Looseleaf for Exceptional Students: Preparing Teachers for the 21st Century

by Taylor, Ronald; Smiley, Lydia; Richards, Stephen

• ISBN13: 9780077497439
• ISBN10: 0077497430
• Edition: 1st
• Format: Loose-leaf
• Copyright: 2010-12-20
• Publisher: McGraw-Hill Education

Table of Contents

PART ONE: FUNDAMENTALS AND PROCESSES OF SPECIAL EDUCATION

Chapter 1: An Overview of Special Education

Chapter 2: The Special Education Process: From Initial Identification to the Delivery of Services

Chapter 3: School, Family, and Community Collaboration

PART TWO: IDEA 04 HIGH PREVALENCE EXCEPTIONALITIES: FOUNDATIONS AND INSTRUCTION

Chapter 4: Students with Learning Disabilities

Chapter 5: Students with Mental Retardation/Intellectual Disabilities

Chapter 6: Individuals with Emotional or Behavioral Disorders

Chapter 7: Students with Communication Disorders

PART THREE: IDEA 04 LOW INCIDENCE EXCEPTIONALITIES: FOUNDATIONS AND INSTRUCTION

Chapter 8: Students who are Deaf and Hard of Hearing

Chapter 9: Students with Blindness or Low Vision

Chapter 10: Students with Physical or Health Impairments

Chapter 11: Students with Autism Spectrum Disorders

Chapter 12: Students with Severe Disabilities

PART FOUR: OTHER EXCEPTIONALITIES: FOUNDATIONS AND INSTRUCTION

Chapter 13: Students who are At-Risk: Early Identification and Intervention

Chapter 14: Students with Attention Deficit/Hyperactivity Disorders

Chapter 15: Students who are Gifted or Talented

Exceptional Students: Preparing Teachers for the 21st Century

PART ONE: FUNDAMENTALS AND PROCESSES OF SPECIAL EDUCATION

CHAPTER 1: An Overview of Special Education

Who are Exceptional Students?

How Many Exceptional Students are There?

What are Special Education and Related Services?

Special Education

Related Services

What is the History of Special Education?

Early History

The 17th through 19th Centuries

The 20th Century

How has Litigation and Legislation Affected Special Education?

Early Court Cases

Early Legislation Affecting Special Education

Post PL 94-142 Legislation

Current Legislation: Individuals with Disabilities Education Act (PL 108-446)

What are Some Current and Future Issues in Special Education?

Overrepresentation of Students from Culturally or Linguistically Diverse Backgrounds

Education and Transition of Infants and Toddlers

Role of the General Education Teacher

CHAPTER 2: The Special Education Process: From Initial Identification to the Delivery of Services

How are Exceptional Students Initially Identified?

Initial Identification of Infants, Toddlers, and Preschool Children

Initial Identification of School-Aged Students

What are the Prereferral Process and the Referral Process?

The Prereferral Process

The Referral Process

How Do Students Become Eligible for Special Education?

The Use of Labels

Evaluation Procedures

How is an Exceptional Student’s Educational Program Developed?

The Individualized Education Program

The Individualized Family Service Plan

Decisions about Program Placement

CHAPTER 3: School, Family, and Community Collaboration

What is Collaboration?

A Brief History of Collaboration

Key Concepts of Collaboration

Barriers to Collaboration

Role of Teams in Collaboration

What are the Best Practices for Collaboration between Schools and Families?

Increasing Student Involvement

Increasing Family Involvement

Increasing Sibling Involvement

Conflict Management

Increasing Involvement of Diverse Families

What are the Best Practices for Collaboration among School Personnel?

Co-teaching

Role of Administrators in Collaboration

Role of Paraprofessionals in Collaboration

Role of Related Services Personnel in Collaboration

What are the Best Practices for Collaboration between Schools and Communities?

Best Practices for Collaboration in Early Childhood

Best Practices for Collaboration for Transition to Adult Living

PART TWO: IDEA 04 HIGH PREVALENCE EXCEPTIONALITIES: FOUNDATIONS AND INSTRUCTION

CHAPTER 4: Students with Learning Disabilities

What are the Foundations of Learning Disabilities?

A Brief History of Learning Disabilities

Definitions of Learning Disabilities

Prevalence of Learning Disabilities

What are the Causes and Characteristics of Learning Disabilities?

Causes of Learning Disabilities

Characteristics of Students with Learning Disabilities

How are Students with Learning Disabilities Identified?

Response to Intervention

The Use of Standardized Testing

What and How do I Teach Students with Learning Disabilities?

Instructional Content

Instructional Procedures

What are Other Instructional Considerations for Teaching Students with Learning Disabilities?

The Instructional Environment

Instructional Technology

What are Some Considerations for the General Education Teacher?

CHAPTER 5: Students with Mental Retardation/Intellectual Disabilities

What are the Foundations of Mental Retardation/Intellectual Disabilities?

A Brief History of Mental Retardation/Intellectual Disabilities

Definitions of Mental Retardation/Intellectual Disabilities

Prevalence of Mental Retardation/Intellectual Disabilities

What are the Causes and Characteristics of Mental Retardation/Intellectual Disabilities?

Causes of Mental Retardation/Intellectual Disabilities

Characteristics of Students with Mental Retardation/Intellectual Disabilities

How are Students with Mental Retardation/Intellectual Disabilities Identified?

Intelligence Testing

Adaptive Behavior Skills Assessment

Academic Skills Assessment

What and How do I Teach Students with Mental Retardation/Intellectual Disabilities?

Instructional Content

Instructional Procedures

What are Other Instructional Considerations for Teaching Students with Mental Retardation/Intellectual Disabilities?

The Instructional Environment

Instructional Technology

What are Some Considerations for the General Education Teacher?

CHAPTER 6: Students with Emotional or Behavioral Disorders

What are the Foundations of Emotional and Behavioral Disorders?

A Brief History of Emotional and Behavioral Disorders

Definitions of Emotional and Behavioral Disorders

Classification of Individuals with Emotional or Behavioral Disorders

Prevalence of Emotional and Behavioral Disorders

What are the Causes and Characteristics of Emotional and Behavioral Disorders?

Causes of Emotional and Behavioral Disorders

Characteristics of Students with Emotional or Behavioral Disorders

How are Students with Emotional or Behavioral Disorders Identified?

Observation

Behavior Rating Scales

Behavior Assessment Systems

Personality Inventories

Projective Tests

What and How do I Teach Students with Emotional or Behavioral Disorders?

Instructional Content

Transition Planning

Instructional Procedures

What are Other Instructional Considerations for Teaching Students with Emotional and Behavioral Disorders?

The Instructional Environment

Instructional Technology

What are Some Considerations for the General Education Teacher?

CHAPTER 7: Students with Communication Disorders

What are the Foundations of Communication Disorders?

A Brief History of Communication Disorders

Definitions of Communication Disorders

Prevalence of Communication Disorders

What are the Causes and Characteristics of Communication Disorders?

Causes of Communication Disorders

Characteristics of Students with Communication Disorders

How are Students with Communication Disorders Identified?

Identification of Language Disorders

Identification of Speech Disorders

Assessment of Students Who are Linguistically Diverse

What and How do I Teach Students with Communication Disorders?

Instructional Content

Instructional Procedures

What are Other Instructional Considerations for Teaching Students with Communication Disorders?

The Instructional Environment

Instructional Technology

What are Some Considerations for the General Education Teacher?

PART THREE: IDEA 04 LOW INCIDENCE EXCEPTIONALITIES: FOUNDATIONS AND INSTRUCTION

CHAPTER 8: Students Who Are Deaf or Hard of Hearing

What are the Foundations of Deafness and Hard of Hearing?

A Brief History of Deafness and Hard of Hearing

Definitions of Deafness and Hard of Hearing

Prevalence of Deafness and Hard of Hearing

What are the Causes and Characteristics of Deafness and Hard of Hearing?

Causes of Hearing Losses

Characteristics of Deaf Students and Those Who Are Hard of Hearing

How are Students who are Deaf or Hard of Hearing Identified?

Identification of Newborns and Young Children who are Deaf or Hard of Hearing

Identification of School-aged Students who are Deaf or Hard of Hearing

Genetic Testing and Counseling

What and How do I Teach Students who are Deaf or Hard of Hearing?

Instructional Content

Instructional Procedures

What are Other Instructional Considerations for Teaching Students who are Deaf or Hard of Hearing?

The Instructional Environment

Instructional Technology

What are Some Considerations for the General Education Teacher?

CHAPTER 9: Students with Blindness and Low Vision

What are the Foundations of Blindness and Low Vision?

A Brief History of Blindness and Low Vision

Definitions of Blindness and Low Vision

Prevalence of Blindness and Low Vision

What are the Causes and Characteristics of Blindness and Low Vision

Causes of Blindness and Low Vision

Characteristics of Students with Blindness or Low Vision

How are Students with Blindness or Low Vision Identified

Identification of Blindness or Low Vision in Infants and Toddlers

Identification of Blindness or Low Vision in School-Age Students

Comprehensive Assessment

What and How do I Teach Students with Blindness and Low Vision?

Instructional Content

Instructional Procedures

What are Other Instructional Considerations for Teaching Students with Blindness or Low Vision?

The Instructional Environment

Instructional Technology

What are Some Considerations for the General Education Teacher?

CHAPTER 10: Students with Physical or Health Impairments

What are the Foundations of Physical and Health Impairments?

A Brief History of Physical and Health Impairments

Definitions of Physical and Health Impairments

Prevalence of Physical and Health Impairments

What are the Causes and Characteristics of Physical and Health Impairments?

Orthopedic Impairments

Other Health Impairments

Traumatic Brain Injury

How are Students with Physical or Health Impairments Identified?

The Identification of Orthopedic Impairments

The Identification of Other Health Impairments

The Identification of Traumatic Brain Injury

What and How do I Teach Students with Physical or Health Impairments?

Instructional Content

Instructional Procedures

What are Other Instructional Considerations for Teaching Students with Physical and Health Impairments?

The Instructional Environment

Instructional Technology

What are Some Considerations for the General Education Teacher?

CHAPTER 11: Students with Autism Spectrum Disorders

What are the Foundations of Autism Spectrum Disorders?

A Brief History of Autism Spectrum Disorders

Definitions of Autism Spectrum Disorders

Prevalence of Autism Spectrum Disorders

What are the Causes and Characteristics of Autism Spectrum Disorders?

Causes of Autism Spectrum Disorders

Characteristics of Autism Spectrum Disorders

How are Students with Autism Spectrum Disorders Identified?

Early Screening

Diagnosis of Autism Spectrum Disorders

What and How do I Teach Students with Autism Spectrum Disorders?

Instructional Content

Instructional Procedures

What are Other Instructional Considerations for Teaching Students with Autism Spectrum Disorders?

The Instructional Environment

Instructional Technology

What are Some Considerations for the General Education Teacher?

CHAPTER 12: Students with Severe Disabilities

What are the Foundations of Severe Disabilities?

A Brief History of Severe Disabilities

The Definition of Severe Disabilities

Classification of Individuals with Severe Disabilities

Prevalence of Severe Disabilities

What are the Causes and Characteristics of Severe Disabilities?

Causes of Severe Disabilities

Characteristics of Students with Severe Disabilities

How are Students with Severe Disabilities Identified?

Assessments Used with School-Aged Students

Early Childhood Assessments

The Identification of Individuals with Deaf-Blindness

What and How do I Teach Students with Severe Disabilities?

Instructional Content

Instructional Procedures

What are Other Instructional Considerations for Students with Severe Disabilities?

The Instructional Environment

Instructional Technology

What are Some Considerations for the General Education Teacher?

PART FOUR: OTHER EXCEPTIONALITIES: FOUNDATIONS AND INSTRUCTION

CHAPTER 13: Students Who are At Risk: Early Identification and Intervention

What are the Foundations of At Risk Conditions?

A Brief History of At Risk Conditions

The Definition of At Risk

Prevalence of Students Who Are At Risk

What are Factors that Put Children at Risk?

Conditions of Established Risk

Conditions of Biological/Medical Risk

Conditions of Environmental Risk

Protective Factors

How are Children who are At Risk Identified?

The Identification of Infants and Toddlers at Risk

The Identification of Young Children at Risk

What and How do I Teach Students who are At Risk?

Instructional Content

Instructional Procedures

What are Other Instructional Considerations for Teaching Students who are At Risk?

The Home Environment

The Instructional Environment

Instructional Technology

What are Some Considerations for the General Education Teacher?

CHAPTER 14: Students with Attention Deficit/Hyperactivity Disorders

What are the Foundations of Attention Deficit/Hyperactivity Disorders?

A Brief History of Attention Deficit/Hyperactivity Disorders

The Definition of Attention Deficit/Hyperactivity Disorders

Prevalence of Attention Deficit/Hyperactivity Disorders

What are the Causes and Characteristics of Attention Deficit/Hyperactivity Disorders?

Causes of Attention Deficit/Hyperactivity Disorders

Characteristics of Students with Attention Deficit/Hyperactivity Disorders

How are Students with Attention Deficit/Hyperactivity Disorders Identified?

Interviews

Questionnaires and Checklists

Rating Scales

Academic Testing

Direct Observation

What and How do I Teach Students with Attention Deficit/Hyperactivity Disorders?

Instructional Content

Instructional Procedures

What are Other Instructional Considerations for Teaching Students with Attention Deficit/ Hyperactivity Disorders?

The Instructional Environment

Instructional Technology

What are Some Considerations for the General Education Teacher?

The 504 Plan

Collaboration Between General and Special Education Teachers

CHAPTER 15: Students Who Are Gifted and Talented

What are the Foundations of Gifts and Talents?

A Brief History of Gifts and Talents

Definitions of Gifts and Talents

Prevalence of Gifts and Talents

What Are the Causes and Characteristics of Gifts and Talents?

Causes of Gifts and Talents

Characteristics of Students Who are Gifted and Talented

How Are Gifted and Talented Students Identified?

Identification of Preschool Children with Gifts or Talents

Identification of School-Age Students with Gifts or Talents

The Identification of Underrepresented Groups with Gifts or Talents

Alternative Approaches of Identification

What and How Do I Teach Students Who are Gifted and Talented?

Acceleration and Enrichment

Instructional Content

Instructional Procedures

What are Other Instructional Considerations for Students who are Gifted and Talented?

The Instructional Environment

Instructional Technology

What are Some Considerations for the General Education Teacher?