Top
Free Shipping On Orders Over $35!
Get Rewarded for Ordering Your Textbooks! Enroll Now
Customer Reviews Read Reviews
Write a Review
| Special Features | |
| Theme Index | |
| Preface | |
| Acknowledgments | |
| Foundations of Special Education | |
| Special Education in Context: People, Concepts, and Perspectives | |
| Definitions and Terminology | |
| Categories and Labels | |
| Prevalence of Children and Young Adults with Disabilities | |
| A Brief History of the Development of Special Education | |
| Professionals Who Work with Individuals with Exceptionalities | |
| Cooperative Teaching | |
| Universal Design for Learning | |
| Exceptionality across the Life Span | |
| Policies, Practices, and Programs | |
| Litigation and Legislation Affecting Special Education | |
| Civil Rights Legislation | |
| Educational Reform: Standards Based Education | |
| Identification and Assessment of Individual Differences | |
| Referral and Assessment for Special Education | |
| Designing Individualized Instructional Programs | |
| Service Delivery Options: Where a Special Education Is Provided | |
| Cultural and Linguistic Diversity and Exceptionality | |
| Cultural Diversity: The Changing Face of a Nation | |
| Multicultural Education, Bilingual Education, and Student Diversity | |
| Disproportional Representation of Minority Students in Special Education Programs | |
| Issues in Assessing Students from Culturally and Linguistically Diverse Groups | |
| Educational Programming for Students with Exceptionalities Who Are Culturally and Linguistically Diverse | |
| Parents, Families, and Exceptionality | |
| Parent-Professional Relationships: Changing Roles | |
| A Family Systems Approach | |
| The Effects of a Child's Disability on Parents and the Family | |
| Stages of Parental Reaction to Disability | |
| Disability and the Family | |
| Working with Families Who Are Culturally and Linguistically Diverse | |
| Cultural Reactions to Disability | |
| Suggestions for Facilitating Family and Professional Partnerships | |
| A Study of Individuals with Special Needs | |
| Individuals with Mental Retardation or Intellectual Disabilities | |
| Defining Mental Retardation or Intellectual Disabilities: An Evolving Process | |
| Assessing Intellectual Ability and Adaptive Behavior | |
| Classification of Individuals with Mental Retardation or Intellectual Disabilities | |
| A Brief History of the Field | |
| Prevalence of Mental Retardation or Intellectual Disabilities | |
| Etiology of Mental Retardation or Intellectual Disabilities | |
| Prevention of Mental Retardation or Intellectual Disabilities | |
| Characteristics of Individuals with Mental Retardation or Intellectual Disabilities | |
| Educational Considerations | |
| Services for Young Children with Mental Retardation or Intellectual Disabilities | |
| Transition into Adulthood | |
| Adults with Mental Retardation or Intellectual Disabilities | |
| Family Issues | |
| Issues of Diversity | |
| Technology and Individuals with Mental Retardation or Intellectual Disabilities | |
| Trends, Issues, and Controversies | |
| Individuals with Learning Disabilities | |
| Defining Learning Disabilities | |
| A Brief History of the Field | |
| Prevalence of Learning Disabilities | |
| Etiology of Learning Disabilities | |
| Characteristics of Individuals with Learning Disabilities | |
| Assessment of Learning Disabilities | |
| Educational Considerations | |
| Services for Young Children with Learning Disabilities | |
| Transition into Adulthood | |
| Adults with Learning Disabilities | |
| Family Issues | |
| Issues of Diversity | |
| Technology and Individuals with Learning Disabilities | |
| Trends, Issues, and Controversies | |
| Individuals with Attention Deficit Hyperactivity Disorder | |
| Defining Attention Deficit Hyperactivity Disorder | |
| A Brief History of the Field | |
| Prevalence of Attention Deficit Hyperactivity Disorder | |
| Etiology of Attention Deficit Hyperactivity Disorder | |
| Characteristics of Individuals with Attention Deficit Hyperactivity Disorder | |
| Assessment of Attention Deficit Hyperactivity Disorder | |
| Educational Considerations | |
| Adolescents and Adults with Attention Deficit Hyperactivity Disorder | |
| Issues of Diversity | |
| Individuals with Emotional or Behavioral Disorders | |
| Defining Emotional or Behavioral Disorders | |
| Classification of Individuals with Emotional or Behavioral Disorders | |
| A Brief History of the Field | |
| Prevalence of Emotional or Behavioral Disorders | |
| Etiology of Emotional or Behavioral Disorders | |
| Prevention of Emotional or Behavioral Disorders | |
| Characteristics of Children and Youth with Emotional or Behavioral Disorders | |
| Assessing Students with Emotional or Behavioral Disorders | |
| Educational Considerations | |
| Services for Young Children with Emotional or Behavioral Disorders | |
| Transition into Adulthood | |
| Adults with Emotional or Behavioral Disorders | |
| Family-Centered Interventions | |
| Issues of Diversity | |
| Technology and Individuals with Emotional or Behavioral Disorders | |
| Trends, Issues, and Controversies | |
| Individuals with Autism Spectrum Disorders | |
| Defining Autism Spectrum Disorders: An Evolving Process | |
| Classification of Individuals with Autism Spectrum Disorders | |
| A Brief History of the Field | |
| Prevalence of Autism Spectrum Disorders | |
| Etiology of Autism Spectrum Disorders | |
| Characteristics of Individuals with Autism Spectrum Disorders | |
| Assessment of Autism Spectrum Disorders | |
| Educational Considerations | |
| Services for Young Children with Autism Spectrum Disorders | |
| Transition into Adulthood | |
| Adults with Autism Spectrum Disorders | |
| Family Issues | |
| Issues of Diversity | |
| Technology and Individuals with Autism Spectrum Disorders | |
| Trends, Issues, and Controversies | |
| Individuals with Speech and Language Impairments | |
| The Nature of Speech, Language, and Communication | |
| Defining Speech and Language Impairments | |
| Classifying Speech and Language Impairments | |
| Historical Perspectives | |
| Prevalence of Speech and Language Impairments | |
| Etiology of Speech and Language Impairments | |
| Prevention of Speech and Language Impairments | |
| Characteristics of Speech and Language Impairments | |
| Assessing Speech and Language Impairments | |
| Educational Considerations | |
| Services for Young Children with Speech and Language Impairments | |
| Adolescents and Adults with Speech and Language Impairments | |
| Family Issues | |
| Issues of Diversity | |
| Technology and Individuals with Speech and Language Impairments | |
| Trends, Issues, and Controversies | |
| Individuals with Hearing Impairments | |
| Definitions and Concepts in the Field of Hearing Impairment | |
| A Brief History of the Field | |
| Prevalence of Hearing Impairment | |
| Etiology of Hearing Impairment | |
| Characteristics of Individuals with Hearing Impairments | |
| Assessment of Individuals with Hearing Impairments | |
| Educational Considerations | |
| Services for Young Children with Hearing Impairments | |
| Transition and Individuals with Hearing Impairments | |
| Services for Adults with Hearing Impairments | |
| Family Issues | |
| Issues of Diversity | |
| Technology and Individuals with Hearing Impairments | |
| Trends, Issues, and Controversies | |
| Individuals with Visual Impairments | |
| Defining Visual Impairments | |
| The Eye and How It Works | |
| Classification of Visual Impairments | |
| A Brief History of Visual Impairments | |
| Prevalence of Visual Impairments | |
| The Vision Process and Etiology of Visual Impairments | |
| Prevention of Visual Impairments | |
| Characteristics of Individuals with Visual Impairments | |
| Assessment of Students with Visual Impairments | |
| Educational Considerations | |
| Young Children with Visual Impairments | |
| Transition into Adulthood | |
| Adults with Visual Impairments | |
| Family Issues | |
| Issues of Diversity | |
| Technology and Individuals with Visual Impairments | |
| Trends, Issues, and Controversies | |
| Individuals with Physical Disabilities, Health Disabilities and Related Low-Incidence Disabilities | |
| Defining Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities | |
| A Brief History of the Field | |
| Prevalence of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities | |
| Etiology of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities | |
| Characteristics of Individuals with Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities | |
| Assessment of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities | |
| Educational Considerations | |
| Services for Young Children with Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities | |
| Transition into Adulthood | |
| Adults with Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities | |
| Family Issues | |
| Issues of Diversity | |
| Technology and Individuals with Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities | |
| Trends, Issues, and Controversies | |
| Individuals Who Are Gifted and Talented | |
| Defining Giftedness: Refining the Meaning | |
| Assessing Giftedness and Talent | |
| Differences among Children Who Are Gifted and Talented | |
| A Brief History of the Field of Gifted and Talented Education | |
| Prevalence of Giftedness and Talent | |
| Etiology of Giftedness and Talent | |
| Characteristics of Individuals Who Are Gifted and Talented | |
| Educational Considerations | |
| Services for Young Children Who Are Gifted and Talented | |
| Adolescents and Adults Who Are Gifted and Talented | |
| Family Issues | |
| Issues of Diversity | |
| Technology and Individuals Who Are Gifted and Talented | |
| Trends, Issues, and Controversies | |
| Postscript | |
| Federal Definitions of Disabilities | |
| Professional Standards | |
| Glossary | |
| References | |
| Photo Credits | |
| Name Index | |
| Subject Index | |
| About the Contributors | |
| Table of Contents provided by Ingram. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.
Need Help? Copyright © 1999-2024