Exceptional Students: Preparing Teachers for the 21st Century

656 Pages·2008·12.818 MB·English

by  Ronald Taylor, Lydia Smiley, Stephen Richards

CLASSROOM SUGGESTIONS Accommodations
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Accommodations That Can Be Made in the General Education Classroom for Students with Lear
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Examples of Instructional Grouping Accommodations for Students with Intellectual Disabilities
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Accommodations for a Student Who Has Difficulty with Self-Control 209
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Suggestions for Adapting the Physical Environment for Students with Blindness or Low Vision
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Accommodations for Teaching Students with AD/HD 504
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Differentiating Curriculum for Students Who Are Gifted and Talented 537
Classroom Examples
Procedural Forms Direct Instruction Lesson for Teaching WORK to Students with
AD/HD Online Appendix A
A Sample Team-Teaching Plan 81
Unit Based on Gardner’s Theory of Multiple Intelligences 531
A Collaborative Plan for Working with John
Language Intervention Goals and Objectives for a Teacher and Instructional Forms
Speech-Language Pathologist Working in the Collaboration
Edit “Think Sheet” Used in the Revising Stage of Writing Online
Model 233
Appendix A
IFSP for an Infant/Toddler 457
Mnemonic Strategy for Teaching Students to Write a Friendly
Parent Training Scenario to Support a Child At Risk 461 Letter 118
Responsive Home Environment for a Child At Risk 465 Skillstreaming Homework Assignment 192
504 Plan Classroom Accommodations with Rating Scale 505 A Contingency Contract 200
Modified Objectives for a Student with a Significant Hearing
Lesson Plans
Loss 269
Direct Instruction Lesson for Teaching Students with Learning A Checklist to Ensure Access to Learning for a Student Who Is
Disabilities the Subject of a Sentence Online Appendix A Deaf or Hard of Hearing
Learning Sequence Lesson for Students with Intellectual Sample Work Envir
Disabilities 157
Direct Instruction Lesson for Teaching Sequence to Students with
Intellectual Disabilities Online Appendix A Student with an OHI
Direct Instruction Lesson for Teaching the Social Skills Strategy: A Social Story 383
STOP Online Appendix A Samp
Direct Instruction Lesson for Teaching Sight Words to Students Disabilities 417
with a Communication Disorder Online Appendix A
Direct Instructional Lesson for Teaching a Child with ASD to Count
1–5 Objects Online Appendix A
Form

Exceptional
Students
Preparing Teachers for the 21st Century
Ronald L. Taylor
Florida Atlantic University
Lydia R. Smiley
Florida Atlantic University
Stephen B. Richards
University of Dayton
iii
Dedicated to the many students in
Introduction to Special Education courses
who motivated us to write this text.
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Library of Congress Cataloging-in-Publication Data
Taylor, Ronald.
Exceptional students: preparing teachers for the 21st century / Ronald Taylor, Lydia Smiley,
Stephen Richards.
p. cm.
Includes bibliographical references and index.
ISBN-13: 978-0-07-286637-7 (alk. paper)
ISBN-10: 0-07-286637-3 (alk. paper)
1. Special education teachers—In-service training. I. Smiley, Lydia Ruffner II. Richards, Steve
III. Title.
LC3969.45.T39 2008
371.9—dc22
2007047022
The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a
Web site does not indicate an endorsement by the authors or McGraw-Hill, and McGraw-Hill does not
guarantee the accuracy of the information presented at these sites.
www.mhhe.com
About the Authors
Ronald L. Taylor, Ed.D. is currently professor of Exceptional Student Education at Florida
Atlantic University. He received his bachelor’s and master’s degrees in Psychology at Austin
College and Trinity University. He received his doctorate in Special Education from the
University of Houston. Prior to coming to Florida Atlantic University, Dr. Taylor was a school
psychologist and consulting teacher for a Title III grant that focused on working with culturally
diverse students. He also served on the faculty in Special Education at Boston University.
Dr. Taylor has published extensively, including 8 books (18 counting various editions) and
over 20 chapters and 90 articles. He recently completed the eighth edition of his assessment
text, Assessment of Exceptional Students: Educational and Psychological Procedures.
He has received over 2 million dollars in grant funding. He is active in several professional
organizations, having made over 60 presentations, and was editor of Diagnostique, the journal
for the assessment division of the Council for Exceptional Children.
Lydia R. Smiley, Ph.D. is a professor of Exceptional Student Education at Florida Atlantic
University. She received her doctorate in Special Education from Georgia State University.
Dr. Smiley co-authored Language Delays and Disorders: From Research to Practice (1998)
and has also written several articles and chapters on a variety of topics. She teaches both
undergraduate and graduate classes and has been the recipient of several teaching awards
and the CLD Professional of the Year award. Her current interests are in methods of teaching
students with mild/moderate disabilities and language disorders.
Stephen B. Richards, Ed.D. is an Associate Professor and Coordinator for Intervention
Specialist Programs at the University of Dayton. He received his doctorate in Special Education
from Florida Atlantic University. He teaches in both the undergraduate and graduate licensure
programs. He has co-authored three textbooks, Mental Retardation: Historical Perspectives,
Current Practices, and Future Directions (2005); Single Subject Research and Design:
Applications in Educational and Clinical Settings (1999); and Exceptional Children:
Integrating Research and Teaching (1995); in addition to journal articles on a variety of
topics. His current interests are in assessing the preparation of pre-service teacher education
candidates for their fi rst year in teaching.
v

Brief Contents
PART ONE Special Education: Fundamentals and Processes
CHAPTER 1 An Overview of Special Education 1
CHAPTER 2 The Special Education Process: From Initial Identifi cation to the Delivery of Services 34
CHAPTER 3 School, Family, and Community Collaboration 63
PART TWO IDEA 04 High-Prevalence Exceptionalities: Foundations and Instruction
CHAPTER 4 Students with Learning Disabilities 92
CHAPTER 5 Students with Mental Retardation/Intellectual Disabilities 134
CHAPTER 6 Students with Emotional or Behavioral Disorders 174
CHAPTER 7 Students with Communication Disorders 214
PART THREE IDEA 04 Low-Incidence Exceptionalities: Foundations and Instruction
CHAPTER 8 Students Who Are Deaf or Hard of Hearing 252
CHAPTER 9 Students with Blindness or Low Vision 286
CHAPTER 10 Students with Physical or Health Disabilities 322
CHAPTER 11 Students with Autism Spectrum Disorders 358
CHAPTER 12 Students with Severe Disabilities 398
PART FOUR Other Exceptionalities: Foundations and Instruction
CHAPTER 13 Students Who Are At Risk: Early Identifi cation and Intervention 438
CHAPTER 14 Students with Attention Defi cit/Hyperactivity Disorder 474
CHAPTER 15 Students Who Are Gifted and Talented 510
Appendixes
TEXT APPENDIX: Sample Individualized Education Program A-1
ONLINE APPENDIX A: Lesson Plans, Classroom Suggestions, and Instructional Resources
ONLINE APPENDIX B: CEC Content Standards
ONLINE APPENDIX C: Praxis II Exceptional Students Core Content
www.mhhe.com/taylor1e
vii
Contents
Preface xiv
PART ONE Special Education:
Fundamentals and Processes
CHAPTER 1 An Overview of Special CHAPTER 2 The Special Education
Education 1 Process: From Initial Identifi cation to the
Delivery of Services 34
Who Are Exceptional Students? 3
How Are Exceptional Students Initially Identifi ed? 36
How Many Exceptional Students Are There? 5
Initial Identifi cation of Infants, Toddlers,
What Are Special Education and Related Services? 7 and Preschool Children 36
Special Education 8 Initial Identifi cation of School-Aged Students 37
Related Services 12
What Are the Prereferral Process
What Is the History of Special Education? 16 and the Referral Process? 38
Early History 16 The Prereferral Process 38
The 17th through 19th Centuries 16 The Referral Process 44
The 20th Century 17
How Do Students Become Eligible
How Has Litigation and Legislation for Special Education? 45
Affected Special Education? 19 The Use of Labels 46
Early Court Cases 19 Evaluation Procedures 48
Early Legislation Affecting Special Education 19
How Is an Exceptional Student’s
Post–PL 94-142 Legislation 21 Educational Program Developed? 51
Current Legislation: Individuals with Disabilities The Individualized Education Program 52
Education Act (PL 108-446) 23
The Individual Family Service Plan 54
What Are Some Current and Future Decisions about Program Placement 56
Issues in Special Education? 28
Overrepresentation of Students from Culturally or
Linguistically Diverse Backgrounds 29
Education and Transition of Infants and Toddlers 30
Role of the General Education Teacher 31
viii
Confl ict Management 76
CHAPTER 3 School, Family, and
Increasing Involvement of Diverse Families 77
Community Collaboration 63
What Are Best Practices for Collaboration
What Is Collaboration? 65 among School Personnel? 78
A Brief History of Collaboration 67 Co-teaching 78
Key Concepts of Collaboration 67 Role of Administrators in Collaboration 80
Barriers to Collaboration 70 Role of Paraprofessionals in Collaboration 82
Role of Teams in Collaboration 72 Role of Related Services Personnel in Collaboration 83
What Are Best Practices for Collaboration What Are Best Practices for Collaboration
between Schools and Families? 73 between Schools and Communities? 85
Increasing Student Involvement 73 Best Practices for Collaboration in Early Childhood 85
Increasing Family Involvement 74 Best Practices for Collaboration for
Increasing Sibling Involvement 76 Transition to Adult Living 87
PART TWO IDEA 04 High-
Prevalence Exceptionalities:
Foundations and Instruction
CHAPTER 4 Students with Learning CHAPTER 5 Students with Mental
Disabilities 92 Retardation/Intellectual Disabilities 134
What Are the Foundations of Learning Disabilities? 94 What Are the Foundations of Mental
A Brief History of Learning Disabilities 94 Retardation/Intellectual Disabilities? 136
Defi nitions of Learning Disabilities 96 A Brief History of Mental Retardation/Intellectual Disabilities 136
Prevalence of Learning Disabilities 97 Defi nitions of Mental Retardation/Intellectual Disabilities 137
Prevalence of Mental Retardation/Intellectual Disabilities 140
What Are the Causes and Characteristics
of Learning Disabilities? 97 What Are the Causes and Characteristics of
Causes of Learning Disabilities 98 Mental Retardation/Intellectual Disabilities? 141
Characteristics of Students with Learning Disabilities 99 Causes of Mental Retardation/Intellectual Disabilities 141
Characteristics of Students with Mental
How Are Students with Learning
Retardation/Intellectual Disabilities 144
Disabilities Identifi ed? 104
How Are Students with Mental Retardation/
Response to Intervention 105
Intellectual Disabilities Identifi ed? 147
The Use of Standardized Testing 106
Intelligence Testing 148
What and How Do I Teach Students
Adaptive Behavior Skills Assessment 148
with Learning Disabilities? 108
Academic Skills Assessment 148
Instructional Content 108
What and How Do I Teach
Instructional Procedures 112
Students with Mental
What Are Other Instructional Considerations for Retardation/
Teaching Students with Learning Disabilities? 119 Intellectual
The Instructional Environment 120 Disabilities? 149
Instructional Technology 122 Instructional
Content 149
What Are Some Considerations for the
Instructional
General Education Teacher? 127
Procedures 156
What Are Other Instructional Considerations What Are Other Instructional Considerations
for Teaching Students with Mental for Teaching Students with Emotional
Retardation/Intellectual Disabilities? 159 or Behavioral Disorders? 203
The Instructional Environment 159 The Instructional Environment 203
Instructional Technology 163 Instructional Technology 206
What Are Some Considerations for the What Are Some Considerations for the
General Education Teacher? 166 General Education Teacher? 208
CHAPTER 6 Students with Emotional or
CHAPTER 7 Students with
Behavioral Disorders 174
Communication Disorders 214
What Are the Foundations of Emotional
What Are the Foundations of
and Behavioral Disorders? 176
Communication Disorders? 216
A Brief History of Emotional and Behavioral Disorders 176
A Brief History of Communication Disorders 216
Defi nitions of Emotional and Behavioral Disorders 177
Defi nition of Communication Disorders 217
Classifi cation of Individuals with Emotional
Prevalence of Communication Disorders 221
or Behavioral Disorders 178
Prevalence of Emotional and Behavioral Disorders 179 What Are the Causes and Characteristics
of Communication Disorders? 222
What Are the Causes and Characteristics of
Causes of Communication Disorders 222
Emotional and Behavioral Disorders? 181
Characteristics of Students with Communication Disorders 224
Causes of Emotional and Behavioral Disorders 181
Characteristics of Students with Emotional How Are Students with Communication
or Behavioral Disorders 182 Disorders Identifi ed? 228
How Are Students with Emotional or Identifi cation of Language Disorders 228
Behavioral Disorders Identifi ed? 185 Identifi cation of Speech Disorders 230
Observation 186 Evaluation of Students Who Are Linguistically Diverse 230
Behavior Rating Scales 186
What and How Do I Teach Students with
Behavior Assessment Systems 187 Communication Disorders? 232
Personality Inventories 187 Instructional Content 233
Projective Tests 187 Instructional Procedures 235
What and How Do I Teach Students with What Are Other Instructional Considerations for
Emotional or Behavioral Disorders? 189 Teaching Students with Communication Disorders? 238
Instructional Content 189 The Instructional Environment 238
Instructional Procedures 193 Instructional Technology 243
What Are Some Considerations for the
General Education Teacher? 246
PART THREE IDEA 04 Low-
Incidence Exceptionalities:
Foundations and Instruction
What Are the Causes and Characteristics
CHAPTER 8 Students Who Are Deaf or
of Deafness and Hard of Hearing? 259
Hard of Hearing 252
Causes of Hearing Losses 259
What Are the Foundations of Deafness Characteristics of Deaf Students and Those
Who Are Hard of Hearing 261
and Hard of Hearing? 254
A Brief History of Deafness and Hard of Hearing 254
Defi nitions of Deafness and Hard of Hearing 256
Prevalence of Deafness and Hard of Hearing 258
x