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Tables of Contents for Exceptional Individuals in Focus
Chapter/Section Title
Page #
Page Count
CHAPTER 1 Introduction to Exceptionality
2
22
Definitional Perspective
3
9
Nature of Exceptionality
3
2
Terminology
5
1
Exceptionality in the Context of Diversity
6
3
Disability Statistics
9
1
Disablism
10
2
Background Information
12
7
Changes in Service Delivery
12
2
Legislative Mandates
14
5
Recurrent Themes
19
3
Inclusion
19
1
Self-Determination and Empowerment
20
1
Multicultural Considerations
20
1
Multidisciplinary Nature of Exceptionality
21
1
Technological Applications
21
1
Family Considerations
21
1
Life-Span Perspective
22
1
Final Thoughts
22
2
CHAPTER 2 Programs and Services
24
21
Nature and Type of Services Across the Life Span
25
6
Infants and Toddlers
25
1
Early Childhood
26
1
School Age
27
2
Adulthood
29
2
Providing Services to School-Age Students with Special Needs
31
11
Recognition of a Potential Problem
33
1
Prereferral Intervention
33
1
Formal Referral for Special Education Consideration
34
1
Eligibility Determination
35
1
Program Planning
36
2
Intervention
38
1
Review and Dismissal
38
1
Transition to Postschool Settings
38
3
Exit School
41
1
Services Under Section
41
1
Alternative Options
42
1
Related Topics
42
1
Behavioral Intervention Planning
42
1
Age of Majority
43
1
Teacher Needs
43
1
Final Thoughts
43
2
PART ONE LEARNING AND BEHAVIORAL DISORDERS
45
92
CHAPTER 3 Learning Disabilities
46
20
Definition and Prevalence
50
3
Etiology
52
1
Learning Disabled or Learning Dyslabeled?
53
6
Social and Cultural Contexts
54
2
Fads and Predispositions
56
1
Legislation and Legal Rules
57
1
Environmental Cues
58
1
Current Developments
59
3
Suggestions for Working with Persons with Learning Disabilities
62
4
CHAPTER 4 Attention Deficit/Hyperactivity Disorder
66
16
Basic Concepts
68
5
Definitional Perspective
68
1
Diagnostic Criteria
68
2
Prevalence of ADHD
70
1
Legal Bases for Service Delivery and Protection
70
2
Causes of ADHD
72
1
Characteristics
73
2
Classroom Manifestations
73
1
Identifying Features
73
2
Interventions
75
1
Placement Realities
75
1
School-Based Model of Intervention
76
2
Trends and Issues
78
1
Final Thoughts
79
1
Suggestions for Working with People with ADHD
79
3
CHAPTER 5 Emotional/Behavioral Disorders
82
18
Definition and Prevalence
84
3
Definition
84
2
Identification of Emotional/Behavioral Problems
86
1
Etiology
87
2
Classification Systems/Characteristics
89
2
Conceptual Models of Instruction and Treatment
91
2
Psychoanalytic Model
91
1
Psychoeducational Model
92
1
Humanistic Model
92
1
Ecological Model
92
1
Behavioral Model
93
1
Issues in the Education of Children with ED/BD
93
2
Inclusion of Students with Emotional/Behavioral Problems
95
1
Suggestions for Working with People with ED/BD
96
4
CHAPTER 6 Mental Retardation
100
20
Definition
103
3
Prevalence
106
1
Etiology
107
1
Early Intervention, Expectations, and Sociocultural Influences Versus Heredity
108
2
The Wild Boy
108
1
Studies Related to Sociocultural Influences
109
1
Studies Related to Heredity
110
1
Characteristics of Individuals with Mental Retardation
110
5
Mild Mental Retardation
111
1
Moderate Mental Retardation
112
2
Severe Mental Retardation
114
1
Final Thoughts
115
1
Suggestions for Working with People with Mental Retardation
116
4
CHAPTER 7 Pervasive Developmental Disorders/Autism Spectrum Disorders
120
17
Basic Concepts
123
4
Terminology
123
1
Definitional Perspective
124
2
Prevalence
126
1
Etiology
126
1
Characteristics
127
4
Interventions
131
1
Trends and Issues
132
1
Suggestions for Working with People with PDDs
133
4
PART TWO PHYSICAL, SENSORY, AND COMMUNICATIVE IMPAIRMENTS
137
74
CHAPTER 8 Physical and Health Impairments
138
23
Basic Concepts
141
2
Terminology
141
1
Definitional Perspectives
141
2
Prevalence
143
1
Etiology
143
1
Characteristics
143
11
Physical Impairments
144
2
Health Impairments
146
4
Traumatic Brain Injury
150
4
Interventions
154
2
Academic Concerns
154
1
Activities of Daily Living
154
1
Psychological Concerns
155
1
Service Delivery Issues
155
1
Trends and Issues
156
1
Emergent Technologies
156
1
Costs
156
1
Final Thoughts
156
1
Suggestions for Working or Interacting with People Who Have Physical Impairments, Health Impairments, or Traumatic Brain Injuries
157
4
General Suggestions
157
1
For Individuals Who Use Wheelchairs
157
1
For Individuals with Traumatic Brain Injury
158
1
For Individuals with Severe Forms of Cerebral Palsy
158
1
For Individuals Who Have Convulsive Types of Seizures
158
1
For Individuals with HIV/AIDS
158
3
CHAPTER 9 Blindness and Low Vision
161
19
Basic Concepts
165
5
Terminology
165
1
Definitional Perspective
166
2
Prevalence
168
1
Etiology
168
2
Characteristics
170
2
General Characteristics
170
1
Noteworthy Features
170
2
Interventions
172
2
Education
172
2
Activities of Daily Living
174
1
Trends and Issues
174
3
Placement and Service Delivery
175
1
Technology
175
1
Accessibility
176
1
Transition to Adulthood
176
1
Suggestions for Working with People Who Have Visual Impairments
177
3
General Suggestions
177
1
Educational Suggestions
177
3
CHAPTER 10 Deaf and Hard of Hearing
180
16
Basic Concepts
183
4
Definition
184
1
Terminology
184
1
Prevalence
185
1
Etiology
185
1
Assessment
186
1
Characteristics
187
3
Interventions
190
1
Trends and Issues
191
1
Suggestions for Working with Deaf and Hard-of-Hearing Students
192
4
CHAPTER 11 Speech and Language Disorders
196
15
Basic Concepts
199
1
Definitional Perspective
199
1
Prevalence
200
1
Etiology
201
1
Characteristics
201
1
Speech Impairment
202
3
Phonological Disorders
203
1
Voice Disorders
203
1
Disorders of Speech Flow
203
2
Multiple Disorders
205
1
Disorders Associated with Hearing Impairment
205
1
Disorders Associated with Cerebral Palsy
205
1
Disorders Associated with Cleft Palate or Cleft Lip
205
1
Disorders Associated with Mental Retardation, Emotional Disturbance, and Learning Disabilities
205
1
Interventions
206
1
Trends and Issues
207
1
Suggestions for Working with People Who Have Speech/Language Disorders
207
4
PART THREE OTHER EXCEPTIONAL AREAS
211
44
CHAPTER 12 Giftedness
211
27
Basic Concepts
215
6
Terminology
215
1
Definitional Perspectives
216
2
Prevalence
218
1
Etiology-Origins of Selected Types of Giftedness
219
2
Characteristics
221
3
Terman's Study
221
1
Contemporary Perspective
222
1
Some Thoughts About Creativity
223
1
Highly Gifted Individuals
224
1
Interventions
224
5
Identification
224
1
Placement
225
1
Programming Options
226
3
Trends and Issues
229
3
Inclusion
229
1
Special Populations
229
2
Career Development
231
1
Final Thoughts
232
1
Suggestions for Working with People Who Are Gifted
233
5
CHAPTER 13 Children and Youth Placed at Risk
238
17
Basic Concepts
240
3
At Risk Defined
240
1
A New Paradigm
241
2
Children and Youth Living in Poverty
243
1
Children and Youth Attending Urban Schools
244
1
Racial and Ethnically Diverse Children and Youth
245
3
English Language Learners and Immigrant and Migrant Children and Youth
248
2
Children and Youth Involved in the U.S. Legal System
250
2
Family Law
250
1
Juvenile Delinquency
251
1
Issues and Trends
252
1
Final Thoughts
252
3
PART FOUR EXCEPTIONAL PERSPECTIVES
255
48
CHAPTER 14 Life-Span Services
256
34
Early Childhood/Basic Concepts
260
5
Rationale for Early Childhood Education
260
1
Definitional Perspective
261
1
Prevalence
262
1
Etiology
263
1
Characteristics
264
1
Interventions
265
3
Head Start
265
2
Follow Through
267
1
Project RUN
267
1
Trends and Issues
268
3
Recent Federal Initiatives Supporting Preschool Programs
268
1
Educational Strategies
269
1
Parent Involvement
269
1
Identification
270
1
Prevention
271
1
Conclusion
271
1
Adolescents and Adults with Disabilities/Basic Concepts
271
11
Characteristics of and Interventions for Adolescents
272
5
Transition from School to Community Living
277
2
Adulthood
279
3
Trends and Issues
282
1
Continuing Education
283
1
Friendship
283
1
Sexuality
283
1
Old age
283
1
Final Thoughts
283
1
Suggestions for Working with Young Children, Adolescents, and Adults with Disabilities
284
6
CHAPTER 15 Parent and Family Involvement
290
13
Basic Concepts
292
4
Legal Mandates for Parent/Family Involvement
292
2
Contemporary Definitions of Family
294
1
Family Systems as a Conceptual Framework
295
1
Interventions
296
5
Early Parent-School Relationships
297
1
Two Steps Forward, One Step Back
297
1
Moving Toward Truly Collaborative Partnerships
298
3
Final Thoughts
301
2
INDEX
303