ISE Exceptional Students: Preparing Teachers for the 21st Century

3 ed
ISBN: 978-1-260-08550-1
Verlag: McGraw-Hill Education

Buch, Englisch, 640 Seiten, Format (B × H): 276 mm x 218 mm, Gewicht: 1170 g

Exceptional Students: Preparing Teachers for the 21st Century provides balanced coverage of the foundations of exceptionalities future teachers need to know to understand their students and responsibilities. The third edition has been further updated to reflect the role of the special educator, while continuing to address the role of the general educator in serving special populations.Instructors and students can access their course content through the Connect digital learning platform by purchasing either standalone Connect access or a bundle of print and Connect access. McGraw-Hill Connect® is a subscription-based learning service accessible online through your personal computer or tablet. Choose this option if your instructor will require Connect to be used in the course. Your subscription to Connect includes the following: - SmartBook® - an adaptive digital version of the course textbook that personalizes your reading experience based on how well you are learning the content.
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Autoren/Hrsg.

Taylor, Ronald

Smiley, Lydia

Richards, Stephen

Inhaltsverzeichnis

Table of ContentsPart One: Special Education: Fundamentals and ProcessesChapter 1: An Overview of Special EducationWho Are Exceptional Students?How Many Exceptional Students Are There?What Are Special Education and Related Services?What Is the History of Special Education?How Have Litigation and Legislation Affected Special Education? What Are Some Current and Future Issues in Special Education?Chapter 2: The Special Education Process: From Initial Identification to the Delivery of ServicesHow Are Exceptional Students Initially Identified as Having a Possible Exceptionality?What Are the Prereferral Process and the Referral Process?How Do Students Become Eligible for Special Education?How Is an Exceptional Student’s Educational Program Developed?Chapter 3: School, Family, and Community Collaboration      What Is Collaboration?      What Are Best Practices for Collaboration between Schools and Families?      What Are Best Practices for Collaboration among School Personnel?      What Are Best Practices for Collaboration between Schools and Communities?Part Two: IDEA High Prevalence Exceptionalities: Foundations and InstructionChapter 4: Students with Learning Disabilities      What Are the Foundations of Learning Disabilities?      What Are the Causes and Characteristics of Learning Disabilities?      How Are Students with Learning Disabilities Identified?      What and How Do I Teach Students with Learning Disabilities?      What Are Other Instructional Considerations for Teaching Students with Learning Disabilities?      What Are Some Considerations for the General Education Teacher?Chapter 5: Students with Intellectual Disabilities      What Are the Foundations of Intellectual Disabilities?      What Are the Causes and Characteristics of Intellectual Disabilities?      How Are Students with Intellectual Disabilities Identified?      What and How Do I Teach Students with Intellectual Disabilities?      What Are Other Instructional Considerations for Teaching Students with Intellectual Disabilities?      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?      What Are the Causes and Characteristics of Emotional and Behavioral Disorders?      How Are Students with Emotional or Behavioral Disorders Identified?      What and How Do I Teach Students with Emotional or Behavioral Disorders?      What Are Other Instructional Considerations for Teaching Students with Emotional or Behavioral Disorders?      What Are Some Considerations for the General Education Teacher?Chapter 7: Students with Communication Disorders      What Are the Foundations of Communication Disorders?      What Are the Causes and Characteristics of Communication Disorders?      How Are Students with Communication Disorders Identified?      What and How Do I Teach Students with Communication Disorders?      What Are Other Instructional Considerations for Teaching Students with Communication Disorders?      What Are Some Considerations for the General Education Teacher?Part Three: IDEA 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?      What Are the Causes and Characteristics of Deafness and Hard of Hearing?      How Are Students Who Are Deaf or Hard of Hearing Identified?      What and How Do I Teach Students Who Are Deaf or Hard of Hearing?      What Are Other Instructional Considerations for Teaching Students Who Are Deaf or Hard of Hearing?      What Are Some Considerations for the General Education Teacher?Chapter 9: Students Who Are Blind or Have Low Vision      What Are the Foundations of Blindness and Low Vision?      What Are the Causes and Considerations of Blindness and Low Vision?      How Are Students Who Are Blind or Have Low Vision Identified?      What and How Do I Teach Students Who Are Blind or Have Low Vision?      What Are Other Instructional Considerations for Teaching Students Who Are Blind or Have Low Vision?      What Are Some Considerations for the General Education Teacher?Chapter 10: Students with Physical or Health Disabilities      What Are the Foundations of Physical and Health Disabilities?      What Are the Causes and Characteristics of Physical and Health Disabilities?      How Are Students with Physical or Health Disabilities Identified?      What and How Do I Teach Students with Physical or Health Disabilities?      What Are Other Instructional Considerations for Teaching Students with Physical or Health Disabilities?      What Are Some Considerations for the General Education Teacher? Chapter 11: Students with Autism Spectrum Disorders      What Are the Foundations of Autism Spectrum Disorders?      What Are the Causes and Characteristics of Autism Spectrum Disorders?      How Are Students with Autism Spectrum Disorders Identified?      What and How Do I Teach Students with Autism Spectrum Disorders?      What Are Other Instructional Considerations for Teaching Students with Autism Spectrum Disorders?      What Are Some Considerations for the General Education Teacher?Chapter 12: Students with Severe Disabilities      What Are the Foundations of Severe Disabilities?      What Are the Causes and Characteristics of Severe Disabilities?      How Are Students with Severe Disabilities Identified?      What and How Do I Teach Students with Severe Disabilities?      What Are Other Instructional Considerations for Teaching Students with Severe Disabilities?      What Are Some Considerations for the General Education Teacher?Part Four: Other Exceptionalities: Foundations and InstructionChapter 13: Students Who Are At Risk: Early Identification and Intervention      What Are the Foundations of At-Risk Conditions?      What Are Factors That Place Children At Risk?      How Are Children Who Are at Risk Identified?      What and How Do I Teach Students Who Are At Risk?      What Are Other Instructional Considerations for Students Who Are At Risk?      What Are Some Considerations for the General Education Teacher?Chapter 14: Students with Attention Deficit/Hyperactivity Disorder      What Are the Foundations of Attention Deficit/Hyperactivity Disorder?      What Are the Causes and Characteristics of Attention Deficit/Hyperactivity Disorder?      How Are Students with Attention Deficit/Hyperactivity Disorder Identified?      What and How Do I Teach Students with Attention Deficit/Hyperactivity Disorder?      What Are Other Instructional Considerations for Teaching Students with Attention Deficit/Hyperactivity Disorder?      What Are Some Considerations for the General Education Teacher?Chapter 15: Students Who Are Gifted and Talented      What Are the Foundations of Gifts and Talents?      What Are the Causes and Characteristics of Gifts and Talents?      How Are Students Who Are Gifted and Talented Identified?      What and How Do I Teach Students Who Are Gifted and Talented?      What Are Other Instructional Considerations for Students Who Are Gifted and Talented?      What Are Some Considerations for the General Education Teacher?APPENDIXES      Text Appendix      Online AppendixGlossaryReferencesPhoto CreditsName IndexSubject Index

Über Autor(innen)

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.