Exceptional children and youth:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
[Belmont, Calif.]
Wadsworth, Cengage Learning
2012
|
| Ausgabe: | 5. ed., internat. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 533, [57] S. Ill., graph. Darst. |
| ISBN: | 9781133307426 1133307426 |
Internformat
MARC
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| 008 | 120806s2012 ad|| |||| 00||| eng d | ||
| 020 | |a 9781133307426 |c pbk |9 978-1-133-30742-6 | ||
| 020 | |a 1133307426 |9 1-133-30742-6 | ||
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| 100 | 1 | |a Hunt, Nancy |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Exceptional children and youth |c Nancy Hunt ; Kathleen Marshall |
| 250 | |a 5. ed., internat. ed. | ||
| 264 | 1 | |a [Belmont, Calif.] |b Wadsworth, Cengage Learning |c 2012 | |
| 300 | |a 533, [57] S. |b Ill., graph. Darst. | ||
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| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 650 | 7 | |a Speciaal onderwijs |2 gtt | |
| 650 | 4 | |a Special education | |
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Datensatz im Suchindex
| _version_ | 1804149390844100608 |
|---|---|
| adam_text | IMAGE 1
PREFACE XVI
PART 1
BUILDING BLOCKS FOR WORKING WITH EXCEPTIONAL CHILDREN AND YOUTH 1
1 AN INTRODUCTIONTO SPECIAL EDUCATION 2 TERMS AND DEFINITIONS 3 IS
LABELING AND DEFINING APPROPRIATE? 4
PREVALENCE OF EXCEPTIONAL CHILDREN 7 A CLOSER LOOK: ELIMINATING
STEREOTYPES: WORDS MATTER! 8
FOUNDATIONS OF SPECIAL EDUCATION 10 EARLY HISTORY: GREAT TEACHERS AND
THEIR LEGACIES 10 LATER HISTORY: ADVOCATES FOR SOCIAL CHANGE 10
HISTORICAL EVENTS PAVE THE WAY TO INCLUSION 12
LEGISLATION 15 TEACHING STRATEGIES & ACCOMMODATIONS: SUPPORTS FOR
GENERAL EDUCATION TEACHERS 16 A CLOSER LOOK: FOUNDATIONS OF IDEA 20
FIRST PERSON: DAVID 22
LITIGATION 24
INDIVIDUALIZED EDUCATION 26 THE INDIVIDUALIZED FAMILY SERVICE PLAN 28
THE INDIVIDUALIZED EDUCATION PROGRAM 28 TRANSITION GOALS IN THE IEP 29
EDUCATIONAL SETTING 30 A CLOSER LOOK: DISCIPLINE UNDER THE IDEA 30 A
CLOSER LOOK: DEFINING CHARACTERISTICS OF COLLABORATION 32 ASSISTIVE
TECHNOLOGY FOCUS: WHAT IS ASSISTIVE TECHNOLOGY? 34
2 MAKING SPECIAL EDUCATIONWORK FOR ALLCHILDREN 38
THE STUDENTS IN SPECIAL EDUCATION 39 DISPROPORTIONATE REPRESENTATION OF
MINORITY CHILDREN 40 A CLOSER LOOK: DISABILITY AROUND THE WORLD 41
FACTORS CONTRIBUTING TO OVER- AND UNDERREPRESENTATION 43
THE CHALLENGES OF INDUSION 47 FIRST PERSON: CONFLICTING THOUGHTS ABOUT
INDUSION 48 THE FRAMEWORK OF SUPPORT: GOALS FOR STUDENTS RECEIVING
SPECIAL EDUCATION
SERVICES 50 CURRICULUM FOR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES
51 ACCESS TO THE GENERAL EDUCATION CURRICULUM 51
INSTRUCTIONAL OPTIONS FOR INDUDED STUDENTS 52 EVIDENCE-BASED PRACTICES
52 A CLOSER LOOK: LOCATING RESEARCH-BASED PRACTICES 54 UNIVERSAL DESIGN
FOR LEARNING 55
ASSISTIVE TECHNOLOGY 57 TEACHING STRATEGIES & ACCOMMODATIONS: EXAMPLE OF
TEACHING U.S. HISTORY USING UDL 57 ACCOMMODATIONS AND MODIFICATIONS 58
VI
IMAGE 2
DIFFERENTIATED INSTRUCTION 60
THREE- TIERED MODELS 60 TEACHER-DIRECTED PRACTICES 62 PEER- DIRECTED
PRACTICE 63 TEOCHINGSLRATEGIES& ACCOMMODATIONS:CO-TEOCHINGMODELS 63
TEACHINGSLRATEGIES& ACCOMMODATIONS:PEER-ASSISTEDLEORNING SLRATEGIES
(PALS) 64
ASSESSMENT 65
PURPOSES OF ASSESSMENT 65 HIGH-STAKES TESTING 66 PROGRESS MONITORING 67
THE FRAMEWORK OF SUPPORTFOR STUDENTSWITH DISABILITIES 68 WHO PROVIDES
THE SUPPORTS? 68
3 RISKFACTORS AND EARLYINTERVENTION 73
TERMSAND DEFINITIONS 74 TYPESOF RISK 75 BIOLOGICAL RISK 76 A
CLOSERLOOK:LOWERING RISKDURING PREGNANCY:WHAT YOU AND YOUR PARTNERCAN DO
77
A CLOSERLOOK:NEWBORN SCREENING 78 ENVIRONMENTAL RISK 86
A CLOSERLOOK: CHILDHOODPOVERTYIN THE UNITED STATES 91
PREVENTION 95
MAJOR STRATEGIES FOR PREVENTION 95 A CLOSERLOOK: WHAT IS A GENETIC
COUNSELOR? 97 EARLY INTERVENTION AS PREVENTION 98
EARLY INTERVENTION 98 ELIGIBILITY FOR EARLY INTERVENTION 99
ASSISTIVETECHNOLOGYFOCUS:ASSISTIVETECHNOLOGYFOR INFANTSAND TODDLERS 100
MODELS FOR EARLY INTERVENTION PRO GRAMS 101
TEOCHINGSLRATEGIES& ACCOMMODATIONS:ELEMENTSOF EFFECTIVEEARLY
INTERVENTION 101 THE ROLE OF THE FAMILY IN EARLY INTERVENTION 102
IDENTIFICATIONAND ASSESSMENT OF INFANTSAT RISK 104 TECHNIQUES FOR
IDENTIFICATION AND ASSESSMENT 105 CAN DISABILITIES BE PREDICTED FROM
RISK FACTORS? 106 THE RESILIENT CHILD 107
THE IMPORTANCE OF RELATIONSHIPS 108
4 FAMILIESOF CHILDRENWITH DISABILITIES 113
TERMSAND DEFINITIONS 114 FIRSTPERSON:WHAT IS IT LIKETO HAVE A CHILD WITH
A DISABILITY? 116
WORKING WITH FAMILIES 117
DEVELOPING CULTURAL COMPETENCE 117 FIRSTPERSON:A LETTER FROM A PARENTOF
A CHILD WITH DISABILITIES 118
APPROACHESTO STUDYINGFAMILIES 121
THE FAMILY SYSTEMS APPROACH 121 TEOCHINGSLRATEGIES& ACCOMMODATIONS:FOUR
ESSENTIALSTEPSFOR DEVELOPINGAPOSTURE OF CIJLTURALRECIPROCITY 121
ECOCULTURAL THEORY 122
FAMILY REACTIONSTO DISABILITY 125 FACTORS AFFECTING FAMILIES REACTIONS
127 IMPACT OF EXCEPTIONALITY ON FAMILY FUNCTIONS 131 EXCEPTIONALITY AND
FAMILY INTERACTIONS 131
SOURCES OF SUPPORT 133
CONTENTS VII
IMAGE 3
VIII CONTENTS
FIRST PERSON: REFLECTIONS FROM THE SISTER OF A YOUNG MAN WITH
DISABILITIES 134 A CLOSER LOOK: WHY ALL THIS EMPHASIS ON SUPPORT? 136
THE ROLE OF THE FAMILY IN SPECIAL EDUCATION SERVICES 137 THE PARENTS
RIGHTS 137 A CLOSER LOOK: PARENTS RIGHTS TO PARTICIPOTE IN THEIR CHILD
S EDUCATION UNDER IDEA 139 BEFORE FORMAL SCHOOLING: THE EARLY YEARS 140
DURING THE SCHOOL YEARS 140 LEAVING SCHOOL 141 TEACHING STRATEGIES &
ACCOMMODATIONS: FAMILY AND CULTURE-CENTERED PRACTICES 142 ASSISTIVE
TECHNOLOGY FOCUS: FAMILY GOALS DETERMINE ULTIMATE SUCCESS OF ASSISTIVE
TECHNOLOGY 144 TRANSITIONS TO WORK AND HIGHER EDUCATION 144
FAMILY CONCERNS FOR THE FUTURE 145
POSITIVE ASPECTS OF DISABILITIES FOR FAMILIES 145
PART 2
LEARNING ABOUT THE POTENTIAL OF EXCEPTIONALCHILDREN. 151 5 CHILDRENWITH
LEARNING DISABILITIES 152 TERMS AND DEFINITIONS 153 THE FEDERAL
DEFINITION 153
DEFINITION ISSUES AND RESPONSE TO INTERVENTION 154 A CLOSER LOOK:
THINKING ABOUT RESPONSE TO INTERVENTION (RTI)AND LEAMING DISABILITIES
156
CAUSES OF LEARNING DISABILITIES 157
FIRST PERSON: VALESKA 157 INTERNAL FACTORS 158 EXTERNAL FACTORS 159
CHARACTERISTICS OF INDIVIDUALS WITH LEARNING DISABILITIES 160 LEARNING
DISABILITIES AND COGNITION: APPROACHES TO LEARNING 160 A CLOSER LOOK:
POSSIBLE CAUSES OF LEARNING DISABILITIES 160 TEACHING STRATEGIES &
ACCOMMODATIONS: TEACHING STRATEGIES FOR STUDENTS WITH ATTENTION
DIFFICULTIES 163 TEACHING STRATEGIES & ACCOMMODATIONS: MEMORY STRATEGIES
164 TEACHING STRATEGIES & ACCOMMODATIONS: TEACHING SELF-MONITORING 164
LEARNING DISABILITIES AND ACADEMIC PERFORMANCE 165 A CLOSER LOOK:
ENGLISH LANGUAGE LEARNERS WHO STRUGGLE WITH READING: LANGUAGE
ACQUISITION OR LEARNING DISABILITIES? 166 TEACHING STRATEGIES &
ACCOMMODATIONS: TEACHING YOUNG CHILDREN AT RISK FOR READING
DISABILITIES 168 TEACHING STRATEGIES & ACCOMMODATIONS: SUGGESTIONS FOR
TEACHING READING
COMPREHENSION 171 LEARNING DISABILITIES AND SOCIAL AND EMOTIONAL
DEVELOPMENT 177
TEACHING STRATEGIES AND ACCOMMODATIONS 178 ASSESSMENT FOR TEACHING 178
DIRECT INSTRUCTION 180 STRATEGY INSTRUCTION 181
SPECIAL SKILLS INSTRUCTION 182 ASSISTIVE TECHNOLOGY FOCUS: TECHNOLOGY
TOOLS FOR IMPROVED LEARNING 184 CONSIDERATIONS FOR CULTURALLY DIVERSE
LEARNERS 186
ADAPTING CLASSROOM MATERIALS 186 TEACHING STRATEGIES & ACCOMMODATIONS:
STRATEGIES FOR LESSON PLANNING 187 CURRICULUM 189 A CLOSER LOOK: GROWING
UP WITH LEARNING DISABILITIES 190
IMAGE 4
6 CHILDREN WITH INTELLEETUAL DISABILITIES 194
A CLOSER LOOK: WHAT S IN A NAME? 195 TERMS AND DEFINITIONS 196
INTELLIGENCE AND GENERAL COGNITIV~ FUNCTIONING 196 ADAPTIVE BEHAVIOR 197
MANIFESTATION DURING THE DEVELOPMENTAL PERIOD 198 CLASSIFICATION ISSUES
198
PREVALENCE 200
CAUSES OF INTELLEETUAL DISABILITIES 202 BIOMEDICAL FACTORS 202 A CLOSER
LOOK: DISPROPORTIONATE IDENTIFICATION OF STUDENTS OF COLOR AND
INTELLECTUAL DISABILITIES: WHERE ARE WE NOW? 202
A CLOSER LOOK: QUESTIONS ABOUT DOWN SYNDROME 204
SODAL, BEHAVIORAL, AND EDUCATIONAL FACTORS 205
CHARACTERISTICS OF INDIVIDUALS WITH INTELLEETUAL DISABILITIES 205
COGNITIVE DEVELOPMENT 206 LANGUAGE DEVELOPMENT 208 PHYSICAL DEVELOPMENT
208 TEACHING 5TRATEGIES & ACCOMMODATIONS: 5TRATEGIES FOR ENHANCING
COGNITIVE-
SKILLS-METACOGNITION AND MEMORY 208
SODAL AND EMOTIONAL DEVELOPMENT 209 EFFECTS ON THE FAMILY 210
TEACHING STRATEGIES AND ACCOMMODATIONS 212 EARLY INTERVENTION 212
CURRICULUM 213 TEACHING STRATEGIES & ACCOMMODATIONS: ENVIRONMENTAL
ASSESSMENT OF SKILLS FOR
INSTRUCTION 215
DELIVERY OF INSTRUCTION 219 A CLOSER LOOK: POSTSECONDARY TRANSITION 220
MATERIALS 221
ASSISTIVE TECHNOLOGY FOCUS: TECHNOLOGY IN COMMUNITY ENVIRONMENTS 222
PERSONAL AND CIVIL RIGHTS 223
TEACHING STRATEGIES & ACCOMMODATIONS: SIMPLE STRATEGIES FOR TEACHING
STUDENTS WITH INTELLECTUAL DISABILITIES 223
A CLOSER LOOK: EMPLOYMENT OPPORTUNITIES 224
7 CHILDREN WITH SEVERE DISABILITIES 227
TERMS AND DEFINITIONS 228 SEVERE DISABILITIES 228 SEVERE AND PROFOUND
INTELLECTUAL DISABILITIES 228 PREVALENCE 229
COUSES OF SEVERE DISABILITIES 230
CHARACTERISTICS OF INDIVIDUALS WITH SEVERE DISABILITIES 231 FIRST
PERSON: MY FRIEND CAROLYN 231 COGNITIVE DEVELOPMENT 232 PHYSICAL
DEVELOPMENT AND HEALTH 232 LANGUAGE DEVELOPMENT AND COMMUNICATION 233
SODAL BEHAVIORS AND EMOTIONAL DEVELOPMENT 235 TEACHING 5TRATEGIES &
ACCOMMODATIONS: GUIDELINES FOR DEVELOPING FUNCTIONAL COMMUNICATION
SYSTEMS 235
EFFEETS ON THE FOMILY 236
FAMILY ATTITUDES AND REACTIONS 237 FAMILY ROLES IN EDUCATION 237
CONTENTS IX
IMAGE 5
X CONTENTS
FIRSTPERSON:KEEPING SOPHIA HEALTHY, ALIVE 238 TEACHINGSTRATEGIES&
ACCOMMODATIONS:CULTURALCOMPETENCEOF TEACHERSOF STUDENTS
WITH SEVERE DISABILITIES 240
TEACHINGSTRATEGIESAND ACCOMMODATIONS 241 TEACHINGSTRATEGIES &
ACCOMMODATIONS:ABRIEF TEACHINGPROGRAM GUIDE 242
ASSISTIVETECHNOLOGYFOCUS:TECHNOLOGYAND INDIVIDUALSWITH SEVERE
DISABILITIES 244
NORMALIZATION 244 INDUSION 245 CURRICULUM 247 TEACHING STRATEGIES&
ACCOMMODATIONS:EXAMPLESOF FUNCTIONALCURRICULUM
DOMAINS 247 TRANSITION PROGRAMMING 248 TEACHING STRATEGIES&
ACCOMMODATIONS:SCOPEAND SEQUENCECHART FOR GENERAL COMMUNITYFUNCTIONING
250
TEACHINGSTRATEGIES& ACCOMMODATIONS:DANNY S SCHEDULEFOR SPRING SEMESTERAT
STATE
UNIVERSITY 252 A CLOSERLOOK:UEVING SETTINGSFOR INDIVIDUALSWITH SEVERE
DISABILITIES 255
QUALITY OF UFE 256
8 CHILDRENWITH BEHAVIORDISORDERS 260
TERMSAND DEFINITIONS 261 THE FEDERAL DEFINITION 261 MEASURES OF BEHAVIOR
262 CLASSIFYING BEHAVIOR DISORDERS 263
PREVALENCE 267 A CLOSERLOOK:CULTURAL DIVERSITYAND
SERIOUSEMOTIONALDISTURBANCE(SED) 268
CAUSESOF SSEHAVIOR DISORDERS 269 ENVIRONMENTAL FACTORS 270 PHYSIOLOGICAL
FACTORS 270 A CLOSERLOOK:FACTORSASSOCIATEDWITH BEHAVIOR DISORDERS 270
CHARACTERISTICSOF STUDENTSWITH BEHAVIORDISORDERS 271
SCHOOL ACHIEVEMENT 272 FIRSTPERSON:JON: HIS TURN 272 SODAL ADJUSTMENT
274 LANGUAGE AND COMMUNICATION 274
FAMILIES 275 A CLOSERLOOK:BULLYING 276 TEACHINGSTRATEGIES&
ACCOMMODATIONS:WORKING EFFECTIVELYWITH PARENTS 278
ATTENTIONDEFICIT/HYPERACTIVITYDISORDER 279 ASSESSMENT AND DIAGNOSIS 279
CHARACTERISTICS OF STUDENTS WITH ADHD 280 A
CLOSERLOOK:DIAGNOSTICCRITERIA FOR ATTENTIONDEFICITJHYPERACTIVITY
DISORDER 280
EDUCATIONAL PRO GRAMS FOR STUDENTS WITH ADHD 281
IDENTIFICATIONAND ASSESSMENT 282 POSITIVE BEHAVIOR INTERVENTIONS AND
SUPPORTS 283 ASSESSMENT FOR IDENTIFICATION 285 ASSESSMENT FOR
INSTRUCTION 286
TEACHINGSTRATEGIESAND ACCOMMODATIONS 288 CURRICULUM FOCUS 288
TEACHINGSTRATEGIES& ACCOMMODATIONS:WHAT IS A FUNCTIONALBEHAVIORAL
ASSESSMENT? 288
ACADEMIC PROGRAMMING 289 BEHAVIOR-CHANGE INTERVENTIONS 291
IMAGE 6
TEACHINGSTRATEGIES& ACCOMMODATIONS:STUDENTSTALK TO TEACHERSAND GIVE SAME
TEACHING SUGGESTIONS 291 DISDPLINE IN THE SCHOOLS 294
ASSISTIVETECHNOLOGYFOCUS:TECHNOLOGYAPPLICATION FOR STUDENTSWITH BEHAVIOR
DISORDERS: SELF-MANAGEMENTPROGRAMS 295
9 CHILDRENWITH AUTISMSPECTRUMDISORDERS 300
TERMSAND DEFINITIONS 301 DEFINING AUTISM 301 DIAGNOSTIC CRITERIA FOR
299.00 AUTISTIC DISORDER (FROM DSM IV R) 302 DUAL DIAGNOSIS 304
PREVALENCE 304
CAUSESOF AUTISM 305 HISTORICAL OPINIONS ABOUT CAUSES 305 CURRENT
HYPOTHESES ABOUT CAUSES 306
CHARACTERISTICS OF INDIVIDUALSWITH AUTISM 307 COGNITIVE CHARACTERISTICS
308 FIRSTPERSON:KEVIN SRIBNICK 308 PHYSICAL AND SENSORY CHARACTERISTICS
310
SODAL INTERACTION 311 LANGUAGE AND COMMUNICATION 311 BEHAVIOR 313 FAMILY
ISSUES AND INTERACTIONS 315 TEACHINGSTRATEGIES& ACCOMMODATIONS:THE
M-CHAT 316
TEACHINGSTRATEGIESAND ACCOMMODATIONS 318
TEACHINGSTRATEGIES& ACCOMMODATIONS:PHYSICALACTIVITIESFOR KIDSWITH ASO
318 THE IMPORTANCE OF EARLY INTERVENTION 319 APPLIED BEHAVIOR ANALYSIS
320 ENVIRONMENTAL INTERVENTIONS 323
LANGUAGE-BASED INTERVENTIONS 324 ASSISTIVETECHNOLOGYFOCUS:VOCAL OUTPUT
COMMUNICATIONAIDS 324 VISUAL SUPPORTS 326 BIOCHEMICAL INTERVENTIONS 328
TEACHINGSTRATEGIES& ACCOMMODATIONS:VIDEO-MODELING-A NEW APPROACH TO
TEACHING NEW BEHAVIORS 328
TRANSITION TO ADULTHOOD 329 FIRSTPERSON:JESSYPARK 330
1 0 CHILDRENWITH COMMUNICATION DISORDERS 334
TERMSAND DEFINITIONS 335 COMMUNICATION 335 LANGUAGE 336 SPEECH 337
SPEECHAND LANGUAGEDEVELOPMENT 338 LANGUAGE ACQUISITION 338
FIRSTPERSON:/LOON T PITY ME-I M ONTO YOU!/I 339 SPEECH PRODUCTION 342
TYPESAND CHARACTERISTICS OF COMMUNICATIONDISORDERS 343 LANGUAGE
DISORDERS 344 A CLOSERLOOK:RECOGNIZINGCHILDRENWITH LANGUAGE IMPAIRMENT
IN THE CLASSROOM 346 SPEECH DISORDERS 347
TEACHINGSTRATEGIES& ACCOMMODATIONS:HELP FOR THE CHILD WHO STULTERS 348
DIALECTS AND LANGUAGE DIFFERENCES 349
CONTENTS XI
IMAGE 7
XII CONTENTS
CAUSES OF COMMUNICATION DISORDERS 350 HEARING LOSS 351 PREVALENCE 351
RECOGNIZING RISK FOR LANGUAGE DISORDERS 351
TEACHING STRATEGIES AND ACCOMMODATIONS 354 ASSESSMENT 354 TEACHING
STRATEGIES & ACCOMMOCLATIONS: DEVELOPING PHONOLOGICAL AWARENESS 354 A
CLOSER LOOK: COLLABORATION: WHO IS THE SPEECH-LANGUAGE PATHOLOGIST? 356
PLACEMENT AND SERVICE OPTIONS 360 TEACHING STRATEGIES & ACCOMMOCLATIONS:
ADVANTAGES OF INTEGRATED CLASSROOM-8ASED SPEECH AND LANGUAGE
INTERVENTION 362 STRATEGIES FOR WORKING WITH STUDENTS WITH COMMUNICATION
LEARNING
NEEDS 363 MEMBERS OF THE COLLABORATIVE TEAM 364 TEACHING STRATEGIES &
ACCOMMODATIONS: SHARING RESPONSIBILITY FOR STUDENT SUCCESS 365 A CLOSER
LOOK: GUIDELINES FOR ENGLISH LANGUAGE DEVELOPMENT (ELD)INSTRUCTION 366
ASSISTIVE TECHNOLOGY FOCUS: INTROCLUCTION TO AUGMENTATIVE AND
ALTERNATIVE
COMMUNICATION 368
1 1 CHILDREN WHO ARE DEEF END HERD OF HEARING 372
TERMS AND DEFINITIONS 373 CAUSES OF HEARING LOSS 374 HEARING AND HEARING
LOSS 374 CONDUCTIVE HEARING LOSS 375
SENSORINEURAL HEARING LOSS 376 STUDENTS WITH HEARING LOSS AND ADDITIONAL
DISABILITIES 377 PREVALENCE 378
A CLOSER LOOK: CAUSES OF SENSORINEURAL HEARING LOSS 378 MEASUREMENT OF
HEARING LOSS 379
CHARACTERISTICS OF STUDENTS WITH HEARING LOSS 381 LANGUAGE DEVELOPMENT
381 COGNITIVE AND INTELLECTUAL DEVELOPMENT 382 SCHOOL ACHIEVEMENT 383
SODAL AND EMOTIONAL DEVELOPMENT 385 DEAFNESS AND CULTURE 385 FIRST
PERSON: CLAUDIA GORDON 386 TEACHING STRATEGIES & ACCOMMOCLATIONS: THEMES
IN THE CURRICULUM FOR STUDENTS WHO ARE
DEAF 389
TEACHING STRATEGIES AND ACCOMMODATIONS 390 EARLY IDENTIFICATION AND
INTERVENTION 390 DEVELOPING COMMUNICATION SKILLS 390 A CLOSER LOOK:
SPEECH AND HEARING CHECKLIST 392
TEACHING STRATEGIES & ACCOMMOCLATIONS: FINGERSPELLING: CRITICAL FOR
LITERACY
DEVELOPMENT 394
ASSESSMENT 398 A CLOSER LOOK: THE COCHLEAR IMPLANT 398 SCHOOL PLACEMENT
400 TEACHING STRATEGIES & ACCOMMOCLATIONS: INTEGRATING DEAF STUDIES INTO
THE CURRICULUM 400
A CLOSER LOOK: THE INTERPRETER 401 TEACHING STRATEGIES &
ACCOMMOCLATIONS: COMMUNICATION TIPS FOR DEAF AND
HARD-OF-HEARING CHILDREN IN THE CLASSROOM 403
TECHNOLOGICAL ADVANCES 404 HEARING AIDS 404 COCHLEAR IMPLANTS 405
IMAGE 8
ASSISTIVE TECHNOLOGY FOCUS: TECHNOLOGY CAN ELIMINATE COMMUNICATION
BARRIERS 405
ASSISTIVE LISTENING DEVICES 407
TELECOMMUNICATION DEVICES 407 CAPTIONING 408
12 CHILDRENWHO ARE BLINDOR HAVE LOWVISION 412
TERMS AND DEFINITIONS 413 CAUSES OF VISUALLMPAIRMENT 415 HOW WE SEE 416
CAUSES OF VISION LOSS 417
PREVALENCE 417
CHARACTERISTICS OF 5TUDENTS WHO ARE BLIND OR HAVE LOW VISION 418 A
CLOSER LOOK: CAUSES OF VISUALLMPAIRMENT IN CHILDREN 418 LANGUAGE AND
CONCEPT DEVELOPMENT 419 MOTOR DEVELOPMENT 420
COGNITIVE AND INTELLECTUAL DEVELOPMENT 421 TEACHING STRATEGIES &
ACCOMMODATIONS: PROMOTING LANGUAGE DEVELOPMENT 421 SODAL AND EMOTIONAL
DEVELOPMENT 422 FIRST PERSON: PERSPECTIVES FROM A BLIND MAN: WHAT
BLINDNESS IS, WHAT IT ISN T 422
SCHOOL ACHIEVEMENT 424 EFFECTS ON THE FAMILY 424 TEACHING STRATEGIES &
ACCOMMODATIONS: PROMOTING SOCIALLNCLUSION AT HOME AND AT SCHOOL 426
TEACHING STRATEGIES AND ACCOMMODATIONS 427 EARLY INTERVENTION 427
IDENTIFICATION AND ASSESSMENT 428 A CLOSER LOOK: DETECTION OF VISION
PROBLEMS 429
TEACHING STRATEGIES & ACCOMMODATIONS: COMMON ACCOMMODATIONS FOR PEOPLE
WITH VISUALLMPAIRMENTS 430 CURRICULUM 431 A CLOSER LOOK: BENEFITS OF THE
EXPANDED CORE CURRICULUM (ECE) 435 A CLOSER LOOK: WHO ARE THE
PROFESSIONALS INTERACTING WITH THE STUDENT WHO IS VISUALLY
IMPAIRED? 436
TEACHING STRATEGIES & ACCOMMODATIONS: INTEGRATING EXPANDED CORE
CURRICULUM ACTIVITIES INTO ACADEMIC INSTRUCTION 436
SCHOOL SETTINGS FOR STUDENTS WHO ARE BLIND OR HAVE LOW VISION 440
ASSISTIVE TECHNOLOGY FOCUS: ALM I ACCESSIBLE INSTRUCTIONAL MATERIALS 440
EDUCATION FOR STUDENTS WITH ADDITIONAL DISABILITIES 441 ASSISTIVE
TECHNOLOGY 442
ASSISTIVE TECHNOLOGY FOCUS: WHAT SPECIAL DEVICES WILL THE STUDENT WITH
VISUAL IMPAIRMENT USE? 444
13 CHILDRENWITH PHYSICALDISABILITIESAND HEALTH IMPAIRMENTS 449
TERMS AND DEFINITIONS 450 PHYSICAL DISABILITIES 450 HEALTH IMPAIRMENT
451 PREVALENCE 451
TYPES OF PHYSICAL DISABILITIES 452 NEUROLOGICAL CONDITIONS 452
MUSCULOSKELETAL CONDITIONS 456 TEACHING STRATEGIES & ACCOMMODATIONS:
WHAT TO 00 IF SOMEONE HAS A TONICCLONIC
SEIZURE 456 TRAUMATIC INJURY 458
CONTENTS XIII
IMAGE 9
XIV CONTENTS
TEOCHINGSTRATEGIES& ACCOMMODATIONS:TEOCHERGUIDELINESFOR STUDENTSWITH TBI
460
TYPESOF HEALTH IMPAIRMENTS 460 ASTHMA 461 JUVENILE DIABETES 461 CYSTIC
FIBROSIS 462
ACQUIRED IMMUNE DEFICIENCY SYNDROME (AIDS) 463 FIRSTPERSON:MY MIDLIFE
CRISIS 463 CHILDHOOD CANCER 464 ATTENTION DEFICIT I HYPERACTIVITY
DISORDER (ADHD) 464
MULTIPLE DISABILITIES 465
CHARACTERISTICS OF INDIVIDUALSWITH PHYSICALDISABILITIESAND HEALTH
IMPAIRMENTS 466 COGNITIVE DEVELOPMENT 466 COMMUNICATION AND LANGUAGE
DEVELOPMENT 467 SOCIAL AND EMOTIONAL DEVELOPMENT 468
EFFECTS ON THE FAMILY 469 A CLOSERLOOK: POSITIVEEXPOSUR:E: THE SPIRIT OF
DIFFERENCE 470 TEOCHINGSTRATEGIES& ACCOMMODATIONS:RECOMMENDATIONS FOR
PARENTSOF CHILDRENWITH
DUCHENNEOR BENDERMUSCULAR DYSTROPHY 472
TEACHINGSTRATEGIESAND ACCOMMODATIONS 472
EARLY INTERVENTION 473 EDUCATIONAL PLANNING 473 ACCESSING INSTRUCTION
475 TEOCHINGSTRATEGIES& ACCOMMODATIONS:SEME CONSIDERATIONSFOR
STUDENTSWITH MOBILITY
IMPOIRMENTS 476 TEACHINGSTRATEGIES & ACCOMMODATIONS:CONTINUUMOF
SERVICEMODELS 477 TEACHINGSTRATEGIES&
ACCOMMODATIONS:SPECIFICSTRATEGIESFOR INTEGRATING STUDENTSWITH
PHYSICALDISABILITIESOR HEALTH IMPOIRMENTSIN THE CLASSROOM 478
INTEGRATING TECHNOLOGY 480 SOCIALIZATION 480
ASSISTIVETECHNOLOGYFOCUS:MOVEMENT: FUNCTIONALELECTRONICSTIMULATION(FES)
483
ADULT LIFE 485 TEOCHINGSTRATEGIES& ACCOMMODATIONS:TIPSFOR
ELIMINATINGBARRIERSTO POSTSECONDARY EDUCATION 487
14 CHILDRENWHO ARE GIFTEDAND TALENTED 492
TERMSAND DEFINITIONS 493 EARLY SCHOLARS AND THEIR IDEAS ON GIFTEDNESS
493 CURRENT DEFINITIONS OF GIFTEDNESS 495 FIRSTPERSON:DANIELLE EVANS 498
A CLOSERLOOK:ROBERT J. STEMBERG 500
CRITERIA FOR IDENTIFICATION 501 TEOCHINGSTRATEGIES&
ACCOMMODATIONS:DEVELOPINGWISDOM IN CHILDREN 502 UNDERREPRESENTATION OF
STUDENTS FROM CULTURALLY AND LINGUISTICALLY DIVERSE
BAC~GROUNDS 504
FACTORSCONTRIBUTINGTO GIFTEDNESS 505 HEREDITARY AND BIOLOGICAL FACTORS
505 ENVIRONMENTAL FACTORS 505 PREVALENCE 506
CHARACTERISTICS OF STUDENTSWHO ARE GIFTED AND TALENTED 506 COGNITIVE
CHARACTERISTICS 506 SOCIAL AND EMOTIONAL CHARACTERISTICS 507 PHYSICAL
CHARACTERISTICS 508
SPECIAL POPULATIONS OF GIFTED STUDENTS 509
IMAGE 10
TEACHING5TRATEGIES& ACCOMMODATIONS:COMPENSATION5TRATEGIES USED BY GIFTED
STUDENTSWITH LEARNING DISABILITIES 513
TEACHING 5TRATEGIES AND ACCOMMODATIONS 516 EARLY INTERVENTION 516
ASSISTIVE TECHNOLOGYFOCUS:THE USESAND ABUSESOF TECHNOLOGYWITH GIFTED
CHILDREN 517 IDENTIFICATION AND ASSESSMENT: THE TEACHER S ROLE 517
PLACEMENT ALTERNATIVES 519 A CLOSERLOOK:THE EEPSTERS 521
PRO GRAM MODELS 522
CURRICULUM MODIFICATIONS IN THE GENERAL EDUCATION CLASSROOM 522
TEACHING5TRATEGIES& ACCOMMODATIONS:5TEPSIN CURRICULUMTELESCOPING 525
TEACHING5TRATEGIES & ACCOMMODATIONS:GUIDELINESFOR MODIFYING CURRICULUM
526 IS SPECIAL EDUCATION FOR GIFTED STUDENTS NECESSARY? 528
TEACHING5TRATEGIES& ACCOMMODATIONS:PROBLEM8ASEDLEARNING(PBLI 529
GLOSSARY G-1
REFERENCES R-1
NAME INDEX 1-1
SUBJECTINDEX 1-8
CONTENTS XV
|
| any_adam_object | 1 |
| author | Hunt, Nancy Marshall, Kathleen |
| author_facet | Hunt, Nancy Marshall, Kathleen |
| author_role | aut aut |
| author_sort | Hunt, Nancy |
| author_variant | n h nh k m km |
| building | Verbundindex |
| bvnumber | BV040353076 |
| callnumber-first | L - Education |
| callnumber-label | LC3965 |
| callnumber-raw | LC3965 |
| callnumber-search | LC3965 |
| callnumber-sort | LC 43965 |
| callnumber-subject | LC - Social Aspects of Education |
| classification_rvk | DT 1002 |
| ctrlnum | (OCoLC)815886574 (DE-599)BVBBV040353076 |
| dewey-full | 371.9 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.9 |
| dewey-search | 371.9 |
| dewey-sort | 3371.9 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 5. ed., internat. ed. |
| format | Book |
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| geographic | USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV040353076 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:22:16Z |
| institution | BVB |
| isbn | 9781133307426 1133307426 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-025207096 |
| oclc_num | 815886574 |
| open_access_boolean | |
| owner | DE-11 DE-29 |
| owner_facet | DE-11 DE-29 |
| physical | 533, [57] S. Ill., graph. Darst. |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | Wadsworth, Cengage Learning |
| record_format | marc |
| spelling | Hunt, Nancy Verfasser aut Exceptional children and youth Nancy Hunt ; Kathleen Marshall 5. ed., internat. ed. [Belmont, Calif.] Wadsworth, Cengage Learning 2012 533, [57] S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Speciaal onderwijs gtt Special education Kind (DE-588)4030550-8 gnd rswk-swf Sonderpädagogik (DE-588)4077513-6 gnd rswk-swf Behinderung (DE-588)4112696-8 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Sonderpädagogik (DE-588)4077513-6 s Kind (DE-588)4030550-8 s Behinderung (DE-588)4112696-8 s DE-604 Marshall, Kathleen Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025207096&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Hunt, Nancy Marshall, Kathleen Exceptional children and youth Speciaal onderwijs gtt Special education Kind (DE-588)4030550-8 gnd Sonderpädagogik (DE-588)4077513-6 gnd Behinderung (DE-588)4112696-8 gnd |
| subject_GND | (DE-588)4030550-8 (DE-588)4077513-6 (DE-588)4112696-8 (DE-588)4078704-7 |
| title | Exceptional children and youth |
| title_auth | Exceptional children and youth |
| title_exact_search | Exceptional children and youth |
| title_full | Exceptional children and youth Nancy Hunt ; Kathleen Marshall |
| title_fullStr | Exceptional children and youth Nancy Hunt ; Kathleen Marshall |
| title_full_unstemmed | Exceptional children and youth Nancy Hunt ; Kathleen Marshall |
| title_short | Exceptional children and youth |
| title_sort | exceptional children and youth |
| topic | Speciaal onderwijs gtt Special education Kind (DE-588)4030550-8 gnd Sonderpädagogik (DE-588)4077513-6 gnd Behinderung (DE-588)4112696-8 gnd |
| topic_facet | Speciaal onderwijs Special education Kind Sonderpädagogik Behinderung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025207096&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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