Historical Foundations of High-Incidence Disabilities | |
High-Incidence Disabilities: Definition and Prevalence | p. 3 |
Labels and Categories | p. 4 |
Disability, Handicap, and Inability | p. 5 |
High-Incidence Disabilities and Mild Disabilities | p. 6 |
Prevalence | p. 6 |
Severity | p. 7 |
The Importance of Labels | p. 8 |
Educational Services | p. 9 |
Identification | p. 9 |
Definitions and Terminology | p. 10 |
Emotional and Behavioral Disorders | p. 10 |
Learning Disabilities | p. 12 |
Mild Mental Retardation | p. 15 |
Overlap Among High-Incidence Disabilities | p. 16 |
Summary | p. 17 |
Case Studies | p. 19 |
Marcus | p. 19 |
Sara | p. 19 |
References | p. 20 |
The History and Current Trends Surrounding High-Incidence Disabilities | p. 23 |
Before the Education for All Handicapped Children Act | p. 24 |
The Early 19th Century | p. 25 |
Middle to Late 19th Century | p. 26 |
The 20th Century | p. 26 |
1975-Education for All Handicapped Children Act | p. 27 |
The Regular Education Initiative | p. 29 |
The Full Inclusion Movement | p. 30 |
Reauthorization of EAHCA | p. 31 |
The 1990 Reauthorization, Now Idea | p. 31 |
The 1997 Reauthorization | p. 31 |
The 2004 Reauthorization, NCLB, and Related Events | p. 32 |
No Child Left Behind | p. 34 |
Summary | p. 36 |
Case Study | p. 38 |
Greg | p. 38 |
References | p. 39 |
Understanding Causal Factors Related to High-Incidence Disabilities | p. 43 |
Normal (Typical) Development, Abnormal (Atypical) Development, and Risk | p. 45 |
Biological Risk Factors | p. 46 |
Brain Development and Function | p. 46 |
Genes-Heredity | p. 49 |
Temperament | p. 52 |
Other Biological Risk Factors | p. 54 |
Implications of Biological Risk Factors | p. 54 |
Environmental Risk Factors | p. 55 |
Prenatal Factors | p. 55 |
Perinatal Factors | p. 56 |
Postnatal Factors | p. 56 |
Family Factors | p. 57 |
Community Factors | p. 61 |
School and Cultural Factors | p. 62 |
Interaction of Biological and Environmental Factors | p. 64 |
Summary | p. 64 |
Case Studies | p. 66 |
Chandler | p. 66 |
Rhiannon | p. 66 |
Lindsey | p. 67 |
References | p. 68 |
The Unique Characteristics and Learning Needs of Students with High-Incidence Disabilities | |
Characteristics of Students with Learning Disabilities | p. 75 |
History | p. 76 |
Foundation Period | p. 76 |
Emergent Period | p. 78 |
Characteristics | p. 82 |
Early Childhood | p. 82 |
Elementary Grades | p. 83 |
Adolescence | p. 88 |
Identification of Students with SLD | p. 88 |
Early Childhood | p. 88 |
Elementary Grades | p. 89 |
Adolescence | p. 91 |
Unique Learning Needs of Students with SLD | p. 92 |
Early Childhood | p. 92 |
Elementary | p. 93 |
Adolescence | p. 97 |
Summary | p. 98 |
Case Studies | p. 101 |
Elton | p. 101 |
Carmen | p. 101 |
Matt | p. 101 |
References | p. 102 |
Characteristics of Students with Emotional and Behavioral Disorders | p. 109 |
Characteristics and Identification of Students with Emotional and Behavioral Disorders | p. 110 |
Defining Emotional and Behavioral Disorders | p. 111 |
Identification of Students with EBD | p. 115 |
Changing Characteristics and Identification of EBD Across Age Levels | p. 116 |
Unique Learning Needs and Evidence-Based Practices | p. 124 |
Applied Behavior Analysis | p. 125 |
Social Competence Interventions | p. 126 |
Wraparound and Systems of Care | p. 127 |
Psychopharmacology Interventions | p. 129 |
Summary | p. 130 |
Case Studies | p. 133 |
Dean | p. 133 |
Larissa | p. 134 |
Tommy | p. 134 |
References | p. 135 |
Characteristics of Students with Mild Mental Retardation | p. 139 |
Characteristics and Identification of Students with Mild Mental Retardation (MMR) | p. 140 |
Defining Mild Mental Retardation (MMR) | p. 143 |
Identification of Students with MMR | p. 148 |
Changing Characteristics and Identification of MMR Across Age Levels | p. 150 |
Unique Learning Needs and Evidence-Based Practices | p. 156 |
Unique Learning Characteristics | p. 156 |
Evidence-Based Practices for Students with MMR | p. 158 |
Summary | p. 159 |
Case Studies | p. 161 |
Carrie | p. 161 |
Evan | p. 161 |
David | p. 162 |
References | p. 162 |
Characteristics of Students with Other High-Incidence Disabilities | p. 165 |
Characteristics and Identification of Students with Attention Deficit Hyperactivity Disorder (ADHD) | p. 166 |
Characteristics of ADHD | p. 167 |
Identification of ADHD | p. 169 |
Unique Learning Needs and Evidence-Based Practices (ADHD) | p. 171 |
Characteristics and Identification of Students with Traumatic Brain Injury (TBI) | p. 172 |
Characteristics of TBI | p. 173 |
Identification of TBI | p. 174 |
Unique Learning Needs and Evidence-Based Practices (TBI) | p. 174 |
Characteristics and Identification of Students with High-Functioning Autism (HFA) | p. 175 |
Characteristics of HFA | p. 176 |
Identification of HFA | p. 178 |
Unique Learning Needs and Evidence-Based Practices (HFA) | p. 181 |
Summary | p. 182 |
Case Studies | p. 185 |
Samantha | p. 185 |
Rachael | p. 185 |
JT | p. 186 |
References | p. 187 |
Educational Instruction | |
Assessment for Academic Instruction | p. 191 |
Purpose and Benefits of Assessment | p. 192 |
Screening | p. 192 |
Diagnosis | p. 193 |
Progress Monitoring | p. 194 |
Outcome Measurement | p. 194 |
Types of Assessment | p. 194 |
Formal Assessments | p. 196 |
Informal Assessments | p. 199 |
Content of Assessment | p. 203 |
Assessing Oral Language | p. 203 |
Assessing Written Language | p. 206 |
Assessing Reading | p. 211 |
Assessing Math | p. 220 |
Assessing the Instructional Environment | p. 223 |
Assessment Process for High-Incidence Disabilities | p. 224 |
Screening, Referral, and Evaluation | p. 224 |
Placement and IEP Development | p. 225 |
Progress Monitoring | p. 226 |
Reevaluation | p. 226 |
Testing Accommodations | p. 226 |
Current Issues in the Assessment of Students with High-Incidence Disabilities | p. 227 |
Summary | p. 228 |
Case Studies | p. 230 |
Beyonce | p. 230 |
Raphael | p. 230 |
Heather | p. 230 |
References | p. 231 |
Evaluation for Social Instruction | p. 235 |
Defining Social Competence | p. 237 |
Social Skills | p. 238 |
Adaptive Behavior | p. 239 |
Assessment | p. 241 |
Measures | p. 241 |
Stages of Learning | p. 249 |
Summary | p. 253 |
Case Studies | p. 255 |
Stevie | p. 255 |
Rhiannon | p. 255 |
Nick | p. 255 |
References | p. 256 |
Educational Partnerships | |
Characteristics of Effective General Education Settings for Students with High-Incidence Disabilities | p. 261 |
The Component of an Effective General Education Setting | p. 263 |
Establishing the Learning Environment | p. 265 |
Manage the Instructional Process Efficiently | p. 265 |
Define Diversity as Part of the Setting | p. 266 |
Facilitation of Peer Supports and Social Networks | p. 267 |
Fostering Collaboration | p. 269 |
Integration of Effective Practices | p. 270 |
Summary | p. 278 |
Case Studies | p. 281 |
Mac | p. 281 |
Christy | p. 281 |
References | p. 282 |
Collaboration, Consultation, and Co-Teaching | p. 285 |
What Are Collaboration, Consultation, and Co-Teaching? | p. 286 |
Are Collaboration, Consultation, and Co-teaching the Same or Different? | p. 288 |
Why Collaborate? Historical and Legal Foundations for Collaboration, Consultation, and Co-Teaching | p. 289 |
Historical Foundations | p. 289 |
Legal Foundations | p. 290 |
Summary | p. 292 |
Putting Consultation, Collaboration, and Co-Teaching into Practice: How Does It Work? | p. 293 |
Who Is Part of the Collaborative Team? | p. 293 |
How Does Collaboration Work? | p. 294 |
How Does Consultation Work? | p. 298 |
How Does Co-teaching Work? | p. 301 |
Current Trends and Opportunities for Collaboration, Consultation, and Co-Teaching | p. 304 |
Collaborating Within the School | p. 304 |
Collaborating Across Schools | p. 305 |
Collaborating Outside the School | p. 305 |
Evaluating the Effectiveness of Consultation, Collaboration, and Co-Teaching: Data Speak Louder Than Words | p. 306 |
Summary | p. 307 |
Case Studies | p. 310 |
Aaron | p. 310 |
Janice/Kevin | p. 310 |
Carrie | p. 311 |
References | p. 312 |
Prevention and Early Intervention: Setting the Stage for Effective Learning | p. 315 |
Defining Prevention | p. 317 |
Primary and Secondary Conditions | p. 319 |
Prevention of EBD | p. 321 |
Prevention of LD | p. 330 |
Prevention of MMR | p. 336 |
Early Intervention | p. 339 |
National Agenda | p. 339 |
What Works in Early Intervention | p. 340 |
Early Intervention: Think Again | p. 342 |
Summary | p. 343 |
Case Studies | p. 345 |
Benton Elementary School | p. 345 |
Chandler | p. 345 |
Rhiannon | p. 346 |
References | p. 346 |
Glossary | p. 351 |
Name Index | p. 368 |
Subject Index | p. 375 |
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