
Learners with Mild Disabilities: A Characteristics Approach
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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 disorders.
This 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.
Features + Benefits
Features
The juxtaposition of the traditional categorical approach alongside a cross- or non-categorical characteristics approach towards mild disability helps provide the new special educator with the knowledge needed to understand both approaches and then challenges the reader to synthesize this information into a more useful approach.
Integrates extended case material as well as illustrative vignettes within each chapter to develop the reader’s analytical skills. The cases include narrative as well as psychometric information and are more complex than the usual paragraph-length examples typically found in textbooks. Each case is followed by discussion questions for use by individual readers or by cooperative learning groups.
In addition to presenting IDEA disability definitions, Unit II includes recent alternative definitions in the field of high-prevalence disabilities as well, including: AAMR, 1992/2002 (mental retardation); NJCLD and ICLD (learning disabilities); DSM-IV (ADHD); and the Mental Health Coalition (emotional/behavioral disorders).
Provides prospective teachers with critical information concerning the principles of Universal Design for Learning as it applies to assessment and curriculum development.
The “Spotlights on History” feature provides the reader with a historical context for major concepts (in Units I and II) using material adapted from original texts, with quotations from primary documents as contextual elements.
The “Focus on Diversity and Culture” feature at the end of each chapter highlights the many ways that issues related to diversity and culture interact with the concept of disability.
Each chapter concludes with a section directing students to relevant web sites and contains annotations about content.
Preface
UNIT 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 Disability
The Middle Ages, Renaissance and the Enlightenment
Disability 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 Courts
Trends in History
Summary
Ed Murphy: A Case Study
Chapter 2 Issues in Assessment and Identification Meet Jeffrey
Assessment and Evaluation Requirements in IDEA
Purposes 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 Identification
A Prevention Framework as Support
Summary
Sharon: A Case Study
Chapter 3 Issues in Instruction and Placement
Meet 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 Disabilities
Meet Caroline
Naming this Group of Learners
Historical Foundations of Intellectual Disabilities
Development of the Definition of Intellectual Disabilities in the United States
IDEA Definition of Intellectual Disabilities
Additional 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 Disabilities
Conditions Associated with Risk of Intellectual and Developmental Disabilities
Biomedical Risk Factors
Environmental (Social, Behavioral, Educational) Risk Factors
Nature or Nurture?
Typical Characteristics of Persons with Intellectual Disabilities
Summary
Jennie: A Case Study
Chapter 5 Learners with Learning Disabilities
Meet Peter
Naming this Group of Learners
Historical Development of the Concept of Learning Disabilities
IDEA Definition of Specific Learning Disabilities
Assessment and Identification Issues
Discrepancy Determination Issues
IDEA 2004 and Changes in Identification Procedures
Response to Intervention as an Identification Process
An Alternative Definition of Learning Disabilities
Prevalence of Learning Disabilities
Conditions Associated with Learning Disabilities
Characteristics of Students with Learning Disabilities
Summary
Bobby: A Case Study
Chapter 6 Learners with Emotional or Behavioral Disorders
Meet Nicki
Terms to Refer to This Group of Learners
Historical Foundations of Emotional and Behavioral Disorders
IDEA Definition of Emotional Disturbance
Social Maladjustment: Definition and Exclusion
An Alternative Definition of Emotional or Behavioral Disorders
Assessment and Identification Issues
Response to Intervention
Levels of Severity
Prevalence of Emotional or Behavioral Disorders
Conditions Associated with Emotional or Behavioral Disorders
Biological Factors
Family Factors
Environmental, Social, and School Factors
Types of Emotional or Behavioral Disorders
Summary
Carter: A Case Study
Chapter 7 Learners with ADHD and Other Disorders and Conditions
Meet Nancy
Learners with Attention Problems
Naming this Group of Learners
ADHD and the IDEA
Current ADHD Definition in the DSM-IV-TR
Identification of Learners with ADHD
Types of Attention-Deficit/Hyperactivity Disorder
Levels of Severity
Prevalence of Attention-Deficit/Hyperactivity Disorder
Conditions Associated with Attention-Deficit/Hyperactivity Disorder
Characteristics of Individuals with ADHD
Should ADHD Be a Separate Category in IDEA?
Physical and Sensory Disabilities
Physical and Health Disabilities
Sensory Disabilities
Traumatic Brain Injury
Communication Disorders
Medication: A Persistent Issue
Summary
Frank: A Case Study
Chapter 8 Learners with Autism Spectrum Disorders
Meet Jacob
Naming this Group of Learners
Historical Development of the concept of Autism Spectrum Disorders
IDEA Definition of Autism Spectrum Disorders
The Psychiatric/Medical Definition of Autism Spectrum Disorders in the DSM
Assessment and Identification Issues
Prevalence of Autism Spectrum Disorders
Levels of Severity
Conditions Associated with Autism Spectrum Disorders
Characteristics of Students with Autism Spectrum Disorders
Reciprocal Social Interactions and Relationships
Communication
Restricted Interests
Other Related Characteristics and Behaviors
Characteristics Descriptive of Specific Conditions on the Spectrum
Summary
Sara: A Case Study
UNIT III WHAT ARE LEARNERS WITH MILD DISABILITIES LIKE?
Chapter 9 Cognitive and Perceptual Characteristics
Meet Robert
Cog
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 disorders.
This 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.
Features + Benefits
Features
The juxtaposition of the traditional categorical approach alongside a cross- or non-categorical characteristics approach towards mild disability helps provide the new special educator with the knowledge needed to understand both approaches and then challenges the reader to synthesize this information into a more useful approach.
Integrates extended case material as well as illustrative vignettes within each chapter to develop the reader’s analytical skills. The cases include narrative as well as psychometric information and are more complex than the usual paragraph-length examples typically found in textbooks. Each case is followed by discussion questions for use by individual readers or by cooperative learning groups.
In addition to presenting IDEA disability definitions, Unit II includes recent alternative definitions in the field of high-prevalence disabilities as well, including: AAMR, 1992/2002 (mental retardation); NJCLD and ICLD (learning disabilities); DSM-IV (ADHD); and the Mental Health Coalition (emotional/behavioral disorders).
Provides prospective teachers with critical information concerning the principles of Universal Design for Learning as it applies to assessment and curriculum development.
The “Spotlights on History” feature provides the reader with a historical context for major concepts (in Units I and II) using material adapted from original texts, with quotations from primary documents as contextual elements.
The “Focus on Diversity and Culture” feature at the end of each chapter highlights the many ways that issues related to diversity and culture interact with the concept of disability.
Each chapter concludes with a section directing students to relevant web sites and contains annotations about content.
Preface
UNIT 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 Disability
The Middle Ages, Renaissance and the Enlightenment
Disability 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 Courts
Trends in History
Summary
Ed Murphy: A Case Study
Chapter 2 Issues in Assessment and Identification Meet Jeffrey
Assessment and Evaluation Requirements in IDEA
Purposes 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 Identification
A Prevention Framework as Support
Summary
Sharon: A Case Study
Chapter 3 Issues in Instruction and Placement
Meet 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 Disabilities
Meet Caroline
Naming this Group of Learners
Historical Foundations of Intellectual Disabilities
Development of the Definition of Intellectual Disabilities in the United States
IDEA Definition of Intellectual Disabilities
Additional 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 Disabilities
Conditions Associated with Risk of Intellectual and Developmental Disabilities
Biomedical Risk Factors
Environmental (Social, Behavioral, Educational) Risk Factors
Nature or Nurture?
Typical Characteristics of Persons with Intellectual Disabilities
Summary
Jennie: A Case Study
Chapter 5 Learners with Learning Disabilities
Meet Peter
Naming this Group of Learners
Historical Development of the Concept of Learning Disabilities
IDEA Definition of Specific Learning Disabilities
Assessment and Identification Issues
Discrepancy Determination Issues
IDEA 2004 and Changes in Identification Procedures
Response to Intervention as an Identification Process
An Alternative Definition of Learning Disabilities
Prevalence of Learning Disabilities
Conditions Associated with Learning Disabilities
Characteristics of Students with Learning Disabilities
Summary
Bobby: A Case Study
Chapter 6 Learners with Emotional or Behavioral Disorders
Meet Nicki
Terms to Refer to This Group of Learners
Historical Foundations of Emotional and Behavioral Disorders
IDEA Definition of Emotional Disturbance
Social Maladjustment: Definition and Exclusion
An Alternative Definition of Emotional or Behavioral Disorders
Assessment and Identification Issues
Response to Intervention
Levels of Severity
Prevalence of Emotional or Behavioral Disorders
Conditions Associated with Emotional or Behavioral Disorders
Biological Factors
Family Factors
Environmental, Social, and School Factors
Types of Emotional or Behavioral Disorders
Summary
Carter: A Case Study
Chapter 7 Learners with ADHD and Other Disorders and Conditions
Meet Nancy
Learners with Attention Problems
Naming this Group of Learners
ADHD and the IDEA
Current ADHD Definition in the DSM-IV-TR
Identification of Learners with ADHD
Types of Attention-Deficit/Hyperactivity Disorder
Levels of Severity
Prevalence of Attention-Deficit/Hyperactivity Disorder
Conditions Associated with Attention-Deficit/Hyperactivity Disorder
Characteristics of Individuals with ADHD
Should ADHD Be a Separate Category in IDEA?
Physical and Sensory Disabilities
Physical and Health Disabilities
Sensory Disabilities
Traumatic Brain Injury
Communication Disorders
Medication: A Persistent Issue
Summary
Frank: A Case Study
Chapter 8 Learners with Autism Spectrum Disorders
Meet Jacob
Naming this Group of Learners
Historical Development of the concept of Autism Spectrum Disorders
IDEA Definition of Autism Spectrum Disorders
The Psychiatric/Medical Definition of Autism Spectrum Disorders in the DSM
Assessment and Identification Issues
Prevalence of Autism Spectrum Disorders
Levels of Severity
Conditions Associated with Autism Spectrum Disorders
Characteristics of Students with Autism Spectrum Disorders
Reciprocal Social Interactions and Relationships
Communication
Restricted Interests
Other Related Characteristics and Behaviors
Characteristics Descriptive of Specific Conditions on the Spectrum
Summary
Sara: A Case Study
UNIT III WHAT ARE LEARNERS WITH MILD DISABILITIES LIKE?
Chapter 9 Cognitive and Perceptual Characteristics
Meet Robert
Cog