Exceptional Students: Preparing Teachers for the 21st Century

Preparing Teachers for the 21st Century
Erscheinungsjahr 2008
ISBN: 978-0-07-286637-7
Verlag: McGraw-Hill Education - Europe

Buch, Englisch, 672 Seiten, Format (B × H): 216 mm x 274 mm, Gewicht: 1343 g

The first Introduction to Special Education text written specifically for BOTH future general and special educators. This groundbreaking text provides balanced coverage of the foundations of exceptionalities that future teachers need to know to understand their students and responsibilities, and the practical information they need to effectively teach all students.

Autoren/Hrsg.

Taylor, Ronald

Smiley, Lydia

Richards, Stephen

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik

Inhaltsverzeichnis

PART ONE: FUNDAMENTALS AND PROCESSES OF SPECIAL EDUCATIONChapter 1: An Overview of Special EducationChapter 2: The Special Education Process: From Initial Identification to the Delivery of ServicesChapter 3: School, Family, and Community CollaborationPART TWO: IDEA 04 HIGH PREVALENCE EXCEPTIONALITIES: FOUNDATIONS AND INSTRUCTIONChapter 4: Students with Learning DisabilitiesChapter 5: Students with Mental Retardation/Intellectual DisabilitiesChapter 6: Individuals with Emotional or Behavioral DisordersChapter 7: Students with Communication DisordersPART THREE: IDEA 04 LOW INCIDENCE EXCEPTIONALITIES: FOUNDATIONS AND INSTRUCTIONChapter 8: Students who are Deaf and Hard of HearingChapter 9: Students with Blindness or Low VisionChapter 10: Students with Physical or Health ImpairmentsChapter 11: Students with Autism Spectrum DisordersChapter 12: Students with Severe DisabilitiesPART FOUR: OTHER EXCEPTIONALITIES: FOUNDATIONS AND INSTRUCTIONChapter 13: Students who are At-Risk: Early Identification and InterventionChapter 14: Students with Attention Deficit/Hyperactivity Disorders Chapter 15: Students who are Gifted or TalentedExceptional Students: Preparing Teachers for the 21st Century PART ONE: FUNDAMENTALS AND PROCESSES OF SPECIAL EDUCATIONCHAPTER 1: An Overview of Special EducationWho are Exceptional Students? How Many Exceptional Students are There? What are Special Education and Related Services? Special EducationRelated ServicesWhat is the History of Special Education? Early HistoryThe 17th through 19th CenturiesThe 20th CenturyHow has Litigation and Legislation Affected Special Education? Early Court CasesEarly Legislation Affecting Special EducationPost PL 94-142 LegislationCurrent 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 BackgroundsEducation and Transition of Infants and ToddlersRole of the General Education TeacherCHAPTER 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 ChildrenInitial Identification of School-Aged StudentsWhat are the Prereferral Process and the Referral Process? The Prereferral ProcessThe Referral ProcessHow Do Students Become Eligible for Special Education? The Use of LabelsEvaluation ProceduresHow is an Exceptional Student’s Educational Program Developed? The Individualized Education ProgramThe Individualized Family Service PlanDecisions about Program Placement CHAPTER 3: School, Family, and Community Collaboration What is Collaboration? A Brief History of CollaborationKey Concepts of CollaborationBarriers to CollaborationRole of Teams in CollaborationWhat are the Best Practices for Collaboration between Schools and Families? Increasing Student InvolvementIncreasing Family InvolvementIncreasing Sibling InvolvementConflict ManagementIncreasing Involvement of Diverse FamiliesWhat are the Best Practices for Collaboration among School Personnel? Co-teachingRole of Administrators in CollaborationRole of Paraprofessionals in CollaborationRole of Related Services Personnel in CollaborationWhat are the Best Practices for Collaboration between Schools and Communities? Best Practices for Collaboration in Early ChildhoodBest Practices for Collaboration for Transition to Adult LivingPART TWO: IDEA 04 HIGH PREVALENCE EXCEPTIONALITIES: FOUNDATIONS AND INSTRUCTIONCHAPTER 4: Students with Learning Disabilities What are the Foundations of Learning Disabilities? A Brief History of Learning DisabilitiesDefinitions of Learning DisabilitiesPrevalence of Learning DisabilitiesWhat are the Causes and Characteristics of Learning Disabilities? Causes of Learning DisabilitiesCharacteristics of Students with Learning DisabilitiesHow are Students with Learning Disabilities Identified? Response to InterventionThe Use of Standardized TestingWhat and How do I Teach Students with Learning Disabilities? Instructional ContentInstructional ProceduresWhat are Other Instructional Considerations for Teaching Students with Learning Disabilities? The Instructional EnvironmentInstructional TechnologyWhat 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 DisabilitiesDefinitions of Mental Retardation/Intellectual DisabilitiesPrevalence of Mental Retardation/Intellectual DisabilitiesWhat are the Causes and Characteristics of Mental Retardation/Intellectual Disabilities? Causes of Mental Retardation/Intellectual Disabilities Characteristics of Students with Mental Retardation/Intellectual DisabilitiesHow are Students with Mental Retardation/Intellectual Disabilities Identified? Intelligence TestingAdaptive Behavior Skills AssessmentAcademic Skills AssessmentWhat and How do I Teach Students with Mental Retardation/Intellectual Disabilities? Instructional ContentInstructional ProceduresWhat are Other Instructional Considerations for Teaching Students with Mental Retardation/Intellectual Disabilities? The Instructional EnvironmentInstructional TechnologyWhat are Some Considerations for the General Education Teacher? CHAPTER 6: Students with Emotional or Behavioral DisordersWhat are the Foundations of Emotional and Behavioral Disorders? A Brief History of Emotional and Behavioral DisordersDefinitions of Emotional and Behavioral DisordersClassification of Individuals with Emotional or Behavioral DisordersPrevalence of Emotional and Behavioral DisordersWhat are the Causes and Characteristics of Emotional and Behavioral Disorders? Causes of Emotional and Behavioral DisordersCharacteristics of Students with Emotional or Behavioral DisordersHow are Students with Emotional or Behavioral Disorders Identified? ObservationBehavior Rating ScalesBehavior Assessment SystemsPersonality InventoriesProjective TestsWhat and How do I Teach Students with Emotional or Behavioral Disorders? Instructional ContentTransition PlanningInstructional ProceduresWhat are Other Instructional Considerations for Teaching Students with Emotional and Behavioral Disorders? The Instructional EnvironmentInstructional TechnologyWhat 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 DisordersDefinitions of Communication DisordersPrevalence of Communication DisordersWhat are the Causes and Characteristics of Communication Disorders? Causes of Communication DisordersCharacteristics of Students with Communication DisordersHow are Students with Communication Disorders Identified? Identification of Language DisordersIdentification of Speech DisordersAssessment of Students Who are Linguistically DiverseWhat and How do I Teach Students with Communication Disorders? Instructional ContentInstructional ProceduresWhat are Other Instructional Considerations for Teaching Students with Communication Disorders? The Instructional EnvironmentInstructional TechnologyWhat are Some Considerations for the General Education Teacher? PART THREE: IDEA 04 LOW INCIDENCE EXCEPTIONALITIES: FOUNDATIONS AND INSTRUCTIONCHAPTER 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 HearingDefinitions of Deafness and Hard of Hearing Prevalence of Deafness and Hard of HearingWhat are the Causes and Characteristics of Deafness and Hard of Hearing? Causes of Hearing LossesCharacteristics of Deaf Students and Those Who Are Hard of HearingHow 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 CounselingWhat and How do I Teach Students who are Deaf or Hard of Hearing? Instructional ContentInstructional ProceduresWhat are Other Instructional Considerations for Teaching Students who are Deaf or Hard of Hearing? The Instructional EnvironmentInstructional TechnologyWhat are Some Considerations for the General Education Teacher? CHAPTER 9: Students with Blindness and Low VisionWhat are the Foundations of Blindness and Low Vision? A Brief History of Blindness and Low VisionDefinitions of Blindness and Low Vision Prevalence of Blindness and Low VisionWhat are the Causes and Characteristics of Blindness and Low VisionCauses of Blindness and Low VisionCharacteristics of Students with Blindness or Low VisionHow are Students with Blindness or Low Vision IdentifiedIdentifi
cation of Blindness or Low Vision in Infants and ToddlersIdentification of Blindness or Low Vision in School-Age StudentsComprehensive AssessmentWhat and How do I Teach Students with Blindness and Low Vision? Instructional ContentInstructional ProceduresWhat are Other Instructional Considerations for Teaching Students with Blindness or Low Vision? The Instructional EnvironmentInstructional TechnologyWhat 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 ImpairmentsDefinitions of Physical and Health ImpairmentsPrevalence of Physical and Health ImpairmentsWhat are the Causes and Characteristics of Physical and Health Impairments? Orthopedic Impairments Other Health ImpairmentsTraumatic Brain InjuryHow are Students with Physical or Health Impairments Identified? The Identification of Orthopedic ImpairmentsThe Identification of Other Health ImpairmentsThe Identification of Traumatic Brain InjuryWhat and How do I Teach Students with Physical or Health Impairments? Instructional ContentInstructional ProceduresWhat are Other Instructional Considerations for Teaching Students with Physical and Health Impairments? The Instructional EnvironmentInstructional TechnologyWhat are Some Considerations for the General Education Teacher? CHAPTER 11: Students with Autism Spectrum DisordersWhat are the Foundations of Autism Spectrum Disorders? A Brief History of Autism Spectrum DisordersDefinitions of Autism Spectrum Disorders Prevalence of Autism Spectrum DisordersWhat are the Causes and Characteristics of Autism Spectrum Disorders? Causes of Autism Spectrum DisordersCharacteristics of Autism Spectrum DisordersHow are Students with Autism Spectrum Disorders Identified? Early ScreeningDiagnosis of Autism Spectrum DisordersWhat and How do I Teach Students with Autism Spectrum Disorders? Instructional ContentInstructional ProceduresWhat are Other Instructional Considerations for Teaching Students with Autism Spectrum Disorders? The Instructional EnvironmentInstructional TechnologyWhat are Some Considerations for the General Education Teacher? CHAPTER 12: Students with Severe DisabilitiesWhat are the Foundations of Severe Disabilities? A Brief History of Severe Disabilities The Definition of Severe DisabilitiesClassification of Individuals with Severe DisabilitiesPrevalence of Severe DisabilitiesWhat are the Causes and Characteristics of Severe Disabilities? Causes of Severe DisabilitiesCharacteristics of Students with Severe DisabilitiesHow are Students with Severe Disabilities Identified? Assessments Used with School-Aged StudentsEarly Childhood AssessmentsThe Identification of Individuals with Deaf-BlindnessWhat and How do I Teach Students with Severe Disabilities? Instructional ContentInstructional ProceduresWhat are Other Instructional Considerations for Students with Severe Disabilities? The Instructional EnvironmentInstructional TechnologyWhat are Some Considerations for the General Education Teacher? PART FOUR: OTHER EXCEPTIONALITIES: FOUNDATIONS AND INSTRUCTIONCHAPTER 13: Students Who are At Risk: Early Identification and InterventionWhat are the Foundations of At Risk Conditions? A Brief History of At Risk ConditionsThe Definition of At RiskPrevalence of Students Who Are At RiskWhat are Factors that Put Children at Risk? Conditions of Established RiskConditions of Biological/Medical RiskConditions of Environmental RiskProtective FactorsHow are Children who are At Risk Identified? The Identification of Infants and Toddlers at RiskThe Identification of Young Children at Risk What and How do I Teach Students who are At Risk? Instructional ContentInstructional ProceduresWhat are Other Instructional Considerations for Teaching Students who are At Risk? The Home EnvironmentThe Instructional EnvironmentInstructional TechnologyWhat are Some Considerations for the General Education Teacher? CHAPTER 14: Students with Attention Deficit/Hyperactivity DisordersWhat are the Foundations of Attention Deficit/Hyperactivity Disorders? A Brief History of Attention Deficit/Hyperactivity DisordersThe Definition of Attention Deficit/Hyperactivity DisordersPrevalence of Attention Deficit/Hyperactivity DisordersWhat are the Causes and Characteristics of Attention Deficit/Hyperactivity Disorders? Causes of Attention Deficit/Hyperactivity DisordersCharacteristics of Students with Attention Deficit/Hyperactivity DisordersHow are Students with Attention Deficit/Hyperactivity Disorders Identified? InterviewsQuestionnaires and ChecklistsRating ScalesAcademic TestingDirect ObservationWhat and How do I Teach Students with Attention Deficit/Hyperactivity Disorders? Instructional ContentInstructional ProceduresWhat are Other Instructional Considerations for Teaching Students with Attention Deficit/ Hyperactivity Disorders? The Instructional EnvironmentInstructional TechnologyWhat are Some Considerations for the General Education Teacher? The 504 PlanCollaboration Between General and Special Education TeachersCHAPTER 15: Students Who Are Gifted and TalentedWhat are the Foundations of Gifts and Talents? A Brief History of Gifts and TalentsDefinitions of Gifts and TalentsPrevalence of Gifts and TalentsWhat Are the Causes and Characteristics of Gifts and Talents? Causes of Gifts and TalentsCharacteristics of Students Who are Gifted and TalentedHow Are Gifted and Talented Students Identified? Identification of Preschool Children with Gifts or TalentsIdentification of School-Age Students with Gifts or TalentsThe Identification of Underrepresented Groups with Gifts or TalentsAlternative Approaches of IdentificationWhat and How Do I Teach Students Who are Gifted and Talented? Acceleration and EnrichmentInstructional ContentInstructional ProceduresWhat are Other Instructional Considerations for Students who are Gifted and Talented? The Instructional EnvironmentInstructional TechnologyWhat are Some Considerations for the General Education Teacher?

Über Autor(innen)

Taylor, Ronald
Ronald L. Taylor, Ed.D. was a professor of Exceptional Student Education at Florida Atlantic University. He received his bachelors and masters degrees in Psychology at Austin College and Trinity University. He received his doctorate in Special Education from the University of Houston. Prior to coming to Florida Atlantic University, Dr. Taylor was a school psychologist and consulting teacher for a Title III grant that focused on working with culturally diverse students. He also served on the faculty in Special Education at Boston University. Dr. Taylor published extensively, including 9 books (21 counting various editions) and over 20 chapters and 90 articles. He received over 2 million dollars in grant funding. He was active in several professional organizations, having made over 60 presentations, and was editor of Diagnostique, the journal for the assessment division of the Council for Exceptional Children.

Richards, Stephen
Stephen B. Richards, Ed.D is Associate Professor of Education at West Liberty University in West Virginia. He currently teaches in the undergraduate special education certificate program at West Liberty University, a regional comprehensive university in West Virginias northern panhandle. He received his doctorate in Special Education from Florida Atlantic University. He has coauthored three textbooks, Intellectual/Cognitive Disabilities: Historical Perspectives, Current Practices, and Future Directions (2015), Collaboration Among Professionals, Students, Families and Communities (2016), and Single Subject Research and Design: Applications in Educational Settings (in press, 3rd ed.), in addition to journal articles on a variety of topics. His current interests are in assessing the preparation of pre-service teacher education candidates for their first year in teaching.

Smiley, Lydia
Lydia R. Smiley, Ph.D. is a professor of Exceptional Student Education at Florida Atlantic University. She received her doctorate in Special Education from Georgia State University. Dr. Smiley co-authored Language delays and disorders: From research to practice (1998) and has also written several articles and chapters on a variety of topics. She taught both undergraduate and graduate classes and was the recipient of several teaching awards and the CLD Professional of the Year award. Her current interests are in methods of teaching students with mild/moderate disabilities and language disorders.