Exceptional Lives : Special Education in Today's Schools (with MyEducationLab)
by Turnbull, Ann; Turnbull, H. Rutherford; Wehmeyer, Michael L.Edition: 6th
Format: Package
Pub. Date: 2008-12-26
Publisher(s): Pearson
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Summary
Through real-life stories about children, their families, and their teachers, and through the use of the most recent evidence-based research on special education, this important book provides students with a comprehensive introduction to special education and its relationship to general education. The sixth edition provides this experience within the framework of three guiding themes: Inclusion, Partnerships, and Universal Design for Learning. Long noted for its focus on progress in general education through inclusion, families, and parent-professional partnerships, the new sixth edition ofExceptional Lives: Special Education in Today's Schools, now includes a "Values and Outcomes" end-of-chapter feature that focuses on ideal educational results as well as IEP marginal notes that allow readers to link content to practical lessons.
Table of Contents
| Overview of Today's Special Education | p. 2 |
| Who Is Thomas Ellenson? | p. 2 |
| Profile of Special Education Students and Personnel in Today's Schools | p. 4 |
| Who Are the Students? | p. 5 |
| Who Are Special Education Personnel? | p. 7 |
| Overview of the Law and Special Education | p. 8 |
| Two Types of Discrimination | p. 8 |
| Judicial Decisions and Legislation | p. 9 |
| Special Education and Students' Eligibility | p. 10 |
| Components of Special Education | p. 10 |
| IDEA: Six Principles | p. 11 |
| Zero Reject | p. 12 |
| Nondiscriminatory Evaluation | p. 13 |
| Appropriate Education | p. 15 |
| Least Restrictive Environment | p. 17 |
| Procedural Due Process | p. 18 |
| Parent and Student Participation | p. 19 |
| Bringing the Six Principles Together | p. 19 |
| Federal Funding of IDEA | p. 19 |
| NCLB and Other Federal Laws | p. 21 |
| No Child Left Behind Act | p. 21 |
| Rehabilitation Act | p. 21 |
| Tech Act | p. 23 |
| Special Education Results | p. 24 |
| Values and Outcomes | p. 27 |
| What Do You Think? | p. 28 |
| Addressing the Standards: The Values Connection | p. 28 |
| Summary | p. 30 |
| Ensuring Progress in the General Education Curriculum Through Universal Design for Learning and Inclusion | p. 32 |
| Who Is Dani Gonzalez? | p. 32 |
| What Is "Progress in the General Education Curriculum"? | p. 34 |
| How Does the General Education Curriculum Benefit Students with Disabilities? | p. 35 |
| Why Is Progress in the General Education Curriculum Valued? | p. 38 |
| How Do Supplementary Aids and Services and Universal Design for Learning Support Progress? | p. 39 |
| What Are Supplementary Aids and Services? | p. 39 |
| What Is Universal Design? | p. 40 |
| How Does Universal Design for Learning Facilitate Progress? | p. 41 |
| How Does Inclusion Support Progress? | p. 42 |
| What Are Student-Placement Trends? | p. 42 |
| What Is Inclusion? | p. 44 |
| What Student Outcomes Are Associated with Inclusion? | p. 47 |
| How Does Inclusion Facilitate Progress? | p. 49 |
| How Does a Student's IEP Support Progress? | p. 51 |
| Who Designs an IEP and What Are Their Duties? | p. 51 |
| What Are the Components of the IEP? | p. 52 |
| Addressing Progress Through the IEP | p. 55 |
| What Should Educators Do to Support Progress? | p. 56 |
| Creating Learning Communities | p. 57 |
| Designing Units and Lessons | p. 57 |
| Implementing Schoolwide Instructional Strategies | p. 58 |
| Values and Outcomes | p. 60 |
| What Do You Think? | p. 60 |
| Addressing the Standards: The Values Connection | p. 60 |
| Summary | p. 62 |
| Issues and Responses in Today's Culturally Diverse Schools | p. 64 |
| Who Is De:Ja McGee? | p. 64 |
| Defining Culture and Its Implications for Special Education | p. 66 |
| The Social Context of Special Education | p. 68 |
| History Justifying IDEA | p. 68 |
| Disproportionate Representation | p. 71 |
| Risk Ratios | p. 71 |
| Percentage of Students in Special Education in Different Environments by Race/Ethnicity | p. 72 |
| Gifted Education Placement | p. 73 |
| Factors Associated with Disproportionate Representation and Educational Equality | p. 74 |
| Racial/Ethnic Considerations | p. 74 |
| Language Considerations | p. 77 |
| Poverty Considerations | p. 80 |
| Relationships Among Race-Ethnicity, Language, and Poverty | p. 84 |
| Becoming a Culturally Responsive Teacher and Advocate | p. 87 |
| Enhancing Self-Awareness | p. 87 |
| Increasing Your Knowledge and Experiences of Other Cultures | p. 88 |
| Implementing Culturally Responsive Instruction | p. 88 |
| Advocating for Systems Change | p. 92 |
| Values and Outcomes | p. 92 |
| What Do You Think? | p. 94 |
| Addressing the Standards: The Values Connection | p. 94 |
| Summary | p. 96 |
| Today's Families and Their Partnerships with Professionals | p. 98 |
| Who Is the Holley Family? | p. 98 |
| Who Are Today's Families? | p. 100 |
| Defining Family | p. 100 |
| Demographics of Today's Families | p. 101 |
| What Are Partnerships and Why Are They Important? | p. 102 |
| Defining Partnerships | p. 102 |
| Importance of Partnerships | p. 103 |
| How Do Children with Exceptionalities Affect Their Families' | |
| Quality of Life, and What Is Your Role as an Educator? | p. 104 |
| Emotional Well Being | p. 106 |
| Parenting | p. 108 |
| Family Interaction | p. 108 |
| Physical/Material Well-Being | p. 110 |
| Exceptionality-Related Support | p. 111 |
| How Can You Form Partnerships with Families? | p. 113 |
| Communication | p. 114 |
| Professional Competence | p. 116 |
| Respect | p. 116 |
| Commitment | p. 117 |
| Equality | p. 118 |
| Advocacy | p. 119 |
| Trust | p. 120 |
| Values and Outcomes | p. 120 |
| What Do You Think? | p. 121 |
| Addressing the Standards: The Values Connection | p. 121 |
| Summary | p. 123 |
| Understanding Students with Learning Disabilities | p. 124 |
| Who Is Lauren Marsh? | p. 124 |
| Identifying Students with Learning Disabilities | p. 126 |
| Defining Learning Disabilities | p. 126 |
| Describing the Characteristics | p. 127 |
| Determining the Causes | p. 129 |
| Evaluating Students with Learning Disabilities | p. 131 |
| Determining the Presence of a Learning Disability | p. 131 |
| Determining the Nature of Specially Designed Instruction and Services | p. 135 |
| Designing an Appropriate IEP | p. 138 |
| Partnering for Special Education and Related Services | p. 138 |
| Determining Supplementary Aids and Services | p. 139 |
| Planning for Universal Design for Learning | p. 141 |
| Planning for Other Educational Needs | p. 141 |
| Using Effective Instructional Strategies | p. 142 |
| Early Childhood Students: Embedded Learning Opportunities | p. 142 |
| Elementary and Middle School Students: Differentiated Instruction | p. 143 |
| Secondary and Transition Students: Learning Strategies | p. 143 |
| Including Students with Learning Disabilities | p. 145 |
| Assessing Students' Progress | p. 145 |
| Measuring Students' Progress | p. 145 |
| Making Accommodations for Assessment | p. 147 |
| Values and Outcomes | p. 148 |
| What Do You Think? | p. 148 |
| Addressing the Standards: The Values Connection | p. 148 |
| Summary | p. 150 |
| Understanding Students with Communication Disorders | p. 152 |
| Who Is George Wedge? | p. 152 |
| Identifying Students with Communication Disorders | p. 154 |
| Defining Communication Disorders | p. 154 |
| Describing the Characteristics | p. 156 |
| Determining the Causes | p. 162 |
| Evaluating Students with Communication Disorders | p. 162 |
| Determining the Presence of Communication Disorders | p. 162 |
| Determining the Nature of Specifically Designed Instruction and Services | p. 165 |
| Designing an Appropriate IEP | p. 165 |
| Partnering for Special Education and Related Services | p. 165 |
| Determining Supplementary Aids and Services | p. 166 |
| Planning for Universal Design for Learning | p. 167 |
| Planning for Other Educational Needs | p. 169 |
| Using Effective Instructional Strategies | p. 169 |
| Early Childhood Students: Facilitative Language Strategies | p. 169 |
| Elementary and Middle School Students: Graphic Organizer Modifications | p. 169 |
| Secondary and Transitional Students: Augmented Input | p. 172 |
| Including Students with Communication Disorders | p. 174 |
| Assessing Students' Progress | p. 175 |
| Measuring Students' Progress | p. 175 |
| Making Accommodations for Assessment | p. 176 |
| Values and Outcomes | p. 177 |
| What Do You Think? | p. 178 |
| Addressing the Standards: The Values Connection | p. 178 |
| Summary | p. 180 |
| Understanding Students with Emotional or Behavioral Disorders | p. 182 |
| Who Is Matthew Ackinclose? | p. 183 |
| Identifying Students with Emotional or Behavioral Disorders | p. 184 |
| Defining Emotional or Behavioral Disorders | p. 184 |
| Describing the Characteristics | p. 185 |
| Determining the Causes | p. 189 |
| Evaluating Students with Emotional or Behavioral Disorders | p. 192 |
| Determining the Presence of Emotional or Behavioral Disorders | p. 192 |
| Determining the Nature of Specifically Designed Instruction and Services | p. 192 |
| Designing an Appropriate IEP | p. 194 |
| Partnering for Special Education and Related Services | p. 194 |
| Determining Supplementary Aids and Services | p. 194 |
| Planning for Universal Design for Learning | p. 196 |
| Planning for Other Educational Needs | p. 196 |
| Using Effective Instructional Strategies | p. 198 |
| Early Childhood Students: Multicomponent Interventions to Prevent Conduct Disorders | p. 198 |
| Elementary and Middle School Students: Service Learning | p. 199 |
| Secondary and Transition Students: Conflict Resolution | p. 201 |
| Including Students with Emotional or Behavioral Disorders | p. 201 |
| Assessing Students' Progress | p. 203 |
| Measuring Students' Progress | p. 203 |
| Making Accommodations for Assessment | p. 205 |
| Values and Outcomes | p. 205 |
| What Do You Think? | p. 206 |
| Addressing the Standards: The Values Connection | p. 206 |
| Summary | p. 208 |
| Understanding Students with Attention-Deficit/Hyperactivity Disorder | p. 210 |
| Who Is Kelsey Blankenship? | p. 210 |
| Identifying Students with AD/HD | p. 212 |
| Defining Attention-Deficit/Hyperactivity Disorder | p. 212 |
| Describing the Characteristics | p. 213 |
| Determining the Causes | p. 217 |
| Evaluating Students with AD/HD | p. 218 |
| Determining the Presence of AD/HD | p. 218 |
| Determining the Nature of Specifically Designed Instruction and Services | p. 220 |
| Designing an Appropriate IEP | p. 220 |
| Partnering for Special Education and Related Services | p. 220 |
| Determining Supplementary Aids and Services | p. 222 |
| Planning for Universal Design for Learning | p. 224 |
| Planning for Other Educational Needs | p. 225 |
| Using Effective Instructional Strategies | p. 226 |
| Early Childhood Students: Multidisciplinary Diagnostic and Training Program | p. 226 |
| Elementary and Middle School Students: Errorless Learning | p. 226 |
| Secondary and Transition Students: Cognitive Behavioral and Self-Control Strategies | p. 227 |
| Including Students with AD/HD | p. 229 |
| Assessing Students' Progress | p. 231 |
| Measuring Students' Progress | p. 231 |
| Making Accommodations for Assessment | p. 232 |
| Values and Outcomes | p. 233 |
| What Do You Think? | p. 233 |
| Addressing the Standards: The Values Connection | p. 233 |
| Summary | p. 236 |
| Understanding Students with Intellectual Disability | p. 238 |
| Who Is Stephen Sabia? | p. 238 |
| Identifying Students with Intellectual Disability | p. 240 |
| Defining Intellectual Disability | p. 240 |
| Describing the Characteristics | p. 243 |
| Determining the Causes | p. 245 |
| Evaluating Students with Intellectual Disability | p. 248 |
| Determining the Presence of Intellectual Disability | p. 248 |
| Determining the Nature of Specifically Designed Instruction and Services | p. 250 |
| Designing an Appropriate IEP | p. 250 |
| Partnering for Special Education and Related Services | p. 250 |
| Determining Supplementary Aids and Services | p. 252 |
| Planning for Universal Design for Learning | p. 253 |
| Planning for Other Educational Needs | p. 255 |
| Using Effective Instructional Strategies | p. 255 |
| Early Childhood Students: Prelinguistic Milieu Teaching | p. 255 |
| Elementary and Middle School Students: The Self-Determined Learning Model of Instruction | p. 256 |
| Secondary and Transition Students: Community-Based Instruction | p. 259 |
| Including Students with Intellectual Disability | p. 260 |
| Assessing Students' Progress | p. 264 |
| Measuring Students' Progress | p. 264 |
| Making Accommodations for Assessment | p. 265 |
| Values and Outcomes | p. 266 |
| What Do You Think? | p. 266 |
| Addressing the Standards: The Values Connection | p. 266 |
| Summary | p. 269 |
| Understanding Students with Multiple Disabilities | p. 270 |
| Who Is Sierra Smith? | p. 270 |
| Identifying Students with Multiple Disabilities | p. 272 |
| Defining Multiple Disabilities | p. 272 |
| Describing the Characteristics | p. 273 |
| Determining the Causes | p. 275 |
| Evaluating Students with Multiple Disabilities | p. 276 |
| Determining the Presence of Multiple Disabilities | p. 276 |
| Determining the Nature of Specifically Designed Instruction and Services | p. 277 |
| Designing an Appropriate IEP | p. 278 |
| Partnering for Special Education and Related Services | p. 278 |
| Determining Supplementary Aids and Services | p. 278 |
| Planning for Universal Design for Learning | p. 282 |
| Planning for Other Educational Needs | p. 282 |
| Using Effective Instructional Strategies | p. 285 |
| Early Childhood Students: Children's School Success | p. 285 |
| Elementary and Middle School Students: The Partial Participation Principle | p. 286 |
| Secondary and Transition Students: Student-Directed Learning Strategies | p. 287 |
| Including Students with Multiple Disabilities | p. 289 |
| Assessing Students' Progress | p. 292 |
| Measuring Students' Progress | p. 292 |
| Making Accommodations for Assessment | p. 294 |
| Values and Outcomes | p. 295 |
| What Do You Think? | p. 295 |
| Addressing the Standards: The Values Connection | p. 295 |
| Summary | p. 298 |
| Understanding Students with Autism | p. 300 |
| Who Is Shawn Jackson? | p. 300 |
| Identifying Students with Autism | p. 302 |
| Defining Autism | p. 302 |
| Describing the Characteristics | p. 302 |
| Determining the Causes | p. 307 |
| Evaluating Students with Autism | p. 308 |
| Determining the Presence of Autism | p. 308 |
| Determining the Nature of Specifically Designed Instruction and Services | p. 310 |
| Designing an Appropriate IEP | p. 313 |
| Partnering for Special Education and Related Services | p. 313 |
| Determining Supplementary Aids and Services | p. 313 |
| Planning for Universal Design for Learning | p. 315 |
| Planning for Other Educational Needs | p. 316 |
| Using Effective Instructional Strategies | p. 318 |
| Early Childhood Students: Social Stories | p. 318 |
| Elementary and Middle School Students: Schoolwide Positive Behavior Support | p. 319 |
| Secondary and Transition Students: Discrete Trial Teaching | p. 321 |
| Including Students with Autism | p. 322 |
| Assessing Students' Progress | p. 324 |
| Measuring Students' Progress | p. 324 |
| Making Accommodations for Assessment | p. 325 |
| Values and Outcomes | p. 326 |
| What Do You Think? | p. 327 |
| Addressing the Standards: The Values Connection | p. 327 |
| Summary | p. 330 |
| Understanding Students with Physical Disabilities and Other Health Impairments | p. 332 |
| Who Is Ryan Frisella? | p. 332 |
| Who Is Kwashon Drayton? | p. 333 |
| Identifying Students with Physical Disabilities and Other Health Impairments | p. 334 |
| Physical Disabilities | p. 335 |
| Defining Physical Disabilities | p. 335 |
| Cerebral Palsy: Describing the Characteristics and Determining the Causes | p. 335 |
| Spina Bifida: Describing the Characteristics and Determining the Causes | p. 336 |
| Other Health Impairments | p. 338 |
| Defining Other Health Impairments | p. 338 |
| Epilepsy: Describing the Characteristics and Determining the Causes | p. 339 |
| Asthma: Describing the Characteristics and Determining the Causes | p. 341 |
| Evaluating Students with Physical Disabilities and Other Health Impairments | p. 343 |
| Determining the Presence of Physical Disabilities and Other Health Impairments | p. 343 |
| Determining the Nature of Specifically Designed Instruction and Services | p. 343 |
| Designing an Appropriate IEP | p. 346 |
| Partnering for Special Education and Related Services | p. 346 |
| Determining Supplementary Aids and Services | p. 346 |
| Planning for Universal Design for Learning | p. 348 |
| Planning for Other Educational Needs | p. 350 |
| Using Effective Instructional Strategies | p. 352 |
| Early Childhood Students: Token Economy System | p. 352 |
| Elementary and Middle School Students: Self-Awareness | p. 353 |
| Secondary and Transition Students: Driver's Education | p. 353 |
| Including Students with Physical Disabilities and Other Health Impairments | p. 355 |
| Assessing Students' Progress | p. 357 |
| Measuring Students' Progress | p. 357 |
| Making Accommodations for Assessment | p. 357 |
| Values and Outcomes | p. 358 |
| What Do You Think? | p. 358 |
| Addressing the Standards: The Values Connection | p. 358 |
| Summary | p. 362 |
| Understanding Students with Traumatic Brain Injury | p. 364 |
| Who Is Dylan Outlaw? | p. 364 |
| Identifying Students with Traumatic Brain Injury | p. 366 |
| Defining Traumatic Brain Injury | p. 366 |
| Describing the Characteristics | p. 368 |
| Determining the Causes | p. 370 |
| Evaluating Students with Traumatic Brain Injury | p. 371 |
| Determining the Presence of Traumatic Brain Injury | p. 371 |
| Determining the Nature of Specifically Designed Instruction and Services | p. 371 |
| Designing an Appropriate IEP | p. 374 |
| Partnering for Special Education and Related Services | p. 374 |
| Determining Supplementary Aids and Services | p. 374 |
| Planning for Universal Design for Learning | p. 376 |
| Planning for Other Educational Needs | p. 378 |
| Using Effective Instructional Strategies | p. 380 |
| Early Childhood Students: Collaborative Teaching | p. 380 |
| Elementary and Middle School Students: Cooperative Learning | p. 381 |
| Secondary and Transition Students: Problem-Solving and Decision-Making Instruction | p. 382 |
| Including Students with Traumatic Brain Injury | p. 384 |
| Assessing Students' Progress | p. 384 |
| Measuring Students' Progress | p. 384 |
| Making Accommodations for Assessment | p. 387 |
| Values and Outcomes | p. 387 |
| What Do You Think? | p. 388 |
| Addressing the Standards: The Values Connection | p. 388 |
| Summary | p. 391 |
| Understanding Students with Hearing Loss | p. 392 |
| Who Are Mariah, Ricquel, and Shylah Thomas? | p. 392 |
| Identifying Students with Hearing Loss | p. 394 |
| Defining Hearing Loss | p. 394 |
| Describing the Characteristics | p. 397 |
| Determining the Causes | p. 402 |
| Evaluating Students with Hearing Loss | p. 403 |
| Determining the Presence of Hearing Loss | p. 403 |
| Determining the Nature of Specifically Designed Instruction and Services | p. 405 |
| Designing an Appropriate IEP | p. 408 |
| Partnering for Special Education and Related Services | p. 408 |
| Determining Supplementary Aids and Services | p. 410 |
| Planning for Universal Design for Learning | p. 412 |
| Planning for Other Educational Needs | p. 414 |
| Using Effective Instructional Strategies | p. 414 |
| Early Childhood Students: Facilitative Language Strategies | p. 414 |
| Elementary and Middle School Students: Graphic Organizer Modifications | p. 414 |
| Secondary and Transition Students: Augmented Input | p. 415 |
| Including Students with Hearing Loss | p. 417 |
| Educational Quality | p. 417 |
| Educational Placement | p. 420 |
| Assessing Students' Progress | p. 421 |
| Measuring Students' Progress | p. 421 |
| Making Accommodations for Assessment | p. 421 |
| Values and Outcomes | p. 422 |
| What Do You Think? | p. 422 |
| Addressing the Standards: The Values Connection | p. 422 |
| Summary | p. 426 |
| Understanding Students with Visual Impairments | p. 428 |
| Who Is Haley Sumner? | p. 428 |
| Identifying Students with Visual Impairments | p. 430 |
| Defining Visual Impairments | p. 430 |
| Describing the Characteristics | p. 432 |
| Determining the Causes | p. 434 |
| Evaluating Students with Visual Impairments | p. 435 |
| Determining the Presence of Visual Impairments | p. 435 |
| Determining the Nature of Specifically Designed Instruction and Services | p. 438 |
| Designing an Appropriate IEP | p. 439 |
| Partnering for Special Education and Related Services | p. 439 |
| Determining Supplementary Aids and Services | p. 443 |
| Planning for Universal Design for Learning | p. 446 |
| Planning for Other Educational Needs | p. 446 |
| Using Effective Instructional Strategies | p. 449 |
| Early Childhood Students: Programming That Focuses on Real Experiences | p. 449 |
| Elementary and Middle School Students: Accommodations to Develop Basic Skills | p. 451 |
| Secondary and Transition Students: Preparing for Adult Life | p. 451 |
| Including Students with Visual Impairments | p. 452 |
| Assessing Students' Progress | p. 453 |
| Measuring Students' Progress | p. 453 |
| Making Accommodations for Assessment | p. 455 |
| Values and Outcomes | p. 455 |
| What Do You Think? | p. 456 |
| Addressing the Standards: The Values Connection | p. 456 |
| Summary | p. 458 |
| Understanding Students Who Are Gifted and Talented | p. 460 |
| Who is Briana Hopkins? | p. 460 |
| Identifying Students Who Are Gifted and Talented | p. 462 |
| Defining Gifted and Talented | p. 462 |
| Describing the Characteristics | p. 465 |
| Determining the Causes | p. 469 |
| Evaluating Students Who Are Gifted and Talented | p. 469 |
| Determining the Presence of Giftedness and Talents | p. 469 |
| Determining the Nature of Specifically Designed Instruction and Services | p. 471 |
| Designing an Appropriate Education | p. 471 |
| Partnering for Special Education and Related Services | p. 471 |
| Determining Supplementary Aids and Services | p. 472 |
| Planning for Universal Design for Learning | p. 473 |
| Planning for Other Educational Needs | p. 473 |
| Using Effective Instructional Strategies | p. 474 |
| Early Childhood Students: Multiple Intelligences | p. 474 |
| Elementary and Middle School Students: Schoolwide Enrichment | p. 475 |
| Secondary and Transition Students: Promoting Creativity and Critical- Thinking Skills | p. 478 |
| Including Students Who Are Gifted and Talented | p. 478 |
| Assessing Students' Progress | p. 480 |
| Measuring Students' Progress | p. 480 |
| Making Accommodations for Assessments | p. 482 |
| Values and Outcomes | p. 483 |
| What Do You Think? | p. 483 |
| Addressing the Standards: The Values Connection | p. 484 |
| Summary | p. 486 |
| Appendix | p. 489 |
| Glossary | p. 493 |
| References | p. 503 |
| Name Index | p. 535 |
| Subject Index | |
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