How Special Education Students Fare	204	(16)
Mary M. Wagner
Jose Blackorby
Special education students have many unmet needs. Over one-third drop out of school. Less than half the number of students with disabilities attend postsecondary schools compared to their nondisabled peers. This research report has profound implications for writing individualized education plans (IEPs) and for planning transitional services.
School-to-Work: A Model for Learning a Living	220	(5)
Michael Hartoonian
Richard Van Scotter
Phi Delta Kappan
The authors discuss the need for education to promote self-development, citizenship, and employment (artisanship). Our attitudes about individualized transition plans (ITPs) need to acknowledge all three characteristics. Transition requires learning cultural and civic virtues as well as how to earn a living.
Index	225	(3)
Article Review Form	228	(1)
Article Rating Form	229