Educating special learners

목차 (Table of Contents)

• CONTENTS
• Preface = xxiii
• Part 1: Major Influences Shaping the Education of Exceptional Children
• Chapter 1: Legal and Humanistic Forces = 4
• Egalitarianism and Normalization = 5
• Egalitarianism = 5
• Normalization = 6
• BOX 1.1: STICKS AND STONES: THE QUESTION OF TERMINOLOGY = 6
• Mainstreaming and Inclusion = 8
• BOX 1.2: BARRIER-FREE LIVING = 10
• BOX 1.3: SENSITIZING THE NEXT GENERATION = 11
• Litigation and Legislation = 12
• Litigation = 13
• BOX 1.4: COLLEGE STUDENTS WITH DISABILITIES = 14
• Legislation = 15
• Concerns About Inclusion = 18
• Summary = 19
• Suggestions for Further Reading = 20
• Chapter 2: Human Services and Placements = 23
• Educational Programs and Placements = 24
• Cascade of Services = 24
• BOX 2.1: CASE STUDY: SAMUEL = 24
• BOX 2.2: CASE STUDY: WILLIAM = 25
• BOX 2.3: SEVERELY RETARDED YOUNGSTERS IN A REGULAR JUNIOR HIGH SCHOOL = 29
• BOX 2.4: A DAY IN THE LIFE OF A RESOURCE ROOM TEACHER = 30
• Human Services for Individuals with Disabilities = 33
• Full Range of Service = 34
• The Multidisciplinary Team Approach = 34
• Related Services: PL 94-142 and PL 101-476 = 39
• Other Agencies = 40
• Finding the Right Agency = 42
• Summary = 44
• Suggestions for Further Reading = 45
• Chapter 3: Definitions and Classification Schemes = 47
• The Labeling Controversy = 48
• Categories and Labels: Cons = 48
• Categories and Labels: Pros = 50
• The Problems with Definitions = 51
• Legislative Definitions = 52
• Categorical Definitions = 53
• Special Education = 55
• Free, Appropriate Public Education = 56
• Related Services = 57
• Transition Services = 57
• Evaluation Procedures = 58
• Gifted and Talented = 59
• Is a Disability Always a Handicap? = 59
• BOX 3.1: DO YOU THINK OF YOURSELF AS HANDICAPPED? = 60
• Related Disabilities = 61
• Varying Behavior = 61
• Similar Behavior = 63
• An Alternative to Traditional Classification Schemes = 64
• Developmental Domains = 64
• Summary = 66
• Suggestions for Further Reading = 67
• Part 2: Characteristics of Exceptional Children
• Chapter 4: Visual Impairments = 70
• How We See = 72
• Definitions = 73
• BOX 4.1: THE EYE AND THE PROCESS OF SEEING = 74
• Personal Definitions = 76
• Definitions for Legal and Administrative Purposes = 76
• Definitions for Educational Purposes = 77
• The Federal Definition = 78
• The Extent of the Problem = 79
• Causes of Impaired Vision = 79
• Prenatal Influences = 80
• Injuries and Poisoning = 81
• BOX 4.2: MULTICENTER RESEARCH ON RETINOPATHY OF PREMATURITY = 82
• Neoplasms = 83
• Infectious Diseases = 83
• Characteristics of Children with Visual Disabilities = 84
• Cognitive Development = 86
• Motor Development = 87
• Social Development = 87
• Identification = 88
• Screening = 88
• Signs of Possible Eye Problems = 89
• Referral and Follow-up = 90
• Educational Placements = 92
• Curriculum for Students with Visual Handicaps = 95
• Personal Competence, Self-Adjustment, and Daily Living Skills = 95
• Orientation and Mobility = 96
• BOX 4.3: THE SONICGUIDE INCREASES ENVIRONMENTAL AWARENESS = 96
• Communication Skills = 98
• Vocational Guidance and Career Development = 98
• BOX 4.4: THE SEEING EYE = 100
• Special Aids and Equipment = 102
• BOX 4.5: LOUIS BRAILLE AND THE BRAILLE SYSTEM OF EMBOSSED WRITING = 104
• Vision Stimulation = 106
• BOX 4.6: BRAILLE'N SPEAK AND TYPE'N SPEAK = 106
• Computer Technology = 107
• BOX 4.7: EVOLUTION IN PERSONAL READING MACHINES = 108
• Teacher Considerations = 110
• BOX 4.8: DESCRIPTIVE VIDEO SERVICE = 112
• Summary = 113
• Suggestions for Further Reading = 115
• Chapter 5: Hearing Impairment = 117
• BOX 5.1: THE PROCESS OF HEARING = 118
• How We Hear = 119
• Types of Hearing Loss = 120
• Degree of Hearing Loss = 120
• Level of Function = 123
• Hearing Impairment = 125
• Incidence of Hearing Impairment = 126
• Causes of Impaired Hearing = 126
• Heredity = 127
• Rubella = 128
• Cytomegalovirus = 128
• Blood Incompatibility = 128
• Meningitis = 128
• Prematurity = 129
• Acoustical Trauma = 129
• Identification of Impaired Hearing = 129
• Educational Alternatives for Children with Hearing Impairments = 133
• Effects of Hearing Impairment on Learning = 133
• Instructional Considerations = 135
• Manual Communication = 136
• BOX 5.2: "HUH?" = 136
• BOX 5.3: AMERICAN SIGN LANGUAGE = 138
• Oral Communication = 139
• Total Communication = 141
• Technology for Students with Impaired Hearing = 141
• BOX 5.4: TAKE A CUE FROM CHRISTY! = 142
• Teacher Considerations = 147
• BOX 5.6: "WHAT DO I DO IF THE HEARING AID WON'T WORK?" = 152
• Summary = 153
• Suggestions for Further Reading = 155
• Chapter 6: Communication Disorders: Language and Speech = 157
• BOX 6.1: MATCHING MINDS AND MACHINES FOR A MIRACLE = 158
• Speech Development and Production = 160
• A Theory of Communication = 163
• Aspects of Oral-Verbal Communication = 166
• Speech and Language Problems = 170
• Articulation = 171
• Voice = 171
• Fluency = 172
• Language Disorders = 174
• BOX 6.2: THE STORY OF HILARY = 176
• Extent of the Problems = 178
• Characteristics of Children with Speech Impairments = 179
• Identification = 180
• Assessment = 181
• Use of Technology = 182
• Educational Programs = 183
• Teacher Considerations = 184
• BOX 6.3: COMPUTERIZED AIDS OFFER VOICE = 185
• Summary = 187
• Suggestions for Further Reading = 188
• Chapter 7: Orthopedic and Other Health Impairments = 191
• Neurological Disorders = 193
• Cerebral Palsy = 193
• BOX 7.1: MARY'S STORY = 198
• Spina Bifida = 199
• Convulsive Disorders = 201
• BOX 7.2: WHAT TO DO AND NOT TO DO FOR A CHILD WHO HAS A SEIZURE = 204
• Poliomyelitis = 205
• Musculoskeletal Disorders = 205
• Muscular Dystrophy = 205
• Arthrogryposis = 206
• Legg-Perthes Disease = 207
• Osteogenesis Imperfecta = 207
• Juvenile Rheumatoid Arthritis = 207
• Scoliosis = 208
• Other Disabilities = 208
• Congenital Malformations = 208
• Diseases = 209
• Other Health Impairments = 211
• Functional Domains = 215
• Cognitive = 215
• Motor = 216
• Language = 217
• Social-Emotional = 217
• Educational Considerations = 217
• BOX 7.3: HI-MY-NAME-IS-JENNY = 218
• Educational Placements = 222
• Architectural Barriers = 224
• BOX 7.4: ENVIRONMENTAL ADAPTATIONS = 225
• Assistive Technology = 226
• Summary = 229
• Suggestions for Further Reading = 230
• Chapter 8: Mental Retardation = 233
• Mental Retardation Defined = 234
• General Intellectual Ability = 235
• Adaptive Behavior = 235
• BOX 8.1: CASE STUDY: KEVIN = 236
• Manifestation During Developmental Period = 238
• Classification Schemes = 238
• Mild Retardation = 239
• Moderate Retardation = 241
• Severe Retardation = 242
• BOX 8.2: CASE STUDY: KAREN = 242
• BOX 8.3: CASE STUDY: DANIEL = 244
• Profound Retardation = 246
• BOX 8.4: CASE STUDY: DAWN = 246
• Incidence of Retardation = 247
• The Causes of Mental Retardation = 248
• Infections and Intoxications = 250
• Trauma = 250
• Metabolic Disorders = 250
• Mental Retardation Syndromes = 251
• BOX 8.5: PRENATAL DIAGNOSTIC PROCEDURES = 251
• Additional Problems of Children with Retardation = 253
• Cognitive Domain = 253
• Language and Communication = 256
• Social Skills = 256
• Motor Skills = 257
• Identification and Diagnosis of Mental Retardation = 258
• Legal Issues = 258
• Services to Families = 259
• Educational Implications for Children with Retardation = 260
• Placements = 260
• Teaching Implications = 260
• Application of the Diagnostic Teaching Model = 266
• Identifying Relevant Attributes = 266
• Specifying Teaching Objectives = 267
• Selecting Strategies and Materials = 268
• Testing Strategies and Materials = 268
• Evaluating Performance = 268
• BOX 8.6: A NINE-YEAR-OLD CHILD WRITES ABOUT MENTAL RETARDATION = 269
• Examples of Objectives and Strategies = 270
• Summary = 271
• Suggestions for Further Reading = 272
• Chapter 9: Learning Disability = 275
• The Definition Problem = 276
• Related Terms = 278
• Dyslexia = 278
• Attention Deficit Disorder = 278
• Causes of Learning Disabilities = 279
• Brain Injury = 280
• Biochemical Causes = 281
• Genetic Causes = 282
• Environmental Causes = 282
• Extent of the Problem = 283
• BOX 9.1: WAYS TO RECOGNIZE A CHILD WHO IS LEARNING DISABLED = 284
• Characteristics of Children with Learning Disabilities = 285
• Cognitive／Language Domain = 286
• Motor Domain = 289
• Social Domain = 290
• Identification of Children with Learning Disabilities = 291
• The Federally Mandated Approach = 291
• The Discrepancy Approach = 294
• The Controversy over Educating Children with Learning Disabilities = 294
• Intellectual Level of Children with Learning Disabilities = 295
• Brain Injury = 296
• Perceptual-Motor Problems = 297
• Process Training Versus Skill Training = 298
• Underachievement and IQ／Discrepancy Approaches = 299
• Typical Placements for Children with Learning Disabilities = 301
• Teaching Children with Learning Disabilities = 302
• BOX 9.2: WAYS TO TEACH STUDENTS WITH LEARNING DISABILITIES = 304
• Holistic Approach = 305
• Application of the Diagnostic Teaching Model = 306
• Identifying Relevant Attributes = 306
• Specifying Teaching Objectives = 306
• Selecting Strategies and Materials = 307
• Testing Strategies and Materials = 307
• BOX 9.3: WALKING THE LD TIGHTROPE = 308
• Evaluating Performance = 309
• Other Approaches = 311
• Summary = 312
• Suggestions for Further Reading = 313
• Chapter 10: Emotional and Behavioral Disorders = 315
• The Nature of the Problem = 317
• Lables and Definitions = 317
• The 1992 Federal Definition = 318
• BOX 10.1: NORMAL AND DISTURBED BEHAVIOR = 318
• Descriptions of Children Who Have Emotional／Behavioral Disorders = 319
• BOX 10.2: WANDA = 320
• The Range and Variability of Normal Behavior = 321
• Shifting Standards = 322
• Expectations of the Culture and Society = 323
• The Measurement of Behavior = 323
• Interrelationships Among Disabilities = 324
• Different Perspectives = 324
• Classification = 325
• DSM-IV = 325
• Dimension Analysis = 326
• Facets of Disordered Behavior = 326
• Severity of Behavior = 327
• BOX 10.3: USING APPLIED BEHAVIOR ANALYSIS IN THE CLASSROOM = 328
• Prevalence = 330
• Differing Viewpoints on Definitions and Treatment = 330
• The Value of Variety = 330
• The Child Variance Project = 331
• The Biophysical Model = 332
• The Behavioral Approach = 335
• The Psychodynamic Approach = 339
• Sociological and Ecological Theories = 344
• Educational Considerations: Four Functional Domains = 345
• Social and Emotional Development = 346
• Cognitive Development = 347
• Communication Development = 349
• Motor Development = 349
• Application of the Diagnostic Teaching Model = 349
• Identification of Relevant Attributes = 350
• Specifying Teaching Objectives = 351
• Selecting Strategies and Materials = 352
• BOX 10.4: WHAT IS IT LIKE TO TEACH CHILDREN WITH EMOTIONAL／BEHAVIORAL DISORDERS? = 352
• Testing Strategies and Materials = 353
• Evaluation = 353
• Examples = 355
• Examples of Social and Emotional Objectives = 355
• Additional Educational Considerations = 356
• Expulsion and Suspension = 356
• Summary = 358
• Suggestions for Further Reading = 360
• Chapter 11: Gifted and Talented = 363
• Definitions of Gifted and Talented = 364
• IQ Definitions = 365
• Creativity and Talent = 366
• BOX 11.1: LEWIS M. TERMAN, 1879-1956 = 366
• Heredity and Environment = 371
• Characteristics of Children who are Gifted = 372
• Cognitive Domain = 372
• Social and Emotional Domain = 374
• BOX 11.2: SAMPLE OF THE WORK OF A CHILD WHO IS GIFTED = 374
• Identification of Children who are Gifted = 375
• BOX 11.3: RAY CHARLES: A MAN OF MANY TALENTS = 380
• Educational Intervention: An Overview = 381
• Available Options = 381
• Summary = 383
• BOX 11.4: ENRICHMENT? OR EXTRA WORK? = 384
• BOX 11.5: FRIENDSHIP, GIFTEDNESS, AND DISABILITY = 385
• Suggestions for Further Reading = 386
• Chapter 12: Young Children with Disabilities and Their Families = 389
• BOX 12.1: THE NURSERY = 390
• Family Reactions to News of a Disability = 391
• Stress Within the Family = 392
• The Role of Professionals = 394
• BOX 12.2: A FATHER'S STORY = 396
• Parent-Child Interactions = 398
• The Rationale for Parent Involvement = 399
• Roles for Parents = 401
• Parents and Professionals Working Together = 402
• The Case for Early Intervention = 404
• Projects Head Start and Follow Through = 405
• BOX 12.3: IMPROVING THE QUALITY OF LIFE = 406
• Follow-up Studies = 407
• Federal Mandates = 408
• IEP and IFSP = 409
• Services to Be Provided = 409
• Integration and Least Restrictive Environment = 409
• BOX 12.4: THE IFSP: INDIVIDUALIZED FAMILY SERVICE PLAN = 410
• Programs For Young Children With Disabilities = 411
• BOX 12.5: SERVICES AVAILABLE TO INFANTS, TODDLERS, AND PRESCHOOLERS UNDER PUBLIC LAW 102-119 = 411
• Home-Based Approaches = 412
• Center-Based Approaches = 413
• Hospital-Based Approaches = 413
• Combination Approaches = 413
• BOX 12.6: PARENTS AS TEACHERS = 4l4
• Similarities Among Programs = 415
• Summary = 417
• Suggestions for Further Reading = 419
• Chapter 13: Adolescence and Adulthood = 421
• Adolescents with Disabilities = 422
• Adolescents with Mild Vocational Disabilities = 423
• BOX 13.1: SOME POSSIBLE ADAPTATIONS FOR SECONDARY SCHOOL AND COLLEGE STUDENTS = 424
• Adolescents with Serious Vocational Disabilities = 426
• Educational Programs for Adolescents with Disabilities = 426
• Programs for Adolescents with Mild Vocational Disabilities = 427
• Programs for Adolescents with Serious Vocational Disabilities = 428
• Sex Education = 429
• BOX 13.2: EVERYDAY ZAC = 430
• Career Education = 431
• Transition Services = 433
• Adults with Disabilities = 435
• ADA: Americans with Disabilities Act = 435
• BOX 13.3: AMERICANS WITH DISABILITIES ACT OF 1990 = 436
• Leisure Time Activities = 443
• BOX 13.4: KENT GRADUATE CYCLING TOWARD A DREAM = 444
• Advocacy = 446
• Summary = 447
• Suggestions for Further Reading = 448
• Chapter 14: Special Groups = 449
• Other Disability Categories Covered by IDEA = 450
• Children with Multiple Disabilities = 450
• Children with Deaf-Blindness = 454
• Children with Autism = 456
• Traumatics Brain Injury = 457
• BOX 14.1: MARCY = 458
• Special Groups not Covered by IDEA = 460
• Abused and Neglected Children = 460
• BOX 14.2: EMOTIONAL ABUSE: DO YOU GET THE FEELING? = 462
• Alcohol and Other Drug Abuse = 467
• Teenage Pregnancy = 469
• Juvenile Delinquency = 470
• Summary = 472
• Suggestions for Further Reading = 473
• Part 3: Identification, Assessment, and Teaching
• Chapter 15: Identification, Assessment, and Referral = 478
• The Identification Model = 479
• BOX 15.1: INTRODUCING LINDA = 481
• Human Development Foundations = 482
• Principles of Development = 482
• Individual Differences = 483
• Assessment = 484
• The Need for More Information = 484
• Definitions of Assessment and Evaluation = 485
• Assessment is an Integral Part of Teaching = 485
• Types of Assessment = 486
• Current and Historical Information = 486
• Placement, Formative, and Summative Assessment = 487
• Criterion-Referenced and Norm-Referenced Assessments = 488
• Curriculum-Based Assessment = 490
• Assessment: The Bridge Between Identification and Intervention = 490
• Federal Mandates = 490
• Teachers' Responsibilities = 491
• Choosing Assessment Procedures = 493
• Reviewing Published Assessment Procedures = 494
• Teacher-Made Assessment Procedures = 494
• Parent and Peer Appraisal and Self-Report Techniques = 495
• Observation = 496
• Recording Observations = 496
• Record Forms = 497
• Referral Procedures: A Case Study = 498
• Teacher Responsibilities = 501
• Parent-Teacher Conferences = 502
• Procedural Safeguards = 504
• After Assessment = 506
• Preparing the IEP = 510
• The Due-Process Hearing = 513
• Handling Information About Children = 514
• Confidentiality = 514
• Maintenance of Records = 515
• Teachers as Advocates = 516
• Summary = 517
• Suggestions for Further Reading = 473
• Chapter 16: Generic Teaching Strateykt = 523
• Noncategorical Teaching Competencies = 525
• Factors Influencing Choice of Teaching Strategies = 526
• Type of Disability = 527
• Level of Severity = 527
• Age = 527
• Behavior Management = 528
• BOX 16.1: POINTS TO REMEMBER = 528
• Discipline = 530
• Classroom Management = 531
• The Diagnostic Teaching Model = 532
• Identifying the Relevant Attributes of the Child = 532
• Specifying Teaching Objectives = 534
• Selecting the Instructional Strategy = 534
• Selecting Appropriate Materials = 534
• Evaluating the Program = 535
• The Many Faces of Instruction = 535
• Remedial and Compensatory Education = 536
• Direct Instruction = 537
• Task Analysis = 539
• Sequencing Instruction = 540
• Guided Discovery Learning = 540
• Perceptual-Motor Training = 541
• Other Strategies = 543
• Interactive Technologies = 546
• Multimedia = 546
• Student Uses of Technologies = 547
• Effectiveness of Computer Applications in Education = 549
• BOX 16.2: AN INCLUSION CHECKLIST FOR YOUR SCHOOL = 550
• Administrative Uses = 551
• Summary = 552
• Suggestions for Further Reading = 553
• Glossary = 555
• Glossary of Terms = 555
• Glossary of Abbreviations = 583
• Bibliography = 585
• Public Laws Referenced Frequently = 616
• Author Index = 617
• Subject Index = 621