Exceptional children: an introduction to special education
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| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Boston ; Munich [u.a.]
Pearson
2013
|
| Edition: | 10. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references (p. R1-R42) and indexes |
| Physical Description: | XXIV, 562, [86] S. Ill. 29 cm |
| ISBN: | 9780132626163 0132626160 |
Staff View
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| 100 | 1 | |a Heward, William L. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Exceptional children |b an introduction to special education |c William L. Heward |
| 250 | |a 10. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2013 | |
| 300 | |a XXIV, 562, [86] S. |b Ill. |c 29 cm | ||
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| 500 | |a Includes bibliographical references (p. R1-R42) and indexes | ||
| 650 | 4 | |a Special education |z United States | |
| 650 | 4 | |a Exceptional children |z United States | |
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Record in the Search Index
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|---|---|
| adam_text | IMAGE 1
.. . - . ~ ..
, CONTE NTS
PROLOGUE A PERSONAL VIEW OF SPECIAL EDUCATION 1
CHAPTER 2
PLANNING AND PROVIDING SPECIAL EDUCATION SERVICES 42
PART I ~~~~
FOUNDATIONSFOR UNDERSTANDING I~ SPECIALEDUCATION
H PTER 1 THE PURPOSE AND PROMISE OF SPECIAL EDUCATION 4
WHO ARE EXCEPTIONAL CHILDREN? 7 HOW MANY EXCEPTIONAL CHILDREN ARE THERE?
8
WHY DO WE LABEL AND CLASSIFY EXCEPTIONAL
CHILDREN? 9
LABELING AND ELIGIBILITY FOR SPECIAL EDUCATION 10
POSSIBLE BENEFITS OF LABELING AND CLASSIFICATION 10
POSSIBLE DISADVANTAGES OF LABELING
AND CLASSIFICATION 11
ALTERNATIVES TO LABELING AND CLASSIFICATION 11
WHY ARE LAWS GOVERNING THE EDUCATION OF EXCEPTIONAL
CHILDREN NECESSARY? 13
AN EXDUSIONARY PAST 13
SEPARATE IS NOT EQUAL 15
EQUAL PROTECTION 15
THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT 16
MAJOR PRINCIPLES OF IDEA 16
OTHER PROVISIONS OF IDEA 20
LEGAL CHALLENGES TO IDEA 21
RELATED LEGISLATION 25
WH AT LS SPECIAL EDUCATION? 28
SPECIAL EDUCATION AS INTERVENTION 28
SPECIAL EDUCATION AS INSTRUCTION 31
ADEFINITION OF SPECIAL EDUCATION 33
CURRENT AND FUTURE CHALLENGES 35
CLOSE THE RESEARCH-TO-PRACTICE GAP 35
THE PROCESS OF SPECIAL EDUCATION 45
PREREFERRAL PROCESS 45
EVALUATION AND ELIGIBILITY DETERMINATION 49
PROGRAM PLANNING 56
PLACEMENT 57
PROGRESS MONITORING, ANNUAL REVIEW,
AND REEVALUATION 57
COLLABORATION AND TEAMING 58
COLLABORATION 58
TEAMING 58
CO-TEACHING 59
INDIVIDUALIZED EDUCATION PROGRAM 60
IEP TEAM 60
IEP COMPONENTS 61
IEP FUNCTIONS AND FORMATS 62
IEP PROBLEMS AND POTENTIAL SOLUTIONS 65
LEAST RESTRICTIVE ENVIRONMENT 66
CONTINUUM OF ALTERNATIVE PLACEMENTS 67
DETERMINING LRE 70
INCLUSIVE EDUCATION 71
PROMOTING INDUSION WITH COOPERATIVE LEARNING 72
ARGUMENTS FOR AND AGAINST FULLINDUSION 73
WHERE DOES SPECIAL EDUCATION GO FROM HERE? 77
CHAPTER 3
COLLABORATING WITH PARENTS AND FAMILIES IN A CULTURALLY AND
LINGUISTICALLY DIVERSE SOCIETY 82
SUPPORT FOR FAMILY INVOLVEMENT 86 PARENTS: ADVOCATING FOR CHANGE 86
EDUCATORS: SEEKING GREATER EFFECTIVENESS 86
LEGISLATORS: MANDATING PARENT AND FAMILY INVOLVEMENT 87
XVII
IMAGE 2
XVIII CONTENTS
DEFINITIONS 123
IDEA DEFINITION 124
AAIDD S DEFINITION 124
CLASSIFICATION OF INTELLECTUAL DISABILITY 125
IDENTIFICATION AND ASSESSMENT 126
ASSESSING INTELLECTUAL FUNCTIONING 126
ASSESSING ADAPTIVE BEHAVIOR 128
CHARACTERISTICS 1 29
COGNITIVE FUNCTIONING 130
ADAPTIVE BEHAVIOR 131
POSITIVE ATTRIBUTES 134
PREVALENCE 135
CAUSES AND PREVENTION 135
CAUSES 135
PREVENTION 137
UNDERSTANDING FAMILIES OF CHILDREN WITH DISABILITIES 88
FAMILY RESPONSES TO A CHILD WITH DISABILITIES 88
THE MANY ROLES OF THE EXCEPTIONAL PARENT 90
CHANGING NEEDS AS CHILDREN GROW 93
DEVELOPING AND MAINTAINING FAMILY-PROFESSIONAL
PARTNERSHIPS 93
PRINCIPLES OF EFFECTIVE COMMUNICATION 94
IDENTIFYING AND BREAKING DOWN BARRIERS TO
PARENT- TEACHER PARTNERSHIPS 97
WORKING WITH CULTURALLY AND LINGUISTICALLY DIVERSE
FAMILIES 100
UNDERSTANDING AND RESPECTING CULTURAL DIFFERENCES 100
CULTURALLY RESPONSIVE SERVICES FOR FAMILIES 102
HOME-SCHOOL COMMUNICATION METHODS 103
PARENT- TEACHER CONFERENCES 103
WRITTEN COMMUNICATION 105
TELEPHONE COMMUNICATION 107
OTHER FORMS OF PARENT INVOLVEMENT 111
PARENTS AS TUTORS 111
PARENT EDUCATION AND SUPPORT GROUPS 112
PARENT-TO-PARENT GROUPS 113
PARENTS AS RESEARCH PARTNERS 113
HOW MUCH PARENT INVOLVEMENT? 113
LEARNING
DISABILITIES 156
CHAPTER 5
DEFINITIONS 160 FEDERAL DEFINITION 160
NATIONAL JOINT COMMITTEE ON LEARNING DISABILITIES
DEFINITION 161
CHARACTERISTICS 162
READING PROBLEMS 162
WRITTEN LANGUAGE DEFICITS 165
MATH UNDERACHIEVEMENT 165
SOCIAL SKILLS DEFICITS 169
ATTENTION PROBLEMS AND HYPERACTIVITY 169
BEHAVIORAL PROBLEMS 169
LOW RATINGS OF SELF-EFFICACY 170
THE DEFINING CHARACTERISTIC 170
PREVALENCE 170
CAUSES 171
BRAIN DAMAGE OR DYSFUNCTION 172
HEREDITY 172
BIOCHEMICAL IMBALANCE 173
ENVIRONMENTAL FACTORS 173
IDENTIFICATION AND ASSESSMENT 173
CURRICULUM-BASED MEASUREMENT 174
IDENTIFYING LEARNING DISABILITIES BY ASSESSING
RESPONSE TO INTERVENTION 175
INTELLIGENCE AND ACHIEVEMENT TESTS 178
CRITERION-REFERENCED TESTS 179
EDUCATIONAL APPROACHES 179
CONTENT ENHANCEMENTS 179
LEARNING STRATEGIES 187
EDUCATIONAL PLACEMENT ALTERNATIVES 188
GENERAL EDUCATION CLASSROOM 188
CONSULTANT TEACHER 189
RESOURCE ROOM 189
SEPARATE CLASSROOM 189
SHOULD ALL STUDENTS WITH LEARNING DISABILITIES
BE EDUCATED IN THE GENERAL EDUCATION
CLASSROOM? 190
EDUCATIONAL APPROACHES 139
CURRICULUM GOALS 139
INSTRUCTIONAL METHODS 142
EDUCATIONAL PLACEMENT ALTERNATIVES 149
ACCEPTANCE AND MEMBERSHIP 152
CHAPTER 4
INTELLECTUAL DISABILITIES 120 - .. -~ ~ .-- _. - ..
J.- 7.R . . , I .~1 .. ,
IMAGE 3
CHAPTER 6
EMOTIONAL OR BEHAVIORAL DISORDERS 194
DEFINITIONS 197 FEDERAL DEFINITION OF EMOTIONAL DISTURBANCE 198 CCBD
DEFINITION OF EMOTIONAL OR BEHAVIORAL DISORDER 199 CHARACTERISTICS 199
EXTERNALIZING BEHAVIORS 199 INTERNALIZING BEHAVIORS 200 ACADEMIC
ACHIEVEMENT 201 INTELLIGENCE 204
SOCIAL SKILLS AND INTERPERSONAL RELATIONSHIPS 204 JUVENILE DELINQUENCY
204 PREVALENCE 205 GENDER 205
STUDENTS IN JUVENILE DETENTION FACILITIES 205 CAUSES 206 BIOLOGICAL
FACTORS 206 ENVIRONMENTAL FACTORS 206
A COMPLEX PATHWAY OF RISKS 208 IDENTIFICATION AND ASSESSMENT 210
SCREENING TESTS 210 DIRECT OBSERVATION AND MEASUREMENT OF BEHAVIOR 211
FUNCTIONAL BEHAVIORAL ASSESSMENT 211 EDUCATIONAL APPROACHES 214
CURRICULUM GOALS 214 RESEARCH-BASED INSTRUCTIONAL PRACTICES 216
FOSTERING STRONG TEACHER-STUDENT RELATIONSHIPS 223 FOCUS ON ALTERABLE
VARIABLES 226 EDUCATIONAL PLACEMENT ALTERNATIVES 226
CHALLENGES. ACHIEVEMENTS. AND ADVOCACY 228
CHAPTER 7
AEUTISM SPECTRUM DISORDERS 232
DEFINITIONS 236 IDEA DEFINITION OF AUTISM 236 AMERICAN PSYCHIATRIE
ASSOCIATION DEFINITION OF AUTISM SPECTRUM DISORDER 237 CHARACTERISTICS
238
IMPAIRED SOCIAL INTERACTIONS 238 COMMUNICATION AND LANGUAGE DEFICITS 239
REPETITIVE. RITUALISTIC, AND UNUSUAL BEHAVIOR PATTERNS 242 INSISTENCE ON
SAMENESS AND PERSEVERATION 242
CONTENTS XIX
UNUSUAL RESPONSIVENESS TO SENSORY STIMULI 243
INTELLECTUAL FUNCTIONING 243 PROBLEM BEHAVIOR 244 ASPERGER SYNDROME 245
POSITIVE ATTRIBUTES AND STRENGTHS OF STUDENTS
WITH ASO 245
PREVALENCE 247 CAUSES 248 GENETIC INHERITANCE 249
IDENTIFICATION AND ASSESSMENT 249 SCREENING 250 DIAGNOSIS 251
EDUCATIONAL APPROACHES 252
CRITICAL IMPORTANCE OF EARLY INTENSIVE BEHAVIORAL INTERVENTION 252
APPLIED BEHAVIOR ANALYSIS 253 VISUAL SUPPORTS: HELPING STUDENTS WITH
AUTISM CO PE WITH
SOCIAL SITUATIONS AND INCREASE THEIR INDEPENDENCE IN THE CLASSROOM 257
EDUCATIONAL PLACEMENT ALTERNATIVES 260 GENERAL EDUCATION CLASSROOM 262
RESOURCE AND SPECIAL CLASSROOMS 264 DISTINGUISHING UNPROVEN TREATMENTS
FROM
EVIDENCE-BASED PRACTICES 265 FACILITATED COMMUNICATION 265 SECRETIN
THERAPY 268 WHY ARE UNPROVEN AUTISM TREATMENTS SO
WIDELY USED? 269
CHAPTER 8
COMMUNICATION DISORDERS 274
DEFINITIONS 277 COMMUNICATION 277 LANGUAGE 278 SPEECH 279 TYPICAL SPEECH
AND LANGUAGE DEVELOPMENT 280
COMMUNICATION DISORDERS DEFINED 283 COMMUNICATION DIFFERENCES ARE NOT
DISORDERS 284 CHARACTERISTICS 285 SPEECH-SOUND ERRORS 285
FLUENCY DISORDERS 286 VOICE DISORDERS 287 LANGUAGE DISORDERS 287
PREVALENCE 288 CAUSES 289
CAUSES OF SPEECH IMPAIRMENTS 289 CAUSES OF LANGUAGE DISORDERS 289
IMAGE 4
XX CONTENTS
DEFINITIONS OF PHYSICAL DISABILITIES AND HEALTH
IMPAIRMENTS 380 PREVALENCE 381 TYPES AND CAUSES 381 CEREBRA I PALSY 382
SPINA BIFRDA 384
EDUCATIONAL APPROACHES 330 ORAL/AURAL APPROACHES 330 TOTAL COMMUNICATION
334 AMERICAN SIGN LANGUAGE AND THE BILINGUAL-BICULTURAL
APPROACH 335 WH ICH APPROACH FOR WHOM? 336 EDUCATIONAL PLACEMENT
ALTERNATIVES 337 POSTSECONDARY EDUCATION 338
BLINDNESS AND LOW
VISION 342
CHAPTER 11
PHYSICAL DISABILITIES, HEALTH IMPAIRMENTS, ANDADHD 376
CHAPTER 10
DEFINITIONS 345 LEGAL DEFINITION OF BLINDNESS 345 EDUCATIONAL
DEFINITIONS OF VISUAL IMPAIRMENTS 346 AGE AT ONSET 347 CHARACTERISTICS
347
COGNITION AND LANGUAGE 347 MOTOR DEVELOPMENT AND MOBILITY 348 SOCIAL
ADJUSTMENT AND INTERACTION 349 PREVALENCE 350 TYPES AND CAUSES OF VISUAL
IMPAIRMENTS 350
HOW WE SEE 350 CAUSES OF VISUALLMPAIRMENTS 351 EDUCATIONAL APPROACHES
354 SPECIAL ADAPTATIONS FOR STUDENTS WHO ARE BLIND 354
SPECIAL ADAPTATIONS FOR STUDENTS WITH LOW VISION 357 EXPANDED CORE
CURRICULUM 361 EDUCATIONAL PLACEMENT ALTERNATIVES 366 INCLUSIVE
CLASSROOM AND ITINERANT TEACHER MODEL 366
RESIDENTIAL SCHOOLS 367 CAN A NEIGHBORHOOD SCHOOL PROVIDE THE NEEDED
SPECIALIZED SERVICES? 371 FIGHTING AGAINST DISCRIMINATION AND FOR
SELF-DETERMINATION 371
DEAFNESS AND
HEARING LASS 310
CHAPTER 9
IDENTIFICATION AND ASSESSMENT 290 SCREENING AND TEACHER OBSERVATION 290
EVALUATION COMPONENTS 290 ASSESSMENT OF COMMUNICATION DISORDERS IN
CHILDREN
WHOSE FIRST LANGUAGE IS NOT ENGLISH OR WHO USE NONSTANDARD ENGLISH 292
EDUCATIONAL APPROACHES 293 TREATING SPEECH-SOUND ERRORS 296
TREATING FLUENCY DISORDERS 297 TREATING VOICE DISORDERS 298 TREATING
LANGUAGE DISORDERS 298 AUGMENTATIVE AND ALTERNATIVE
COMMUNICATION 301 EDUCATIONAL PLACEMENT ALTERNATIVES 305 MONITORING 305
PULI-OUT 305
COLLABORATIVE CONSULTATION 305 CLASSROOM OR CURRICULUM BASED 305
SEPARATE CLASSROOM 306 COMMUNITY BASED 306
COMBINATION 306
DEFINITIONS 313 HOW WE HEAR 314 THE NATURE OF SOUND 315 CHARACTERISTICS
315
ENGLISH LITERACY 315 SPEAKING 316 ACADEMIC ACHIEVEMENT 316 SOCIAL
FUNCTIONING 317 PREVALENCE 317 TYPES AND CAUSES OF HEARING LOSS 320
TYPES AND AGE OF ONSET 320 CAUSES OF CONGENITAL HEARING LOSS 321 CAUSES
OF ACQUIRED HEARING LOSS 322 IDENTIFICATION AND ASSESSMENT 323
ASSESSMENT OF INFANTS 323 PURE-TONE AUDIOMETRY 323 SPEECH RECEPTION TEST
324 ALTERNATIVE AUDIOMETRIC TECHNIQUES 324
CLASSIFICATION OF HEARING LOSS 325 TECHNOLOGIES AND SUPPORTS 325
TECHNOLOGIES THAT AMPLIFY OR PROVIDE SOUND 325
SUPPORTS AND TECHNOLOGIES THAT SUPPLEMENT OR REPLACE SOUND 328
IMAGE 5
MUSCULAR DYSTROPHY 384
SPINAL CORD INJURIES 385 EPILEPSY 386 DIABETES 388 ASTHMA 388
CYSTIC FIBROSIS 389 HIVAND AIDS 389 ATTENTION-DEFICIT/HYPERACTIVITY
DISORDER 390 DEFINITION AND DIAGNOSIS 390
PREVALENCE 391 ACADEMIC ACHIEVEMENT AND COMORBIDITY WITH OTHER
DISABILITIES 392 ELIGIBILITY FOR SPECIAL EDUCATION 392
CAUSES 392 TREATMENT 393 CHARACTERISTICS OF CHILDREN WITH PHYSICAL AND
HEALTH IMPAIRMENTS 395
VARIABLES AFFECTING THE IMPACT OF PHYSICAL DISABILITIES AND HEALTH
IMPAIRMENTS ON EDUCATIONAL PERFORMANCE 396 EDUCATIONAL APPROACHES 397
TEAMING AND RELATED SERVICES 397
ENVIRONMENTAL MODIFICATIONS 402 ASSISTIVE TECHNOLOGY 403 ANIMAL
ASSISTANCE 404 SPECIAL HEALTH CARE ROUTINES 404
INDEPENDENCE AND SELF-ESTEEM 407 EDUCATIONAL PLACEMENT ALTERNATIVES 409
RELATED SERVICES IN THE CLASSROOM 410 INCLUSIVE ATTITUDES 411
CHAPTER 12
LOW-INCIDENCE DISABILITIES: SEVERE/ MULTIPLE DISABILITIES, DEAF-
BLINDNESS, AND TRAUMATIC BRAIN INJURY 416
DEFINING SEVERE, PROFOUND, AND MULTIPLE DISABILITIES 419 SEVERE
DISABILITIES 419 PROFOUND DISABILITIES 420 MULTIPLE DISABILITIES 421
DEAF-BLINDNESS 421 CHARACTERISTICS OF STUDENTS WITH SEVERE AND MULTIPLE
DISABILITIES 422 PREVALENCE OF SEVERE AND MULTIPLE DISABILITIES 424
CAUSES OF SEVERE AND MULTIPLE DISABILITIES 424 TRAUMATIC BRAIN INJURY
425
DEFINITION 425 PREVALENCE OF TRAUMATIC BRAIN INJURY 425
CONTENTS XXI
TYPES AND CAUSES OF TRAUMATIC BRAIN INJURY 425
EFFECTS AND EDUCATIONALLMPLICATIONS OF TRAUMATIC BRAIN INJURY 427
EDUCATIONAL APPROACHES 428 CURRICULUM: WHAT SHOULD BE TAUGHT? 429
INSTRUCTIONAL METHODS: HOW SHOULD STUDENTS WITH SEVERE AND MULTIPLE
DISABILITIES BE TAUGHT? 438 WHERE SHOULD STUDENTS WITH SEVERE
DISABILITIES BE TAUGHT? 442
THE CHALLENGE AND REWARDS OF TEACHING STUDENTS WITH SEVERE AND MULTIPLE
DISABILITIES 445
CHAPTER 13
GIFTED AND TALENTED BY WILLIAM L. HEWARD AND DONNA Y. FORD 452
DEFINITIONS 456 FEDERAL DEFINITIONS 456 NATIONAL ASSOCIATION FOR GIFTED
CHILDREN 456 OTHER CONTEMPORARY AND COMPLEMENTARY
DEFINITIONS 457 STATE-BY-STATE DEFINITIONS 458 CHARACTERISTICS 459
INDIVIDUAL DIFFERENCES AMONG GIFTED AND TALENTED
STUDENTS 460 CREATIVITY 461 PREVALENCE 462 HISTORICAL BACKGROUND 463
DEFINING AND MEASURING INTELLIGENCE 463 SCHOOL PROGRAMS AND NATIONAL
AGENDAS 464 IDENTIFICATION AND ASSESSMENT 465 MULTICULTURAL ASSESSMENT
AND IDENTIFICATION 468
GIFTED AND TALENTED FEMALES 470 GIFTED AND TALENTED MALES 470 LOW-INCOME
GIFTED STUDENTS 470 GIFTED AND TALENTED STUDENTS WITH DISABILITIES 471
EDUCATIONAL APPROACHES 474
CURRICULUM DIFFERENTIATION 474 ACCELERATION AND ENRICHMENT 475 LESSON
DIFFERENTIATION IN THE GENERAL EDUCATION CLASSROOM 477
CURRICULUM DIFFERENTIATION OUTSIDE THE CLASSROOM 481 PROGRAM MODELS 482
EDUCATIONAL PLACEMENT ALTERNATIVES: ABILITY GROUPING 485
FULL-TIME GROUPING OPTIONS 485 PART-TIME GROUPING OPTIONS 486 CONSULTING
TEACHER MODEL 487 CONTINUING CHALLENGES 487
IMAGE 6
XXII CONTENTS
HOW 00 FORMER SPECIAL EDUCATION STUDENTS FARE
AS ADULTS? 525
HIGH SCHOOL COMPLETION 525
EMPLOYMENT 525
OSTSC IPT
DEVELOPING YOUR OWN PERSONAL VIEW OF SPECIAL EDUCATION 559
G-1
R-1
NAME INDEX 1-1
1-15 SUBJECT INDEX
CREDITS C-1
GLOSSARY
REFERENCES
POSTSECONDARY EDUCATION 526 COMMUNITY INVOLVEMENT: POSITIVE AND NEGATIVE
526 10EA AND TRANSITION SERVICES 527 TRANSITION SERVICES 528
TRANSITION PLANNING 528 AGE-APPROPRIATE TRANSITION ASSESSMENT 528
MEASURABLE POSTSECONDARY GOALS 529 IDENTIFY TRANSITION SERVICES 530
ANNUALLEP GOALS 531 COORDINATE TRANSITION SERVICES WITH ADULT AGENCIES
531
SUMMARY OF PERFORMANCE 532 EMPLOYMENT 534 BEGINNING CAREER EDUCATION
EARLY 535
COMPETITIVE EMPLOYMENT 535 SUPPORTED EMPLOYMENT 538 SHELTERED EMPLOYMENT
541 POSTSECONDARY EDUCATION 543 RESIDENTIAL ALTERNATIVES 544
APARTMENT LIVING 544
FOSTER HOMES 545 GROUP HOMES 545 SUPPORTED LIVING 548
INSTITUTIONS 548 RECREATION AND LEISURE 550 THE ULTIMATE TRANSITION
GOAL: A SETTER QUALITY OF LIFE 551 MISGUIDED AND LIMITING PRESUMPTIONS
554
SELF-ADVOCACY AND SELF-DETERMINATION 554 STILL A LONG WAY TO GO 554
TRANSITIONING TO
ADULTHOOD 522
CHAPTER 15
CHAPTER 14
EARLY CHILDHOOD SPECIAL EDUCATION 492
THE IMPORTANCE OF EARLY INTERVENTION 495 WH AT IS EARLY INTERVENTION?
495
DOES EARLY INTERVENTION WORK? 496 10EA AND EARLY INTERVENTION/EARLY
CHILDHOOD SPECIAL EDUCATION 499
EARLY INTERVENTION FOR INFANTS AND TODDLERS 500
SPECIAL EDUCATION FOR PRESCHOOLERS 501 SCREENING, IDENTIFICATION, AND
ASSESSMENT 504 SCREENING TOOLS 504 DIAGNOSTIC T OOLS 506
PROGRAM PLANNING AND EVALUATION TOOLS 507 CURRICULUM AND INSTRUCTION IN
EARLY CHILDHOOD SPECIAL EDUCATION 508
CURRICULUM AND PROGRAM GOALS 508 DEVELOPMENTALLY APPROPRIATE PRACTICE
509 SELECTING IFSP/IEP GOALS AND OBJECTIVES 510 INSTRUCTIONAL
ADAPTATIONS AND MODIFICATIONS 513
PRESCHOOL ACTIVITY SCHEDULES 514 A SUPPORTIVE PHYSICAL ENVIRONMENT 515
SERVICE OELIVERY ALTERNATIVES FOR EARLY INTERVENTION 516 HOSPITAL-BASED
PROGRAMS 516
HOME-BASED PROGRAMS 516 CENTER-BASED PROGRAMS 517 COMBINED HOME-CENTER
PROGRAMS 518 FAMILIES: MOST IMPORTANT OF ALL 518
|
| any_adam_object | 1 |
| author | Heward, William L. |
| author_facet | Heward, William L. |
| author_role | aut |
| author_sort | Heward, William L. |
| author_variant | w l h wl wlh |
| building | Verbundindex |
| bvnumber | BV040255930 |
| callnumber-first | L - Education |
| callnumber-label | LC3981 |
| callnumber-raw | LC3981 |
| callnumber-search | LC3981 |
| callnumber-sort | LC 43981 |
| callnumber-subject | LC - Social Aspects of Education |
| classification_rvk | DT 1002 |
| ctrlnum | (OCoLC)802353145 (DE-599)BVBBV040255930 |
| dewey-full | 371.90973 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.90973 |
| dewey-search | 371.90973 |
| dewey-sort | 3371.90973 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 10. ed. |
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| genre_facet | Einführung |
| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV040255930 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:20:07Z |
| institution | BVB |
| isbn | 9780132626163 0132626160 |
| language | English |
| lccn | 2011030844 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-025111808 |
| oclc_num | 802353145 |
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| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XXIV, 562, [86] S. Ill. 29 cm |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Pearson |
| record_format | marc |
| spelling | Heward, William L. Verfasser aut Exceptional children an introduction to special education William L. Heward 10. ed. Boston ; Munich [u.a.] Pearson 2013 XXIV, 562, [86] S. Ill. 29 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. R1-R42) and indexes Special education United States Exceptional children United States Kind (DE-588)4030550-8 gnd rswk-swf Sonderpädagogik (DE-588)4077513-6 gnd rswk-swf Erziehung (DE-588)4015482-8 gnd rswk-swf Behinderung (DE-588)4112696-8 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf 1\p (DE-588)4151278-9 Einführung gnd-content USA (DE-588)4078704-7 g Sonderpädagogik (DE-588)4077513-6 s DE-604 Kind (DE-588)4030550-8 s Behinderung (DE-588)4112696-8 s Erziehung (DE-588)4015482-8 s 2\p DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025111808&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Heward, William L. Exceptional children an introduction to special education Special education United States Exceptional children United States Kind (DE-588)4030550-8 gnd Sonderpädagogik (DE-588)4077513-6 gnd Erziehung (DE-588)4015482-8 gnd Behinderung (DE-588)4112696-8 gnd |
| subject_GND | (DE-588)4030550-8 (DE-588)4077513-6 (DE-588)4015482-8 (DE-588)4112696-8 (DE-588)4078704-7 (DE-588)4151278-9 |
| title | Exceptional children an introduction to special education |
| title_auth | Exceptional children an introduction to special education |
| title_exact_search | Exceptional children an introduction to special education |
| title_full | Exceptional children an introduction to special education William L. Heward |
| title_fullStr | Exceptional children an introduction to special education William L. Heward |
| title_full_unstemmed | Exceptional children an introduction to special education William L. Heward |
| title_short | Exceptional children |
| title_sort | exceptional children an introduction to special education |
| title_sub | an introduction to special education |
| topic | Special education United States Exceptional children United States Kind (DE-588)4030550-8 gnd Sonderpädagogik (DE-588)4077513-6 gnd Erziehung (DE-588)4015482-8 gnd Behinderung (DE-588)4112696-8 gnd |
| topic_facet | Special education United States Exceptional children United States Kind Sonderpädagogik Erziehung Behinderung USA Einführung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025111808&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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