Introduction to Special Education

Description

Lessons from the Past … Optimism about the Future … A Spirit of Advocacy

• Where We’ve Been…What’s on the Horizon? Historical context and ideas about future possibilities for people with disabilities
• Making a Difference Individuals and organizations that exemplify social responsibility and advocacy

Voices of Individuals and Participation

• Chapter Opening Art: Artistic masterpieces created by established artists who have first-hand experience with special needs.
• Spotlighting …A Day in the Life: Personal narratives by individuals describing their experiences with disabilities and special needs.
• On the Screen: Mini-reviews of popular films in which characters with disabilities have major roles reflect the power of the media to reinforce or reduce stereotypes
• Considering Culture: Mini-cases exemplify special considerations that arise in the instruction of culturally diverse students.

Responsive and Responsible Educational Practices

• Close-up on Data Based Practices: Step-by-step guidelines for implementing instructional practices that validated, individually determined, explicit, strategic, sequential, and accountable.
• Accommodations for Inclusive Environments: Ideas for adjusting instruction and learning environments to enhance the success of students with disabilities in the general education curriculum.
• Tips for Classroom Management and Tips for Effective Teaching. Practical procedures to apply in specific teaching and management situations.
• The IRIS Center for Training Enhancements: Numerous references to IRIS materials throughout the text highlight professional development resources to better prepare the next generation of educators to work in inclusive educational settings.

With Making a Difference as its central theme, the Seventh Edition of this bestselling text recognizes that more than ever before, educators have the opportunity and ability to make a real difference in the educational experiences of their students with disabilities.

Students and teachers have long relied on this comprehensive overview of the field of special education and the ways in which all teachers can help students with special needs to succeed in school and reach their full potential.  The text is brimming with evidence-based practices, ready-to-use teaching tips, and up-to-the minute information about technology applications and contemporary inclusive practices—all tools that teachers can use with students of all abilities, from those who struggle to the most gifted. 

The text uses authentic stories from real people, current news events, and examples from contemporary popular culture to examine the positive effects of over 30 years of IDEA and many years of social activism on the lives of individuals with disabilities, their families, and the educators and professionals who work with them. 

The seventh edition of Introduction to Special Education; Making a Difference, reflects a vision of what all schools should provide to students with special needs: schooling that is dedicated to making a difference in the lives of individuals with special needs and their families. When educators use proven and best practices, the end-result will be an accountable and responsive education system where every student succeeds.

Chapter 1 — Disabilities and Special Education: Making a Difference

DISABLITY AND SOCIAL JUSTICE

DISABLITIES AND STUDENTS

MAKING A DIFFERENCE THROUGH SPECIAL EDUCATION

EMERGING TRENDS: DIFFERENTIATING FOR ALL

SUMMARY

Chapter 2 — Individualized Special Education Programs: Planning and Delivering Services

ACCESS TO THE GENERAL EDUCATION CURRICULUM

SETTINGS, SERVICES, AND PERSONNEL

THE IEP PROCESS

TOOLS FOR INDIVIDUALIZED PROGRAMS

EVALUATING PROGRESS AND REVISING PROGRAMS

SUMMARY

Chapter 3 – Cultural and Linguistic Diversity

WHERE WE’VE BEEN … ON THE HORIZON

CULTURAL AND LINGUISTIC DIVERSITY DEFINED

CHARACTERISTICS

PREVALENCE

CAUSES AND PREVENTION

ASSESSMENT

EARLY INTERVENTION

TEACHING DIVERSE STUDENTS WITH DISABILITIES

TRANSITION

COLLABORATION

PARTNERSHIPS WITH FAMILIES AND COMMUNITIES

SUMMARY

Chapter 4 – Speech or Language Impairments

WHERE WE’VE BEEN … WHAT’S ON THE HORIZON

SPEECH OR LANGUAGE IMPAIRMENTS DEFINED

CHARACTERISTICS

PREVALENCE

CAUSES AND PREVENTION

ASSESSMENT

EARLY INTERVENTION

TEACHING STUDENTS WITH SPEECH OR LANGUAGE IMPAIRMENTS

TRANSITION

COLLABORATION

PARTNERSHIPS WITH FAMILIES AND COMMUNITIES

SUMMARY

Chapter 5 – Learning Disabilities

WHERE WE’VE BEEN … WHAT’S ON THE HORIZON

LEARNING DISABILITIES DEFINED

CHARACTERISTICS

PREVALENCE

CAUSES AND PREVENTION

ASSESSMENT

EARLY INTERVENTION

TEACHING STUDENTS WITH LEARING DISABILITIES

TRANSITION

COLLABORATION

PARTNERSHIPS WITH FAMILIES AND COMMUNITIES

SUMMARY

CHAPTER 6 — ATTENTION DEFICIT HYPERACTIVITY DISORDER

WHERE WE’VE BEEN … WHAT’S ON THE HORIZON

ATTENTION DEFICIT HYPERACTIVITY DISORDER DEFINED

CHARACTERISTICS

PREVALENCE

CAUSES AND PREVENTION

ASSESSMENT

EARLY INTERVENTION

TEACHING STUDENTS WITH ADHD

TRANSITION

COLLABORATION

PARTNERSHIPS WITH FAMILIES AND COMMUNITIES

SUMMARY

Chapter 7 — Emotional and Behavioral Disorders

WHERE WE’VE BEEN … WHAT’S ON THE HORIZON

EMOTIONAL OR BEHAVIOR DISORDERS DEFINED

CHARACTERISTICS

PREVALENCE

CAUSES AND PREVENTION

ASSESSMENT

EARLY INTERVENTION

TEACHING STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS

TRANSITION

COLLABORATION

PARTNERSHIPS WITH FAMILIES AND COMMUNITIES

SUMMARY

Chapter 8 — Intellectual Disabilities or Mental Retardation

WHERE WE’VE BEEN … WHAT’S ON THE HORIZON

INTELLECTUAL DISABILITIES OR MENTAL RETARDATION DEFINED

CHARACTERISTICS

PREVALENCE

CAUSES AND PREVENTION

ASSESSMENT

EARLY INTERVENTION

TEACHING STUDENTS WITH INTELLECTUAL DISABILITIES

TRANSITION

COLLABORATION

PARTNERSHIPS WITH FAMILIES AND COMMUNITIES

SUMMARY

Chapter 9 — Physical or Health Disabilities

WHERE WE’VE BEEN … WHAT’S ON THE HORIZON

PHYSICAL AND HEALTH DISABILITIES DEFINED

CHARACTERISTICS

PREVALENCE

CAUSES AND PREVENTION

ASSESSMENT

EARLY INTERVENTION

TEACHING STUDENTS WITH PHYSICAL AND HEALTH DISABILITIES

TRANSITION

COLLABORATION

PARTNERSHIPS WITH FAMILIES AND COMMUNITIES

SUMMARY

Chapter 10 — Deaf and Hard of Hearing

WHERE WE’VE BEEN … WHAT’S ON THE HORIZON

DEAFNESS AND HARD OF HEARING DEFINED

CHARACTERISTICS

PREVALENCE

CAUSES AND PREVENTION

ASSESSMENT

EARLY INTERVENTION

TEACHING STUDENTS WITH HEARING LOSS

TRANSITION

COLLABORATION

PARTNERSHIPS WITH FAMILIES AND COMMUNITIES

SUMMARY

Chapter 11 — Low Vision and Blindness

WHERE WE’VE BEEN … WHAT’S ON THE HORIZON

LOW VISION AND BLINDNESS DEFINED

CHARACTERISTICS

PREVALENCE

CAUSES AND PREVENTION

ASSESSMENT

EARLY INTERVENTION

TEACHING STUDENTS WITH VISUAL LOSS

TRANSITION

COLLABORATION

PARTNERSHIPS WITH FAMILIES AND COMMUNITIES

SUMMARY

Chapter 12 — Autism Spectrum Disorders

WHERE WE’VE BEEN … WHAT’S ON THE HORIZON

AUTISM SPECTRUM DISORDERS (ASD) DEFINED

CHARACTERISTICS PREVALENCE

CAUSES AND PREVENTION

ASSESSMENT

EARLY INTERVENTION

TEACHING STUDENTS WITH ASD

TRANSITION COLLABORATION

PARTNERSHIPS WITH FAMILIES AND COMMUNITIES

SUMMARY

Chapter 13 — Very Low Incidence Disabilities: Multiple-Severe Disabilities, Deaf-blindness, and Traumatic Brain Injury

WHERE WE’VE BEEN … WHAT’S ON THE HORIZON

CHARACTERISTICS OF MULTIPLE-SEVERE DISABILITES PREVALENCE

CAUSES AND PREVENTION

CHARACTERISTICS OF DEAF-BLINDNESS PREVALENCE

CAUSES AND PREVENTION

CHARACTERISTICS OF TBI

PREVALENCE

CAUSES AD PREVENTION

ASSESSMENT

EARLY INTERVENTION

TEACHING STUDENTS WITH LOW INCIDENCE DISABILITIES

TRANSITION

COLLABORATION

PARTNERSHIPS WITH FAMILIES AND COMMUNITIES

SUMMARY

Chapter 14 — Giftedness and Talents

WHERE WE’VE BEEN … WHAT’S ON THE HORIZON?

GIFTEDNESS AND TALENTS DEFINED

CHARACTERISTICS

PREVALENCE

CAUSES AND PREVENTION

ASSESSMENT

EARLY INTERVENTION

TEACHING GIFTED AND TALENTED STUDENTS

TRANSITION

COLLABORATION

PARTNERSHIPS WITH FAMILIES AND COMMUNITIES

SUMMARY

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