Handbook of special education /
Kauffman, James M.
Hallahan, Daniel P.,1944-
New York : Routledge,
2011.
Special education is now an established part of public education in the United States--by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this 13-part, 57-chapter handbook is to help profile and bring greater clarity to this sprawling and growing field. To ensure consistency across the volume, chapter authors review and integrate existing research, identifying strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. This book is an appropriate reference volume for anyone (researchers, scholars, graduate students, practitioners, policy makers, and parents) interested in the state of special education today: its research base, current issues and practices, and future trends. It is also appropriate as a textbook for graduate level courses in special eduction.
Includes bibliographical references and index.
Section I. Historical and contemporary issues in educating exceptional learners / section editor, James M. Kauffman -- A history of special education / Michael M. Gerber -- Contemporary issues / James M. Kauffman, ... [et al.] -- Statistics, data, and special educational decisions: basic links to realities / James M. Kauffman and John Wills Lloyd -- Designing rigorous group studies in special education: common understandings of efficacy, effectiveness, and evidence standards / Lana Santoro, Russell Gersten, and Rebecca A. Newman-Gonchar -- Special education teacher preparation / Margo A. Mastropieri, Thomas E. Scruggs, and Sara Mills -- Section II. Legal aspects of special education / section editor, Mitchell L. Yell -- The Individuals with Disabilities Education Act: the evolution of special education law / Mitchell L. Yell, Antonis Katsiyannis, and M. Renee Bradley -- Free appropriate public education / Mitchell L. Yell and Jean B. Crockett -- Individual education programs for children with disabilities / Barbara D Bateman -- Least restrictive environment / Michael Rozalski, Jason Miller, and Angie Stewart -- Section III. The general education context of special education / section editor, Naomi P. Zigmond -- Responsiveness to intervention models for reducing reading difficulties and identifying learning disability / Rollanda E. O'Connor and Victoria Sanchez -- Standards-based reform and students with disabilities / Martha L. Thurlow and Rachel F. Quenemoen -- Co-teaching for students with disabilities: a critical analysis of the empirical literature / Bryan G. Cook, ... [et al.] -- General and special education are (and should be) different / Naomi P Zigmond and Amanda Kloo -- Section IV. Special education categories / section editors, Paige C. Pullen and Daniel P. Hallahan -- Intellectual and developmental disabilities / Edward A. Polloway, James R. Patton, and Marvalin A. Nelson -- Learning disabilities / Paige C. Pullen, ... [et al.] -- Attention-deficit/hyperactivity disorder / Karen J. Rooney -- Emotional and behavioral disorders / Timothy J. Landrum -- Communication disorders / Filip T. Loncke -- Deaf and hard of hearing students / Jean F. Andrews, Pamela C. Shaw, and Gabriel Lomas -- Blindness and low vision / George J. Zimmerman and Kim T. Zebehazy -- Traumatic brain injury / Renée Lajiness-O'Neill and Laszlo A. Erdodi -- Current issues and trends in the education of children and youth with autism spectrum disorders / Maureen A. Conroy, Janine P. Stichter, and Nicholas Gage -- Severe and multiple disabilities / Susan M. Bruce -- Special gifts and talents / Carolyn M. Callahan.
Section V. Assessment of students with disabilities / section editor, Jennifer H. Lindstrom -- High stakes testing and accommodations / Jennifer H. Lindstrom -- Academic progress monitoring / Sheri Berkeley and Paul J. Riccomini -- Section VI. Policy and leadership in the administration of special education / section editor, Jean B. Crockett -- Conceptual models for leading and administrating special education / Jean B. Crockett -- Fiscal policy and funding for special education / Thomas Parrish and Jenifer Harr-Robins -- Using professional standards to inform leadership in special education / Mary Lynn Boscardin -- Factors influencing special education teacher quality and effectiveness / Bonnie S. Billingsley -- Section VII. Instructional issues for students with high incidence disabilities / section editor, John Wills Lloyd -- Reading / Paige C. Pullen and Deanna B. Cash -- Writing and students with disabilities / Steve Graham and Karen R. Harris -- The development of arithmetic and word-problem skill among students with mathematics disability / Lynn S. Fuchs, ... [et al.] -- Science and social studies / Thomas E. Scruggs, Margo A. Mastropieri, and Lisa Marshak -- Physical education / Luke E. Kelly and Martin E. Block -- Career and technical education / Maureen A. Schloss and Philip L. Gunter -- Technology and academic instruction: considerations for students with high incidence cognitive disabilities / Cheryl A. Wissick and J. Emmet Gardner -- Section VIII. Instructional issues for students with low incidence cognitive disabilities / section editor, Adelle Renzaglia -- Educating students with significant cognitive disabilities: historical overview and future projections / Fred Spooner and Fredda Brown -- Systematic instruction of students with severe disabilities / Erik Drasgow, ... [et al.] -- Instructional contexts / John McDonnell -- Access to general education curriculum for students with significant cognitive disabilities / Michael L. Wehmeyer -- Preparing students with significant cognitive disabilities for life skills / Stacy K. Dymond.
Section IX. Transition to adulthood and high incidence disabilities / section editor, David Scanlon -- Transition to postsecondary education / Joseph W. Madaus, Manju Banerjee, and Deborah Merchant -- Career choice patterns and behaviors of work-bound youth with high incidence disabilities / Jay W. Rojewski and Noel Gregg -- Transition to daily living for persons with high incidence disabilities / David Scanlon, James R. Patton, and Marshall Raskind -- Section X. Transition of students with low incidence disabilities / section editor, M. Sherril Moon -- Preparing students with low incidence disabilities to work in community / Katherine J. Inge and M. Sherril Moon -- Preparing students with low incidence disabilities for community living opportunities / Jane M. Everson and Meghan H. Trowbridge -- Section XI. Parent and family issues in special education / section editor, George H. S. Singer -- Evolution of the parent movement: past, present, and future / H. Rutherford Turnbull, III, Karrie A Shogren, and Ann P. Turnbull -- Resilience in families of children with disabilities: risk and protective factors / George H. S. Singer, ... [et al.] -- Promoting family outcomes in early intervention / Donald B. Bailey, Jr., ... [et al.] -- Section XII. Early identification and intervention in exceptionality / section editor, Maureen A. Conroy -- Advances in theory, assessment, and intervention with infants and toddlers with disabilities / Carl J. Dunst -- Early intervention and prevention of disability: preschoolers / Kathleen J. Marshall, ... [et al.] -- Frameworks for guiding program focus and practices in early intervention / Patricia A. Snyder, Tara W. McLaughlin, and Maria K. Denney -- Early identification and intervention in gifted education: developing talent in diverse learners / Catherine M. Brighton and Jane M. Jarvis -- Section XIII. Cultural and international issues in special education / section editor, Dimitris Anastasiou -- Ethnicity and exceptionality / Dimitri Anastasiou, Ralph Gardner, III, and Domna Michail -- Gender and exceptionality / Martha J. Coutinho and Donald P. Oswald -- International differences in provision for exceptional learners / Dimitris Anastasiou and Clayton Keller.
Special education is now an established part of public education in the United States--by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this 13-part, 57-chapter handbook is to help profile and bring greater clarity to this sprawling and growing field. To ensure consistency across the volume, chapter authors review and integrate existing research, identifying strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. This book is an appropriate reference volume for anyone (researchers, scholars, graduate students, practitioners, policy makers, and parents) interested in the state of special education today: its research base, current issues and practices, and future trends. It is also appropriate as a textbook for graduate level courses in special eduction.
Special education