Preface

UNIT I   SETTING THE STAGE

Chapter 1   Perspectives on Disability

Meet Clarence

Studying High-Prevalence Disabilities

Mild Does Not Mean “Not Serious”

The Power of Language

Labeling, Classifying, and Identifying

  To Classify or Not to Classify

  Additional Thoughts on Labeling

The Historical Context of Disability

Early History of Disability

The Middle Ages, Renaissance and the Enlightenment

Disability Services in the United States (1800-1950)

  Eugenics in Europe and the United States

  The Testing Movement in Europe and the United States

  Serving Children Identified as Having Disabilities

Disabilities in the United States from 1950 to the Present

  Legislative and Legal Supports

  Overview of the IDEA Principles

  History of Rights Won in United States Courts

Trends in History

Summary

Ed Murphy: A Case Study

Meet Jeffrey

Assessment and Evaluation Requirements in IDEA

Purposes of Assessment of Students with Special Educational Needs

Types of Assessment Instruments and Techniques

  Norm-Referenced Assessment

  Criterion-Referenced and Curriculum-Based Assessment

  Performance Assessment

  Portfolio Assessment

  Functional Behavioral Assessment

Reporting on Student Progress: Grading

Best Practices in Assessment of Children and Youth with Disabilities

Issues in Identification

  Categories as Social Constructions

  Are Non-categorical Models of Service an Alternative?

Response to Intervention: A Non-Categorical Strategy for Assessment and Identification

A Prevention Framework as Support

Summary

Sharon: A Case Study

Chapter 3   Issues in Instruction and Placement

Meet Enrico

Curriculum and Learners with Mild Disabilities

Alternatives to Instructional Accommodations

Instructional Strategies to Enhance Curricular Access

  Explicit Teaching

  Peer Tutoring

  Cooperative Learning

  Cognitive Strategies

  Positive Behavioral Supports

Instruction and Individualized Education Program Planning

  Alternative Curricula and Assessments

IDEA 2004 and the Location of Services

Least Restrictive Environment (LRE)

Models of Service Commonly Used for Students with Mild Disabilities

Inclusion: A Continuing Issue in Special Education

Summary

Angie: A Case Study

UNIT II WHO ARE THE LEARNERS WITH MILD DISABILITIES?

Chapter 4 Learners with Intellectual and Developmental Disabilities

Meet Caroline

Naming this Group of Learners

Historical Foundations of Intellectual Disabilities

Development of the Definition of Intellectual Disabilities in the United States

IDEA Definition of Intellectual Disabilities

Additional Perspectives on Defining Intellectual Disabilities

  The New Generation of Other AAIDD/AAMR Definitions

  Developmental Disabilities and Delay

  An Alternative Definition with an Instructional Perspective

Levels of Severity

  Educational Terminology

  Supports and Intensity of Support Needs

Prevalence of Intellectual Disabilities

Conditions Associated with Risk of Intellectual and Developmental Disabilities

  Biomedical Risk Factors

&nb