Exceptional Children: Integrating Research and Teaching

428 Pages·1989·24.09 MB·English

by  Ronald L. Taylor

Exceptional Children
Ronald L. Taylor Les Sternberg
Exceptional Children
Integrating Research and Teaching
With 23 Illustrations
Springer-Verlag
New York Berlin Heidelberg
London Paris Tokyo
Ronald L. Taylor
Les Sternberg
Exceptional Student Education
College of Education
Florida Atlantic University
Boca Raton, FL 33431-0991, USA
Library of Congress Cataloging-in-Publication Data
Taylor, Ronald L., 1949-
Exceptional children : integrating research and teaching / Ronald
L. Taylor, Les Sternberg.
p. em.
Bibliography: p.
Includes index.
ISBN-13:978-0-387-97446-0
1. Special education-United States. I. Sternberg, Les.
II. TItle.
LC398l.T39 1989
371.9'0973-dcl9 88-31932
Printed on acid-free paper.
© 1989 by Springer-Verlag New York Inc_
Softcover reprint of the hardcover 1st edition 1989
All rights reserved. This work may not be translated or copied in whole or in part without the
written permission of the publisher (Springer-Verlag, 175 Fifth Avenue, New York, NY 10010,
USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connec
tion with any form of information storage and retrieval, electronic adaptation, computer soft
ware, or by similar or dissimilar methodology now known or hereafter developed is forbidden.
The use of general descriptive names, trade names, trademarks, etc. in this publication, even
if the former are not especially identified, is not to be taken as a sign that such names, as
understood by the Trade Marks and Merchandise Marks Act, may accordingly be used freely
by anyone.
9 8 7 6 5 432 1
ISBN-13:978-0-387-97446-0 e-ISBN-13:978-1-4612-3602-3
001: 10.1007/978-1-4612-3602-3
Preface
Exceptional Children: Integrating Research and Teaching provides a com
prehensive introduction to the constantly changing area of special educa
tion. The book is research-based, and its title reflects our opinion regarding
the important link between research and classroom practice. There is one
feature of Exceptional Children: Integrating Research and Teaching that
warrants attention and perhaps justification; it was written specifically to
address the graduate student or sophisticated undergraduate student mar
ket. As such, the book is written at a higher level and with a greater concept
density than typical introductory special education texts. We feel that this
type of book is very much needed and will be received favorably by the
special education community.
There are also several unique features of Exceptional Children: Integrat
ing Research and Teaching that we feel will be quite valuable. First, we have
emphasized the area of teaching practices and not simply included basic
facts about definitions, characteristics, and causes. Although some intro
ductory texts include information about teaching considerations, that area
is not discussed as in depth as it is in our text. We feel that it is important
that readers not only understand the educational needs of exceptional chil
dren, but also can identify the best educational practices to meet those
needs.
Another feature is the inclusion of two chapters each to cover the infor
mation presented regarding students with learning disabilities, mental retar
dation, and behavioral/emotional problems. The first chapter includes
information about characteristics, causes, and identification, while the
second focuses on specific teaching considerations. We have noted that the
vast majority of teacher training institutions offer programs for those who
work or will work with those types of students. Subsequently, the majority
of special education teachers work with students with mild handicaps who
usually fall into one of those categories. Increased information in those
areas also serves another important role: there is increased exposure of stu
dents with mild handicaps to regular education teachers who frequently will
vi Preface
take only an introductory course in special education. Clearly this addi
tional information will be helpful to the regular educator.
Other important features of the book include:
1. The inclusion of information about the physical environment, teaching
procedures, teaching content and materials, and the use of equipment in
our discussion of teaching considerations for students with each type of
exceptionality.
2. The use of a summary checklist to highlight the important information
presented in each chapter.
3. A discussion of the population of exceptional children in terms of ge
neric classes as well as traditional categories.
4. A discussion of current and future issues related to each type of excep
tional student.
As always, there are many people to thank when a project of this nature
is undertaken. Specifically, we would like to acknowledge Larry Molt, Steve
Richards, and Paula Willits for their writing contributions to the book. We
would also like to thank Rhonda DeSousa for her diligence and innumera
ble trips to the library. We are particularly grateful to Springer-Verlag,
whose competent and knowledgeable staff made our job much easier. Fi
nally we thank our wives, Yvette and Jean, and our children, Michael,
Daniel, Bill, Karen, Katie, and Matthew, for always being there for support
and encouragement.
Ronald L. Taylor
Les Sternberg
Contents
Preface............................................................................... v
Chapter 1 Introduction to Special Education: Historical
and Legal Foundations ..................................... .
Definition of Exceptional Students.......................... 1
Incidence and Prevalence...................................... 2
History of Special Education................................. 4
Litigation and Legislation: Special Education
and the Courts................................................. 6
Post-PL 94-142 Litigation: The Battle Continues....... 14
A Look to the Future........................................... 16
Summary Checklist.............................................. 17
Chapter 2 The Special Education Process: From Identification
to the Delivery of Services.................................. 20
Referral Process.................................................. 20
Identification and Eligibility.................................. 23
Development of the Educational Program................ 31
Summary Checklist.............................................. 32
Chapter 3 Students with Learning Disabilities ......................... 35
Definition.......................................................... 35
Prevalence .......... ............................................... 37
Causes .............................................................. 37
Characteristics ................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Identification...................................................... 49
Current and Future Issues..................................... 51
Summary Checklist.............................................. 55
viii Contents
Chapter 4 Teaching Students with Learning Disabilities ............. 61
Paula P. Willits
Teaching Considerations....................................... 62
Special Considerations for the Regular Educator ....... 81
Current and Future Issues..................................... 82
Summary Checklist.............................................. 84
Chapter 5 Students with Mental Retardation........................... 91
Definition ........ .................................................. 91
Prevalence ......................................................... 96
Biomedical Causes............................................... 97
Sociological Causes.............................................. 105
Characteristics.................................................... 108
Identification...................................................... 113
Current and Future Issues ..................................... 114
Summary Checklist.............................................. 115
Chapter 6 Teaching Students with Mental Retardation.............. 124
Teaching Considerations for Students with Mild
or Moderate Mental Retardation ......................... 125
Teaching Considerations for Students with Severe
or Profound Mental Retardation......................... 135
Special Considerations for the Regular Educator ....... 140
Current and Future Issues ..................................... 140
Summary Checklist.............................................. 141
Chapter 7 Students with Behavioral or Emotional Problems....... 150
Definition.. ........................................................ 150
Prevalence........ ........................... ..... ................. 154
Causes .............................................................. 155
Characteristics of Students with Mild or Moderate
Behavioral or Emotional Problems ...................... 157
Characteristics of Students with Severe or
Profound Behavioral or Emotional Problems......... 161
Identification...................................................... 163
Current and Future Issues..................................... 172
Summary Checklist.............................................. 173
Chapter 8 Teaching Students with Behavioral
or Emotional Problems..................................... 179
Stephen B. Richards
Approaches to Educating Students with Behavioral or
Emotional Problems......................................... 179
Contents ix
Teaching Considerations for Students with Mild or
Moderate Behavioral or Emotional Problems......... 184
Teaching Considerations for Students with Severe
or Profound Behavioral or Emotional Problems..... 201
Special Considerations for the Regular Educator....... 202
Current and Future Issues..................................... 203
Summary Checklist.............................................. 203
Chapter 9 Students Who Are Gifted and Talented.................... 211
Definition..................................................... ..... 211
Prevalence ........ ......................................... ........ 213
Causes .............................................................. 213
Characteristics .................................................... 215
Identification...................................................... 218
Teaching Considerations....................................... 222
Special Considerations for the Regular Educator....... 230
Current and Future Issues..................................... 231
Summary Checklist.............................................. 233
Chapter 10 Students with Speech or Language Impairments ........ 239
Lawrence F. Molt
Definition.......................................................... 239
Prevalence ......................................................... 241
Causes of Speech Disorders................................... 242
Characteristics of Speech Disorders......................... 243
Causes of Language Disorders............................... 251
Characteristics of Language Disorders..................... 251
Identification...................................................... 258
Teaching Considerations....................................... 264
Special Considerations for the Regular Educator ....... 278
Current and Future Issues..................................... 279
Summary Checklist.............................................. 280
Chapter 11 Students with Visual Impairments........................... 290
Definition.......................................................... 290
Prevalence......................................................... 292
Causes .............................................................. 293
Characteristics ..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Identification...................................................... 300
Teaching Considerations....................................... 302
Special Considerations for the Regular Educator ....... 309
Current and Future Issues..................................... 309
Summary Checklist.............................................. 310
x Contents
Chapter 12 Students with Hearing Impairments ........................ 316
Definition.......................................................... 316
Prevalence ......................................................... 319
Causes .............................................................. 319
Characteristics.................................................... 322
Identification...................................................... 324
Teaching Considerations....................................... 327
Special Considerations for the Regular Educator ....... 338
Current and Future Issues..................................... 339
Summary Checklist.............................................. 340
Chapter 13 Students with Physical or Other Health Impairments.. 346
Definitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346
Prevalence ...................................................... '" 347
Causes and Characteristics of Physical Impairments... 348
Causes and Characteristics of Health Impairments..... 352
Identification...................................................... 356
Teaching Considerations....................................... 356
Special Considerations for the Regular Educator ....... 368
Current and Future Issues..................................... 369
Summary Checklist....................................... ........ 370
Chapter 14 A Generic View of the Special Education Process ...... 375
Students with Mild or Moderate Handicaps.............. 376
Special Considerations for the Regular Educator ....... 382
Current and Future Issues..................................... 382
Students with Severe or Profound Handicaps............ 383
Special Considerations for the Regular Educator....... 386
Current and Future Issues..................................... 386
Summary Checklist.............................................. 391
Subject Index....................................................................... 397
Name Index......................................................................... 406
1
Introduction to Special Education:
Historical and Legal Foundations
This book is about the characteristics and educational needs of exceptional
students. It is also about teaching exceptional students-what the teacher
and other professionals can do to educate these students to the maximum
extent possible. Teaching exceptional students is a challenging, rewarding,
and sometimes frustrating endeavor. Through research and continued
teaching, we are constantly discovering more and more about the character
istics, capabilities, and educational needs of exceptional students. Similarly,
we have learned a great deal about the educational approaches to use with
these students. Unfortunately, much of the information regarding the
"best" approach to use to meet their educational needs is contradictory and
somewhat confusing. Indeed, we may have to accept the fact that there is
no single approach, theory, or philosophy that gives us all the answers.
Clearly, we must look carefully into the professional literature to determine
the approaches, models, and techniques that have been demonstrated to be
successful with students who have certain characteristics and educational
needs. It also is important to define as precisely as possible those students
who are considered exceptional and to determine the number of these students
who will receive some type of special education program.
Definition of Exceptional Students
In the simplest terms, an exceptional student is one whose educational needs
are not being met by traditional educational programs so that a special edu
cation program is necessary. Special education refers to instruction that is
specifically designed to meet the individual needs of the exceptional student.
Special education actually involves many components, each of which must
be considered by the teacher when working with exceptional students. These
include the physical environment (e.g., the use of ramps for a physically
handicapped student), the teaching procedures, the teaching content/mate
rials, and the use of adaptive equipment (e.g., a hearing aid for a deaf
student). The reasons a student's educational needs are not being met in