Exceptional Lives : Special Education in Today's Schools

by Turnbull, Ann; Shank, Marilyn; Smith, Sean; Leal, Dorothy; Turnbull, Rud

• ISBN13: 9780130308535
• ISBN10: 0130308536
• Edition: 3rd
• Format: Paperback
• Copyright: 2001-03-01
• Publisher: Prentice Hall

Summary

For introductory courses in Special Education. The authors of this introductory text have a vision for special educationto equip general and special education teachers with the principles, values and teaching practices that support the education of the majority of students with disabilities in general education programs. Beginning with a thorough review of the principles that undergird IDEA and the process of nondiscriminatory evaluation, the authors explore the teaching and collaborative processes necessary for implementing best practices and Individuals with Disabilities Education Act of 1997. Using a categorical approach, the authors highlight real students with real disabilities and use their stories as a vehicle for describing the characteristics, causes, and challenges that people with exceptionalities face and that both general and special education teachers must consider when making decisions about how, where, and what to teach.

Table of Contents

Overview of Today's Special Education	2	(38)
Profile of Special Education Students and Personnel in Today's Schools	4	(10)
Who Are the Students?	5	(8)
Who Are Special Education Personnel?	13	(1)
What Are the Results for Students with Disabilities?	14	(2)
Three Leaders Who Changed Special Education: A History of Reform	16	(3)
Lioyd Dunn: Questioning the Efficacy of Special Education Placement	17	(1)
Evelyn Deno: Proposing a Cascade of Services	17	(1)
James Gallagher: Advocating for a Special Education Contract	17	(2)
Judicial Preludes to Federal Special Education Law: A History of Discrimination	19	(1)
Two Types of Discrimination	19	(1)
Two Revolutionary Judicial Decisions	19	(1)
Individuals with Disabilities Education Act: Introduction and Eligibility	20	(4)
Introduction to IDEA: Progress but Problems	20	(2)
Eligibility for Special Education: Need and Age Groups	22	(2)
IDEA: Six Principles	24	(8)
Zero Reject	25	(1)
Nondiscriminatory Evaluation	26	(1)
Appropriate Education	27	(1)
Least Restrictive Environment	28	(3)
Procedural Due Process	31	(1)
Parent-Student Participation	32	(1)
Federal Funding of Individuals with Disabilities Education Act	32	(2)
IDEA as Grant-in-Aid for States	32	(2)
Other Federal Laws: Entitlements and Antidiscrimination	34	(3)
Entitlements and Other Services	34	(1)
Prohibition of Discrimination	35	(2)
A Vision for the Future	37	(1)
What Do You Think?	37	(1)
Summary	38	(2)
Implementing IDEA's Principles	40	(32)
Framework for Implementing IDEA	42	(1)
Nondiscriminatory Evaluation: Screening, Prereferral and Referral	43	(4)
Screening	44	(1)
Prereferral	45	(2)
Referral	47	(1)
Nondiscriminatory Evaluation	47	(11)
Nondiscriminatory Evaluation Procedures and Standards	47	(4)
Assessment Instruments	51	(4)
Administration of Nondiscriminatory Assessments	55	(3)
Appropriate Education	58	(10)
Developing the IFSP/IEP	59	(9)
A Vision for the Future	68	(2)
What Do You Think?	70	(1)
Summary	70	(2)
Special Education Today: Inclusion and Collaboration	72	(32)
General and Special Education School Reform	74	(2)
School Reform via Standards-Based Reform	74	(1)
School Reform via the Individuals with Disabilities Education Act	75	(1)
Forerunners to Inclusion: Mainstreaming and the Regular Education Initiative	76	(2)
Mainstreaming	76	(1)
The Regular Education Initiative	77	(1)
First-Generation Inclusion	78	(11)
The Evolution Toward Inclusion	79	(1)
Extent of Implementation	79	(1)
Three Key Components	80	(5)
Challenges Encountered in Inclusion	85	(4)
Second-Generation Inclusion	89	(4)
Crossroads: From First-to Second-Generation Inclusion	90	(1)
Overview of Second-Generation Inclusion	90	(3)
Collaboration as a Prerequisite for Inclusion	93	(7)
Definition of Collaboration	94	(1)
Rationale for Collaboration	95	(1)
Roles of Potential Collaborators	95	(5)
State-of-the-Art Collaborative Approaches	100	(1)
Process of Creating Collaborative Teams	100	(1)
A Vision for the Future	100	(2)
What Do You Think?	102	(1)
Summary	102	(2)
Learning Disabilities	104	(40)
Who Are Students with Learning Disabilities?	106	(12)
Defining Learning Disabilities	106	(2)
Describing the Characteristics	108	(6)
Identifying the Causes of Learning Disabilities	114	(2)
Identifying the Prevalence of Learning Disabilities	116	(2)
How Are Students with Learning Disabilities Evaluated?	118	(5)
Determining the Presence of a Learning Disability	118	(3)
Determining the Nature and Extent of Special Education and Related Services	121	(2)
How Can You Establish Effective Teaching Practices?	123	(12)
Set Curricular Goals	123	(1)
Implement Instruction	124	(6)
Observe Programs in Practice	130	(5)
How Can You Encourage Participation?	135	(5)
Practice Inclusion	135	(2)
Foster Collaboration	137	(3)
A Vision for Julia's Future	140	(1)
What Would You Recommend?	141	(1)
Summary	141	(3)
Emotional or Behavioral Disorders	144	(36)
Who Are Students with Emotional or Behavioral Disorders?	146	(13)
Defining Emotional or Behavioral Disorders	146	(1)
Describing the Characteristics	147	(7)
Identifying the Causes of Emotional or Behavioral Disorders	154	(2)
Identifying the Prevalence of Emotional or Behavioral Disorders	156	(3)
How Are Students with Emotional or Behavioral Disorders Evaluated?	159	(3)
Determining the Presence of Emotional or Behavioral Disorders	159	(2)
Determining the Nature and Extent of Special Education and Related Services	161	(1)
How Can You Establish Effective Teaching Practices?	162	(10)
Set Curricular Goals	162	(1)
Implement Instruction	163	(5)
Observe Programs in Practice	168	(4)
How Can You Encourage Participation?	172	(5)
Practice Inclusion	172	(1)
Foster Collaboration	173	(4)
A Vision for Tijuane's Future	177	(1)
What Would You Recommend?	177	(1)
Summary	178	(2)
Attention-Deficit/Hyperactivity Disorder	180	(42)
Who Are Students with Attention-Deficit/Hyperactivity Disorder?	182	(17)
Defining Attention-Deficit/Hyperactivity Disorder	184	(1)
Describing the Characteristics of Attention Deficit/Hyperactivity Disorder	185	(7)
Identifying the Causes of Attention Deficit/Hyperactivity Disorder	192	(5)
Identifying the Prevalence of Attention Deficit/Hyperactivity Disorder	197	(2)
How Are Students with Attention-Deficit/Hyperactivity Disorder Evaluated?	199	(4)
Determining the Presence of Attention Deficit/Hyperactivity Disorder	199	(3)
Determining the Nature and Extent of Special Education and Related Services	202	(1)
How Can You Establish Effective Teaching Practices?	203	(13)
Set Curricular Goals	203	(3)
Implement Instruction	206	(5)
Observe Programs in Practice	211	(5)
How Can You Encourage Participation?	216	(4)
Practice Inclusion	216	(1)
Foster Collaboration	217	(3)
A Vision for Taylor's Future	220	(1)
What Would You Recommend?	220	(1)
Summary	221	(1)
Giftedness	222	(38)
Who Are Students with Giftedness?	224	(13)
Defining Giftedness	224	(7)
Describing the Characteristics	231	(5)
Identifying the Causes of Giftedness	236	(1)
Identifying the Prevalence of Giftedness	236	(1)
How Are Students Who Are Gifted Evaluated?	237	(6)
Determining the Presence of Giftedness	237	(5)
Determining the Nature and Extent of Special Education and Related Services	242	(1)
How Can You Establish Effective Teaching Practices?	243	(2)
Set Curricular Goals	243	(2)
Implement Instruction	245	(7)
Observe Programs in Practice	248	(4)
How Can You Encourage Participation?	252	(5)
Practice Inclusion	252	(3)
Foster Collaboration	255	(2)
A Vision for Brea's Future	257	(1)
What Would You Recommend?	258	(1)
Summary	258	(2)
Mental Retardation	260	(40)
Who Are Students with Mental Retardation	262	(16)
Defining Mental Retardation	262	(3)
Describing the Characteristics of Mental Retardation	265	(10)
Identifying the Causes of Mental Retardation	275	(2)
Identifying the Prevalence of Mental Retardation	277	(1)
How Are Students with Mental Retardation Evaluated?	278	(2)
Determining the Presence of Mental Retardation	278	(2)
Determining the Nature and Extent of Special Education and Related Services	280	(1)
How Can You Establish Effective Teaching Practices?	280	(13)
Set Curricular Goals	280	(3)
Implement Instruction	283	(2)
Observe Programs in Practice	285	(8)
How Can You Encourage Participation?	293	(3)
Practice Inclusion	293	(1)
Foster Collaboration	294	(2)
A Vision for Tory's Future	296	(2)
What Would You Recommend?	298	(1)
Summary	298	(2)
Severe and Multiple Disabilities	300	(36)
Who Are Students with Severe and Multiple Disabilities?	302	(9)
Defining Severe and Multiple Disabilities	302	(1)
Describing the Characteristics of Severe and Multiple Disabilities	303	(3)
Identifying the Causes of Severe and Multiple Disabilities	306	(5)
Identifying the Prevalence of Severe and Multiple Disabilities	311	(1)
How Are Students with Severe and Multiple Disabilities Evaluated?	311	(4)
Determining the Presence of Severe and Multiple Disabilities	311	(1)
Determining the Nature and Extent of Special Education and Related Services	311	(4)
How Can You Establish Effective Teaching Practices?	315	(14)
Set Curricular Goals	315	(3)
Implement Instruction	318	(5)
Observe Programs in Practice	323	(6)
How Can You Encourage Participation?	329	(3)
Practice Inclusion	329	(2)
Foster Collaboration	331	(1)
A Vision for Joshua's Future	332	(1)
What Would You Recommend?	333	(1)
Summary	333	(3)
Autism	336	(32)
Who Are Students with Autism	338	(10)
Defining Autism	338	(1)
Describing the Characteristics	338	(8)
Identifying the Causes of Autism	346	(1)
Identifying the Prevalence of Autism	347	(1)
How Are Students with Autism Evaluated?	348	(2)
Determining the Presence of Autism	348	(1)
Determining the Nature and extent of special Education and Related Services	348	(2)
How Can You Establish Effective Teaching Practices?	350	(13)
Set Curricular Goals	350	(1)
Implement Instruction	350	(3)
Observe Programs in Practice	353	(10)
How Can You Encourage Participation?	363	(2)
Practice Inclusion	363	(1)
Foster Collaboration	363	(2)
A Vision for Jeremy's Future	365	(1)
What Would You Recommend?	366	(1)
Summary	366	(2)
Other Health Impairments	368	(36)
Who Are Students with Other Health Impairments	370	(14)
Defining Other Health Impairments	370	(1)
Describing the Characteristics	371	(12)
Identifying the Causes of Other Health Impairments	383	(1)
Identifying the Prevalence of Other Health Impairments	384	(1)
How Are Students with Other Health Impairments Evaluated?	384	(1)
Determining the Presence of Other Health Impairments	384	(1)
Determining the Nature and Extent of Special Education and Related Services	385	(1)
How Can You Establish Effective Teaching Strategies?	385	(11)
Set Curricular Goals	385	(2)
Implement Instruction	387	(7)
Observe Programs in Practice	394	(2)
How Can You Encourage Participation?	396	(5)
Practice Inclusion	396	(2)
Foster Collaboration	398	(3)
A Vision for Jacob's Future	401	(1)
What Would You Recommend?	402	(1)
Summary	402	(2)
Physical Disabilities	404	(34)
Who Are Students with Physical Disabilities?	406	(7)
Defining Physical Disabilities	406	(1)
Describing the Characteristics	406	(7)
Identifying the Prevalence of Physical Disabilities	413	(1)
Preventing Physical Disabilities	413	(1)
How Are Students with Physical Disabilities Evaluated?	413	(4)
Determining the Presence of Physical Disabilities	413	(2)
Determining the Nature and Extent of Special Education and Related Services	415	(2)
How Can You Establish Effective Teaching Practices?	417	(13)
Set Curricular Goals	417	(1)
Implement Instruction	418	(7)
Observe Programs in Practice	425	(5)
How Can You Encourage Participation?	430	(5)
Practice Inclusion	430	(2)
Foster Collaboration	432	(3)
A Vision for Rommel's Future	435	(1)
What Would You Recommend?	436	(1)
Summary	436	(2)
Traumatic Brain Injury	438	(42)
Who Are Students with Traumatic Brain Injury?	440	(14)
Defining Traumatic Brain Injury	440	(4)
Describing the Characteristics	444	(8)
Identifying the Causes of Traumatic Brain Injury	452	(2)
Identifying the Prevalence of Traumatic Brain Injury	454	(1)
How Are Students with Traumatic Brain Injury Evaluated?	454	(5)
Determining the Presence of Traumatic Brain Injury	455	(3)
Determining the Nature and Extent of Special Education and Related Services	458	(1)
How Can You Establish Effective Teaching Practices?	459	(13)
Set Curricular Goals	459	(1)
Implement Instruction	459	(4)
Observe Programs in Practice	463	(9)
How Can You Encourage Participation?	472	(5)
Practice Inclusion	472	(1)
Foster Collaboration	473	(4)
A Vision for Jarris's Future	477	(1)
What Would You Recommend?	478	(1)
Summary	478	(2)
Communication Disorders	480	(36)
Who Are Students with Communication Disorders?	482	(15)
Defining Communication Disorders	482	(3)
Describing the Characteristics	485	(11)
Identifying the Causes of Communication Disorders	496	(1)
Identifying the Prevalence of Communication Disorders	496	(1)
How Are Students with Communication Disorders Evaluated?	497	(3)
Determining the Presence of Communication Disorders	497	(3)
Determining the Nature and Extent of Special Education and Related Services	500	(1)
How Can You Establish Effective Teaching Practices?	500	(8)
Set Curricular Goals	500	(1)
Implement Instruction	500	(5)
Observe Programs in Practice	505	(3)
How Can You Encourage Participation?	508	(4)
Practice Inclusion	508	(2)
Foster Collaboration	510	(2)
A Vision for Martin's Future	512	(2)
What Would You Recommend?	513	(1)
Summary	514	(2)
Hearing Loss	516	(40)
Who Are Students with Hearing Loss?	518	(12)
Defining Hearing Loss	518	(3)
Describing the Characteristics	521	(5)
Identifying the Causes of Hearing Loss	526	(3)
Identifying the Prevalence of Hearing Loss	529	(1)
How Are Students with Hearing Loss Evaluated?	530	(6)
Determining the Presence of Hearing Loss	530	(3)
Determining the Nature and Extent of Special Education and Related Services	533	(3)
How Can You Establish Effective Teaching Practices?	536	(1)
Set Curricular Goals	536	(1)
Implement Instruction	537	(5)
Observe Programs in Practice	542	(3)
How Can You Encourage Participation?	545	(1)
Practice Inclusion	545	(3)
Foster Collaboration	548	(5)
A Vision for Amala's Future	553	(1)
What Would You Recommend?	553	(1)
Summary	553	(3)
Blindness and Low Vision	556	(41)
Who Are Students with Visual Impairment?	558	(10)
Defining Visual Impairment	558	(1)
Describing the Characteristics	559	(5)
Identifying the Causes of Visual Impairment	564	(3)
Identifying the Prevalence of Visual Impairment	567	(1)
How Are Students with Visual Impairments Evaluated?	568	(4)
Determining the Presence of a Visual Impairment	568	(3)
Determining the Nature and Extent of Special Education and Related Services	571	(1)
How Can You Establish Effective Teaching Practices?	572	(16)
Set Curricular Goals	572	(1)
Implement Instruction	572	(11)
Observe Programs in Practice	583	(5)
How Can You Encourage Participation?	588	(6)
Practice Inclusion	588	(2)
Foster Collaboration	590	(4)
A Vision for Elexis's Future:	594	(1)
What Would You Recommend?	594	(1)
Summary	594	(3)
Glossary	597	(8)
References	605	(36)
Name Index	641	(12)
Subject Index	653	(20)
Photo Credits	673