Learners with Mild Disabilities: A Characteristics Approach

Versandkostenfrei!
Nicht lieferbar
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