Full Description
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.
Contents
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 ClassifyAdditional 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 PresentLegislative and Legal SupportsOverview 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 6 Learners with Emotional or Behavioral DisordersMeet Nicki Terms to Refer to This Group of LearnersHistorical Foundations of Emotional and Behavioral DisordersIDEA Definition of Emotional DisturbanceSocial 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 FactorsFamily 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 ConditionsMeet NancyLearners with Attention ProblemsNaming this Group of LearnersADHD and the IDEA Current ADHD Definition in the DSM-IV-TR Identification of Learners with ADHDTypes of Attention-Deficit/Hyperactivity Disorder Levels of Severity Prevalence of Attention-Deficit/Hyperactivity DisorderConditions 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 DisordersMeet JacobNaming this Group of LearnersHistorical Development of the concept of Autism Spectrum DisordersIDEA Definition of Autism Spectrum DisordersThe Psychiatric/Medical Definition of Autism Spectrum Disorders in the DSMAssessment and Identification IssuesPrevalence of Autism Spectrum Disorders Levels of SeverityConditions Associated with Autism Spectrum DisordersCharacteristics of Students with Autism Spectrum DisordersReciprocal Social Interactions and RelationshipsCommunicationRestricted InterestsOther Related Characteristics and BehaviorsCharacteristics Descriptive of Specific Conditions on the SpectrumSummarySara: A Case StudyUNIT III WHAT ARE LEARNERS WITH MILD DISABILITIES LIKE? Chapter 9 Cognitive and Perceptual Characteristics Meet Robert Cognitive Theory and Approaches to Mild Disabilities Constructivist Perspectives Piaget and Biological ConstructivismVygotsky and Social ConstructivismCognitive Styles Research Field Dependence/Field Independence Impulsivity and Reflectivity Information-Processing Approaches Structural Storage Components Strategic Control Components Executive Functions Summary Charlene: A Case Study Chapter 10 Language Characteristics Meet Tom Definition of Language Which Learners Have Language Difficulties/Disorders? Language Components and Skills Phonology Morphology Syntax Semantics Pragmatics Receptive and Expressive LanguageLanguage Functions Listening SpeakingReading Writing Common Language Characteristics of Learners with Mild Disabilities Language Difference or Disability? Implications of Language Characteristics for Thinking and Learning Summary Clark: A Case Study Chapter 11 Academic Learning Characteristics Meet Barbara What Is Learning? Stages of Learning Acquisition and Reversion Proficiency and Automaticity Maintenance Generalization Adaptation Critical Learning Needs of Students with Disabilities The Role of Motivation Extrinsic Motivation Intrinsic Motivation Locus of Control and Attribution of Success or Failure External Causal Attributions and Locus of Control Internal Causal Attributions and Locus of Control Spirals of Failure or Success Learned Helplessness Adolescents with Disabilities in Behavior and Learning Self DeterminationLearning Styles and Multiple Intelligences Learning Styles Multiple Intelligences Universal Design for Learning Instructional Needs of Learners with Disabilities Time Allowed for Instruction Persistence or Motivation Pupils' Aptitude for Instruction Ability to Understand Instruction Quality of Instruction Summary Allison: A Case Study Chapter 12 Social-Emotional Characteristics Meet Eddie Perspectives on Social-Emotional Characteristics Developmental Perspectives Erikson's Theory of Psychosocial Development Emotional Development Development of Social Perspective Taking Social Competence and Cognitive Development Social Intelligence Emotional Competence Social Cognitive Delay The Relationship Between Problems in Behavior and Problems in Learning Behavior from an Ecological Perspective Risk and Resilience Maladaptive Behavior Patterns of Maladaptive Behavior IDEA 2004 and Serious Discipline Problems Summary Sammy: A Case Study AppendixCouncil for Exceptional ChildrenLabeling and Categorizing of Children Inclusive Schools and Community Settings National Association of School PsychologistsGlossary References Index
