A primary text for use in high-prevalence courses in special education programs.A critical look at four high-prevalence mild disabilities as seen from several unique perspectives. Learners with Mild Disabilities focuses on four high-prevalence disorders: mild intellectual disabilities, learning disabilities, emotional/behavioral disorders, and ADHD. The text also considers the Autism Spectrum Disorders, such as HFA and Asperger’s Syndrome, in addition to other mild conditions such as communication [...] text looks first at the concept of disability from conventional categorical perspectives, and then shifts to focusing on learners from the perspective of alternative, non-categorical frameworks. It describes students with disabilities and related conditions with respect to a variety of individual strengths and needs, considering their cognitive, perceptual, language, academic learning, and social/emotional characteristics. The reader is encouraged to apply these conceptual frameworks through the analysis of numerous vignettes and extended case studies that are drawn from the experiences of real children and teachers throughout the text. Using this non-categorical framework best prepares special educators for the complex job of providing effective services to the full and unique spectrum of students with mild disabilities.
A primary text for use in high-prevalence courses in special education programs.A critical look at four high-prevalence mild disabilities as seen from several unique perspectives. Learners with Mild Disabilities focuses on four high-prevalence disorders: mild intellectual disabilities, learning disabilities, emotional/behavioral disorders, and ADHD. The text also considers the Autism Spectrum Disorders, such as HFA and Asperger’s Syndrome, in addition to other mild conditions such as communication [...] text looks first at the concept of disability from conventional categorical perspectives, and then shifts to focusing on learners from the perspective of alternative, non-categorical frameworks. It describes students with disabilities and related conditions with respect to a variety of individual strengths and needs, considering their cognitive, perceptual, language, academic learning, and social/emotional characteristics. The reader is encouraged to apply these conceptual frameworks through the analysis of numerous vignettes and extended case studies that are drawn from the experiences of real children and teachers throughout the text. Using this non-categorical framework best prepares special educators for the complex job of providing effective services to the full and unique spectrum of students with mild disabilities.
Inhaltsverzeichnis
PrefaceUNIT I SETTING THE STAGE Chapter 1 Perspectives on Disability Meet Clarence Studying High-Prevalence Disabilities Mild Does Not Mean “Not Serious” The Power of Language Labeling, Classifying, and Identifying To Classify or Not to Classify Additional Thoughts on Labeling The Historical Context of Disability Early History of DisabilityThe Middle Ages, Renaissance and the EnlightenmentDisability Services in the United States (1800-1950) Eugenics in Europe and the United States The Testing Movement in Europe and the United States Serving Children Identified as Having Disabilities Disabilities in the United States from 1950 to the Present Legislative and Legal Supports Overview of the IDEA Principles History of Rights Won in United States CourtsTrends in History Summary Ed Murphy: A Case StudyChapter 2 Issues in Assessment and Identification Meet Jeffrey Assessment and Evaluation Requirements in IDEAPurposes of Assessment of Students with Special Educational Needs Types of Assessment Instruments and Techniques Norm-Referenced Assessment Criterion-Referenced and Curriculum-Based Assessment Performance Assessment Portfolio Assessment Functional Behavioral Assessment Reporting on Student Progress: Grading Best Practices in Assessment of Children and Youth with Disabilities Issues in Identification Categories as Social Constructions Are Non-categorical Models of Service an Alternative? Response to Intervention: A Non-Categorical Strategy for Assessment and IdentificationA Prevention Framework as SupportSummary Sharon: A Case Study Chapter 3 Issues in Instruction and PlacementMeet Enrico Curriculum and Learners with Mild Disabilities Alternatives to Instructional Accommodations Instructional Strategies to Enhance Curricular Access Explicit Teaching Peer Tutoring Cooperative Learning Cognitive Strategies Positive Behavioral Supports Instruction and Individualized Education Program Planning Alternative Curricula and Assessments IDEA 2004 and the Location of Services Least Restrictive Environment (LRE)Models of Service Commonly Used for Students with Mild Disabilities Inclusion: A Continuing Issue in Special Education Summary Angie: A Case Study UNIT II WHO ARE THE LEARNERS WITH MILD DISABILITIES? Chapter 4 Learners with Intellectual and Developmental DisabilitiesMeet Caroline Naming this Group of LearnersHistorical Foundations of Intellectual DisabilitiesDevelopment of the Definition of Intellectual Disabilities in the United StatesIDEA Definition of Intellectual DisabilitiesAdditional Perspectives on Defining Intellectual Disabilities The New Generation of Other AAIDD/AAMR Definitions Developmental Disabilities and Delay An Alternative Definition with an Instructional Perspective Levels of Severity Educational Terminology Supports and Intensity of Support Needs Prevalence of Intellectual DisabilitiesConditions Associated with Risk of Intellectual and Developmental Disabilities Biomedical Risk Factors &nb
