Exceptional Lives: Special Education in Today's Schools

by Turnbull, Ann P.; Turnbull, H. Rutherford; Wehmeyer, Michael L.

• ISBN13: 9780131708693
• ISBN10: 0131708694
• Edition: 5th
• Format: Paperback
• Copyright: 2007-01-01
• Publisher: Pearson College Div

Summary

Through real-life stories of children and their families, Exceptional Lives provides teachers with a comprehensive experience in special education. Long noted for their focus on inclusion, families, and partnerships, the authors present a realistic look at the workings of special education as future teachers, both general and special educators, will need to know it. Focused on real students with special needs, this book offers strategies and interventions based upon 5 core values: envisioning high expectations, enhancing positive contributions, building on strengths, acting on choices, expanding relationships, and ensuring full citizenship. General K-12 Inservice Teachers and Special Educators.

Table of Contents

Overview of Today's Special Education	2	(28)
Who Is Thomas Ellenson?	2	(2)
Profile of Special Education Students and Personnel in Today's Schools	4	(4)
Who Are the Students?	4	(2)
Who Are Special Education Personnel?	6	(2)
Overview of the Law and Special Education	8	(3)
Two Types of Discrimination	8	(1)
Judicial Decisions and Legislation	8	(1)
The Span of Special Education: Birth Through Age 21	8	(1)
Special Education and Students' Eligibility	9	(1)
Components of Special Education	9	(2)
Categorical and Functional Approaches to Eligibility	11	(1)
Idea: Six Principles	11	(8)
Zero Reject	11	(1)
Nondiscriminatory Evaluation	12	(2)
Appropriate Education	14	(3)
Least Restrictive Environment	17	(1)
Procedural Due Process	18	(1)
Parent-Student Participation	18	(1)
Bringing the Six Principles Together	19	(1)
Federal Funding of Idea	19	(1)
No Child Left Behind Act: Six Principles	20	(1)
Other Federal Laws: Entitlements and Antidiscrimination	20	(3)
Entitlements and Other Services	22	(1)
Prohibiting Discrimination	22	(1)
Special Education Results	23	(2)
Looking to Tom's Future	25	(1)
Summary	26	(4)
Ensuring Progress in the General Curriculum through Universal Design for Learning and Inclusion	30	(26)
Who Are Heather and Star Morgan?	30	(2)
What Is ``Progress in the General Education Curriculum''?	32	(4)
How Does the General Education Curriculum Benefit Students with Disabilities?	33	(3)
Why Is Progress in the General Education Curriculum Valued?	36	(1)
How Do Supplementary Aids and Services and Universal Design for Learning Support Progress?	36	(4)
What Are Supplementary Aids and Services?	37	(1)
What Is Universal Design for Learning?	37	(2)
How Does Universal Design for Learning Facilitate Progress?	39	(1)
How Does Inclusion Support Progress?	40	(8)
What Are Student-Placement Trends?	40	(2)
What Is Inclusion?	42	(4)
What Student Outcomes Are Associated with Inclusion?	46	(1)
How Does Inclusion Facilitate Progress?	47	(1)
How Does a Student's IEP Assure Progress?	48	(3)
How Do You Design an IEP?	48	(3)
What Should Educators Do to Support Progress?	51	(1)
Creating Learning Communities	51	(1)
Designing Units and Lessons	51	(1)
Implementing Schoolwide Instructional Strategies	52	(1)
Looking to Star's and Heather's Future	52	(1)
Summary	53	(3)
Today's Multicultural, Bilingual, and Diverse Schools	56	(24)
Who Is Joesian Cortes?	56	(2)
Defining Culture and Its Implications for Special Education	58	(2)
The Social Context of Special Education	60	(6)
History Before the Enactment of IDEA	60	(2)
Enactment and Implementation of IDEA	62	(3)
Current Trends and Issues	65	(1)
Evaluating Students from Culturally- and Linguistically-Diverse Backgrounds	66	(2)
The Prereferral Process	66	(1)
Nondiscriminatory Evaluation	67	(1)
Using Effective Instructional Strategies	68	(4)
Personal Dimension of Culturally Responsive Professional Practice	68	(2)
Technical Dimension of Culturally Responsive Practice	70	(1)
Culturally Responsive Pedagogy for Ethnically-Diverse Students	70	(1)
Culturally Responsive Pedagogy for Linguistically-Diverse Learners	70	(2)
Institutional Dimension of Culturally Responsive Practice	72	(1)
Including Students from Culturally- and Linguistically-Diverse Backgrounds	72	(2)
Partnerships in Schools: A Brief History	72	(2)
Assessing Students' Progress in a Culturally Responsive Manner	74	(3)
Looking to Joesian's Future	77	(1)
Summary	78	(2)
Today's Families and Their Partnerships with Professionals	80	(24)
Who Is the Holley Family?	80	(2)
Who Are Today's Families?	82	(2)
Defining ``Family''	82	(1)
Demographics of Today's Families	82	(2)
What Are Partnerships and Why Are They Important?	84	(1)
Defining Partnerships	84	(1)
Importance of Partnerships	84	(1)
How Do Children with Exceptionalities Affect Their Families' Quality of Life, and What Is Your Role as an Educator?	85	(8)
Emotional Well-Being	86	(1)
Parenting	87	(1)
Family Interaction	88	(2)
Physical/Material Well-Being	90	(1)
Disability-Related Support	91	(2)
How Can You Form Partnerships with Families?	93	(8)
Communication	94	(2)
Professional Competence	96	(1)
Respect	97	(1)
Commitment	98	(1)
Equality	99	(1)
Advocacy	99	(1)
Trust	100	(1)
Looking to Sean's Future	101	(1)
Summary	101	(3)
Understanding Students with Learning Disabilities	104	(26)
Who Is Lauren Marsh?	104	(2)
Identifying Students with Learning Disabilities	106	(5)
Defining Learning Disabilities	106	(1)
Describing the Characteristics	106	(1)
Academic Achievement	107	(1)
Memory	108	(1)
Metacognition	108	(1)
Social, Emotional, and Behavioral Characteristics	108	(1)
Determining the Causes	109	(2)
Evaluating Students with Learning Disabilities	111	(6)
Determining the Presence of a Learning Disability	111	(6)
Determining the Nature of Specially Designed Instruction and Services	117	(1)
Designing an Appropriate Individualized Education Program	117	(3)
Partnering for Special Education and Related Services	117	(1)
Determining Supplementary Aids and Services	118	(1)
Planning for Universal Design for Learning	119	(1)
Planning for Other Educational Needs	119	(1)
Using Effective Instructional Strategies	120	(4)
Early Childhood Students: Embedded Learning Opportunities	120	(1)
Elementary and Middle School Students: Differentiated Instruction	121	(1)
Secondary and Transition Students: Learning Strategies	122	(2)
Including Students with Learning Disabilities	124	(1)
Assessing Students' Progress	124	(2)
Measuring Students' Progress	124	(1)
Making Accommodations for Assessment	125	(1)
Looking to Lauren's Future	126	(1)
Summary	126	(4)
Understanding Students with Communication Disorders	130	(26)
Who Is George Wedge?	130	(2)
Identifying Students with Communication Disorders	132	(7)
Defining Communication Disorders	132	(1)
Describing the Characteristics	133	(6)
Determining the Causes	139	(1)
Evaluating Students with Communication Disorders	139	(3)
Determining the Presence of Communication Disorders	139	(3)
Determining the Nature of Specially Designed Instruction and Services	142	(1)
Designing an Appropriate Individualized Education Program	142	(4)
Partnering for Special Education and Related Services	142	(2)
Determining Supplementary Aids and Services	144	(1)
Planning for Universal Design for Learning	144	(1)
Planning for Other Educational Needs	145	(1)
Using Effective Instructional Strategies	146	(3)
Early Childhood Students: Facilitative Language Strategies	146	(1)
Elementary and Middle School Students: Graphic Organizer Modifications	146	(2)
Secondary and Transitional Students: Augmented Input	148	(1)
Including Students with Communication Disorders	149	(4)
Assessing Students' Progress	150	(1)
Measuring Students' Progress	150	(1)
Making Accommodations for Assessment	151	(2)
Looking to George's Future	153	(1)
Summary	153	(3)
Understanding Students with Emotional or Behavioral Disorders	156	(24)
Who Is Matthew Ackinclose?	156	(2)
Identifying Students with Emotional or Behavioral Disorders	158	(7)
Defining Emotional or Behavioral Disorders	158	(1)
Describing the Characteristics	158	(4)
Determining the Causes	162	(3)
Evaluating Students with Emotional or Behavioral Disorders	165	(2)
Determining the Presence of Emotional or Behavioral Disorders	165	(2)
Determining the Nature of Specially Designed Instruction and Services	167	(1)
Designing an Appropriate Individualized Education Program	167	(4)
Partnering for Special Education and Related Services	167	(1)
Determining Supplementary Aids and Services	168	(1)
Planning for Universal Design for Learning	169	(1)
Planning for Other Educational Needs	170	(1)
Using Effective Instructional Strategies	171	(3)
Early Childhood Students: Multicomponent Interventions to Prevent Conduct Disorders	171	(1)
Elementary and Middle School Students: Service Learning	171	(1)
Secondary and Transition Students: Conflict Resolution	172	(2)
Including Students with Emotional or Behavioral Disorders	174	(1)
Assessing Students' Progress	175	(2)
Measuring Students' Progress	175	(2)
Making Accommodations for Assessment	177	(1)
Looking to Matthew's Future	177	(1)
Summary	177	(3)
Understanding Students with Attention-Deficit/Hyperactivity Disorder	180	(26)
Who Is Kelsey Blankenship?	180	(2)
Identifying Students with AD/HD	182	(6)
Defining Attention-Deficit/Hyperactivity Disorder	182	(1)
Describing the Characteristics	182	(5)
Determining the Causes	187	(1)
Evaluating Students with AD/HD	188	(3)
Determining the Presence of AD/HD	188	(2)
Determining the Nature and Extent of Specially Designed Instruction and Services	190	(1)
Designing an Appropriate Individualized Education Program	191	(6)
Partnering for Special Education and Related Services	191	(1)
Determining Supplementary Aids and Services	192	(3)
Planning for Universal Design for Learning	195	(1)
Planning for Other Educational Needs	196	(1)
Using Effective Instructional Strategies	197	(3)
Early Childhood Students: Multidisciplinary Diagnostic and Training Program	197	(1)
Elementary and Middle School Students: Errorless Learning	198	(1)
Secondary and Transition Students: Cognitive Behavioral and Self-Control Strategies	199	(1)
Including Students with AD/HD	200	(1)
Assessing Students' Progress	200	(3)
Measuring Students' Progress	200	(3)
Making Accommodations for Assessment	203	(1)
Looking to Kelsey's Future	203	(1)
Summary	203	(3)
Understanding Students with Mental Retardation	206	(24)
Who Is Erica Scott?	206	(2)
Identifying Students with Mental Retardation	208	(5)
Defining Students with Mental Retardation	208	(1)
Describing the Characteristics	209	(2)
Determining the Causes	211	(2)
Evaluating Students with Mental Retardation	213	(3)
Determining the Presence of Mental Retardation	213	(2)
Determining the Nature of Specially Designed Instruction and Services	215	(1)
Designing an Appropriate Individualized Education Program	216	(5)
Partnering for Special Education and Related Services	216	(1)
Determining Supplementary Aids and Services	217	(1)
Planning for Universal Design for Learning	218	(2)
Planning for Other Educational Needs	220	(1)
Using Effective Instructional Strategies	221	(3)
Early Childhood Students: Prelinguistic Milieu Teaching	221	(1)
Elementary and Middle School Students: The Self-Determined Learning Model of Instruction	221	(2)
Secondary and Transition Students: Community-based Instruction	223	(1)
Including Students with Mental Retardation	224	(1)
Assessing Students' Progress	225	(2)
Measuring Students' Progress	225	(2)
Making Accommodations for Assessment	227	(1)
Looking to Erica's Future	227	(1)
Summary	228	(2)
Understanding Students with Severe and Multiple Disabilities	230	(28)
Who Is Sierra Smith?	230	(2)
Identifying Students with Severe and Multiple Disabilities	232	(3)
Defining Severe and Multiple Disabilities	232	(1)
Describing the Characteristics	232	(2)
Determining the Causes	234	(1)
Evaluating Students with Severe and Multiple Disabilities	235	(2)
Determining the Presence of Severe and Multiple Disabilities	235	(2)
Determining the Nature of Specially Designed Instruction and Services	237	(1)
Designing an Appropriate Individualized Education Program	237	(8)
Partnering for Special Education and Related Services	237	(2)
Determining Supplementary Aids and Services	239	(1)
Planning for Universal Design for Learning	240	(3)
Planning for Other Educational Needs	243	(2)
Using Effective Instructional Strategies	245	(4)
Early Childhood Students: The Circle of Inclusion Model	245	(1)
Elementary and Middle School Students: The Partial Participation Principle	246	(1)
Secondary and Transition Students: Student Directed Learning Strategies	247	(2)
Including Students with Severe and Multiple Disabilities	249	(2)
Assessing Students' Progress	251	(2)
Measuring Students' Progress	251	(2)
Making Accommodations for Assessment	253	(1)
Looking to Sierra's Future	253	(1)
Summary	254	(4)
Understanding Students with Autism	258	(26)
Who Is Jeremy Jones?	258	(2)
Identifying Students with Autism	260	(5)
Defining Autism	260	(1)
Describing the Characteristics	260	(4)
Determining the Causes	264	(1)
Evaluating Students with Autism	265	(2)
Determining the Presence of Autism	265	(1)
Determining the Nature of Specially Designed Instruction and Services	265	(2)
Designing an Appropriate Individualized Education Program	267	(5)
Partnering for Special Education and Related Services	267	(2)
Determining Supplementary Aids and Services	269	(1)
Planning for Universal Design for Learning	269	(2)
Planning for Other Educational Needs	271	(1)
Using Effective Instructional Strategies	272	(6)
Early Childhood Students: Social Stories	272	(1)
Elementary and Middle School Students: Positive Behavior Support	273	(3)
Secondary and Transition Students: Discrete Trial Training	276	(2)
Including Students with Autism	278	(1)
Assessing Students' Progress	279	(2)
Measuring Students' Progress	279	(2)
Making Accommodations for Assessment	281	(1)
Looking to Jeremy's Future	281	(1)
Summary	282	(2)
Understanding Students with Physical Disabilities and Other Health Impairments	284	(28)
Who Is Ryan Frisella?	284	(1)
Who Is Kwashon Drayton?	285	(1)
Identifying Students with Physical Disabilities and Other Health Impairments	286	(1)
Physical Disabilities	286	(3)
Defining Physical Disabilities	286	(1)
Cerebral Palsy: Describing the Characteristics and Determining the Causes	286	(2)
Spina Bifida: Describing the Characteristics and Determining the Causes	288	(1)
Other Health Impairments	289	(5)
Defining Other Health Impairments	289	(1)
Epilepsy: Describing the Characteristics and Determining the Causes	290	(2)
Asthma: Describing the Characteristics and Determining the Causes	292	(2)
Evaluating Students with Physical Disabilities and Other Health Impairments	294	(4)
Determining the Presence of Physical Disabilities and Other Health Impairments	294	(1)
Determining the Nature of Specially Designed Instruction and Services	294	(4)
Designing an Appropriate Individualized Education Program	298	(4)
Partnering for Special Education and Related Services	298	(1)
Determining Supplementary Aids and Services	299	(1)
Planning for Universal Design for Learning	299	(3)
Planning for Other Educational Needs	302	(1)
Using Effective Instructional Strategies	302	(3)
Early Childhood Students: Token Economy Systems	302	(1)
Elementary and Middle School Students: Self-Awareness	303	(2)
Secondary and Transition Students: Driver's Education	305	(1)
Including Students with Physical Disabilities and Other Health Impairments	305	(1)
Assessing Students' Progress	306	(2)
Measuring Students' Progress	306	(2)
Making Accommodations for Assessment	308	(1)
Looking to Ryan's Future	308	(1)
Looking to Kwashon's Future	309	(1)
Summary	309	(3)
Understanding Students with Traumatic Brain Injury	312	(24)
Who Is Jarris Garner?	312	(2)
Identifying Students with Traumatic Brain Injury	314	(5)
Defining Traumatic Brain Injury	314	(1)
Describing the Characteristics	315	(2)
Determining the Causes	317	(2)
Evaluating Students with Traumatic Brain Injury	319	(2)
Determining the Presence of Traumatic Brain Injury	319	(2)
Determining the Nature of Specially Designed Instruction and Services	321	(1)
Designing an Appropriate Individualized Education Program	321	(6)
Partnering for Special Education and Related Services	321	(2)
Determining Supplementary Aids and Services	323	(1)
Planning for Universal Design for Learning	324	(1)
Planning for Other Educational Needs	325	(2)
Using Effective Instructional Strategies	327	(3)
Early Childhood Students: Collaborative Teaming	327	(1)
Elementary and Middle School Students: Cooperative Learning	327	(1)
Secondary and Transition Students: Problem-Solving and Decision-Making Instruction	328	(2)
Including Students with Traumatic Brain Injury	330	(1)
Assessing Students' Progress	330	(2)
Measuring Students' Progress	330	(2)
Making Accommodations for Assessment	332	(1)
Looking to Jarris's Future	332	(1)
Summary	333	(3)
Understanding Students with Hearing Loss	336	(32)
Who Are Mariah, Ricquel, and Shylah Thomas?	336	(2)
Identifying Students with Hearing Loss	338	(8)
Defining Hearing Loss	338	(1)
The Hearing Process	339	(2)
Describing the Characteristics	341	(3)
Determining the Causes	344	(2)
Evaluating Students with Hearing Loss	346	(5)
Determining the Presence of Hearing Loss	346	(1)
Determining the Nature of Specially Designed Instruction and Services	347	(4)
Designing an Appropriate Individualized Education Program	351	(3)
Partnering for Special Education and Related Services	351	(1)
Determining Supplementary Aids and Services	352	(1)
Planning for Universal Design for Learning	353	(1)
Planning for Other Educational Needs	354	(1)
Using Effective Instructional Strategies	354	(5)
Early Childhood Students: Language-Rich Environments	354	(1)
Elementary and Middle School Students: Reading and Writing Intervention	355	(1)
Secondary and Transition Students: Community-Based Instruction	356	(3)
Including Students with Hearing Loss	359	(4)
Educational Quality	359	(1)
Educational Placement	360	(3)
Assessing Students' Progress	363	(1)
Measuring Students' Progress	363	(1)
Progress in the General Curriculum	363	(1)
Progress in Addressing Other Educational Needs	364	(1)
Making Accommodations for Assessment	364	(1)
Looking to Mariah's, Ricquel's, and Shylah's Future	364	(1)
Summary	365	(3)
Understanding Students with Visual Impairments	368	(30)
Who Is Haley Sumner?	368	(2)
Identifying Students with Visual Impairments	370	(4)
Defining Visual Impairments	370	(2)
Describing the Characteristics	372	(2)
Determining the Causes	374	(1)
Evaluating Students with Visual Impairments	374	(6)
Determining the Presence of Visual Impairments	374	(4)
Determining the Nature of Specially Designed Instruction and Services	378	(2)
Designing an Appropriate Individualized Education Program	380	(9)
Partnering for Special Education and Related Services	380	(5)
Determining Supplementary Aids and Services	385	(1)
Planning for Universal Design for Learning	386	(1)
Planning for Other Educational Needs	387	(2)
Using Effective Instructional Strategies	389	(3)
Early Childhood Students: Programming That Focuses on Real Experiences	389	(2)
Elementary and Middle School Students: Accommodations to Develop Basic Skills	391	(1)
Secondary and Transition Students: Preparing for Adult Life	391	(1)
Including Students with Visual Impairments	392	(1)
Assessing Students' Progress	393	(1)
Measuring Students' Progress	393	(1)
Making Accommodations for Assessment	394	(1)
Looking to Haley's Future	394	(1)
Summary	394	(4)
Understanding Students Who Are Gifted and Talented	398	(25)
Who Is Briana Hoskins?	398	(2)
Identifying Students Who Are Gifted and Talented	400	(6)
Defining Gifted and Talented	400	(3)
Describing the Characteristics	403	(3)
Determining the Origins	406	(1)
Evaluating Students Who Are Gifted and Talented	406	(3)
Determining the Presence of Giftedness and Talents	406	(1)
Determining the Nature of Specially Designed Instruction and Services	407	(2)
Designing an Appropriate Individualized Education Program	409	(3)
Partnering for Special Education and Related Services	409	(1)
Determining Supplementary Aids and Services	410	(1)
Planning for Universal Design for Learning	410	(1)
Planning for Other Educational Needs	411	(1)
Using Effective Instructional Strategies	412	(3)
Early Childhood Students: Multiple Intelligences	412	(1)
Elementary and Middle School Students: Schoolwide Enrichment	413	(1)
Secondary and Transition Students: Promoting Creativity and Critical-Thinking Skills	414	(1)
Including Students Who Are Gifted and Talented	415	(1)
Assessing Students' Progress	416	(3)
Measuring Students' Progress	416	(3)
Making Accommodations for Assessment	419	(1)
Looking to Briana's Future	419	(1)
Summary	420	(3)
Appendix A	423	(7)
Glossary	430	(10)
References	440	(27)
Name Index	467	(12)
Subject Index	479