Handbook of special education PDF
Preview Handbook of special education
Handbook of Special Education Special education is now an established part of public education in the United States—by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this 13-part, 57-chapter handbook is to help profi le and bring greater clarity to this sprawling and growing fi eld. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. Key features include: Comprehensive Coverage—Fifty-seven chapters cover all aspects of special education in the United States including cultural and international comparisons. Issues & Trends—In addition to synthesizing empirical fi ndings and providing a critical analysis of the status and direction of current research, chapter authors discuss issues related to practice and refl ect on trends in thinking. Categorical Chapters—In order to provide a comprehensive and comparative treatment of the twelve categorical chapters in section IV, chapter authors were asked to follow a consistent outline: Defi nition, Causal Factors, Identifi cation, Behavioral Characteristics, Assessment, Educational Programming, and Trends and Issues. Expertise—Edited by two of the most accomplished scholars in special education, chapter authors include a carefully chosen mixture of established and rising young stars in the fi eld. This book is an appropriate reference volume for anyone (researchers, scholars, graduate students, practitioners, policy makers, and parents) interested in the state of special education today: its research base, current issues and practices, and future trends. It is also appropriate as a textbook for graduate level courses in special education. James M. Kauffman (Ed.D., University of Kansas) is Professor Emeritus of Education at the Curry School of Education at the University of Virginia. He was the William Clay Parrish Professor of Education from 1992– 1994, the Charles S. Robb Professor of Education 1999–2003, and received the Outstanding Faculty Award from the Curry School of Education in 1997. He received the Research Award, Council for Exceptional Children in 1994 and the Outstanding Leadership Award, Council for Children with Behavioral Disorders in 2002. He is the author or co-author of many books, chapters, and articles in special education. Daniel P. Hallahan (Ph.D., University of Michigan) is the Charles S. Robb Professor of Education at the University of Virginia’s Curry School of Education, where he has been a faculty member since 1971. He was the inaugural editor of Exceptionality and serves on the editorial boards of Learning Disabilities Research and Practice, Learning Disability Quarterly, The Journal of Special Education, and Exceptionality. He is a past president of the Division of Learning Disabilities of CEC and in 2000 received the CEC Career Research Award. He is the author or co-author of many books, chapters, and articles in special education. Handbook of Special Education Edited by James M. Kauffman University of Virginia Daniel P. Hallahan University of Virginia First published 2011 by Routledge 711 Third Avenue, New York, NY 100176 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2011. To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk. © 2011 Taylor & Francis The right of James M. Kauffman and Daniel P. Hallahan to be identifi ed as authors of the editorial material, and of the authors for their individual chapters, has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identifi cation and explanation without inten t to infringe. Library of Congress Cataloging-in-Publication Data Handbook of special education / edited by James M. Kauffman, Daniel P. Hallahan. p. cm. Includes bibliographical references and index. 1. Special education—United States—Handbooks, manuals, etc. I. Kauffman, James M. II. Hallahan, Daniel P., 1944– LC3965.H262 2011 371.90973—dc22 2010037513 ISBN 0-203-83730-4 Master e-book ISBN ISBN13: 978-0-415-80071-6 (hbk) ISBN13: 978-0-415-80072-3 (pbk) ISBN13: 978-0-203-83730-6 (ebk) Contents Preface xi List of Contributors xiii Section I. Historical and Contemporary Issues in Educating Exceptional Learners 1 Section Editor: James M. Kauffman 1 A History of Special Education 3 Michael M. Gerber 2 Contemporary Issues 15 James M. Kauffman, C. Michael Nelson, Richard L. Simpson, and Devery R. Mock 3 Statistics, Data, and Special Educational Decisions: Basic Links to Realities 27 James M. Kauffman and John Wills Lloyd 4 Designing Rigorous Group Studies in Special Education: Common Understandings of Effi cacy, Effectiveness, and Evidence Standards 37 Lana Santoro, Russell Gersten, and Rebecca A. Newman-Gonchar 5 Special Education Teacher Preparation 47 Margo A. Mastropieri, Thomas E. Scruggs, and Sara Mills Section II. Legal Aspects of Special Education 59 Section Editor: Mitchell L. Yell 6 The Individuals with Disabilities Education Act: The Evolution of Special Education Law 61 Mitchell L. Yell, Antonis Katsiyannis, and M. Renee Bradley 7 Free Appropriate Public Education 77 Mitchell L. Yell and Jean B. Crockett 8 Individual Education Programs for Children with Disabilities 91 Barbara D. Bateman 9 Least Restrictive Environment 107 Michael Rozalski, Jason Miller, and Angie Stewart Section III. The General Education Context of Special Education 121 Section Editor: Naomi P. Zigmond 10 Responsiveness to Intervention Models for Reducing Reading Diffi culties and Identifying Learning Disability 123 Rollanda E. O’Connor and Victoria Sanchez v vi Contents 11 Standards-Based Reform and Students with Disabilities 134 Martha L. Thurlow and Rachel F. Quenemoen 12 Co-Teaching for Students with Disabilities: A Critical Analysis of the Empirical Literature 147 Bryan G. Cook, Kimberly A. McDuffi e-Landrum, Linda Oshita, and Sara Cothren Cook 13 General and Special Education Are (and Should Be) Different 160 Naomi P. Zigmond and Amanda Kloo Section IV. Special Education Categories 173 Section Editors: Paige C. Pullen and Daniel P. Hallahan 14 Intellectual and Developmental Disabilities 175 Edward A. Polloway, James R. Patton, and Marvalin A. Nelson 15 Learning Disabilities 187 Paige C. Pullen, Holly B. Lane, Kristen E. Ashworth, and Shelly P. Lovelace 16 Attention-Defi cit/Hyperactivity Disorder 198 Karen J. Rooney 17 Emotional and Behavioral Disorders 209 Timothy J. Landrum 18 Communication Disorders 221 Filip T. Loncke 19 Deaf and Hard of Hearing Students 233 Jean F. Andrews, Pamela C. Shaw, and Gabriel Lomas 20 Blindness and Low Vision 247 George J. Zimmerman and Kim T. Zebehazy 21 Traumatic Brain Injury 262 Renée Lajiness-O’Neill and Laszlo A. Erdodi 22 Current Issues and Trends in the Education of Children and Youth with Autism Spectrum Disorders 277 Maureen A. Conroy, Janine P. Stichter, and Nicholas Gage 23 Severe and Multiple Disabilities 291 Susan M. Bruce 24 Special Gifts and Talents 304 Carolyn M. Callahan Section V. Assessment of Students with Disabilities 319 Section Editor: Jennifer H. Lindstrom 25 High Stakes Testing and Accommodations 321 Jennifer H. Lindstrom 26 Academic Progress Monitoring 334 Sheri Berkeley and Paul J. Riccomini Contents vii Section VI. Policy and Leadership in the Administration of Special Education 349 Section Editor: Jean B. Crockett 27 Conceptual Models for Leading and Administrating Special Education 351 Jean B. Crockett 28 Fiscal Policy and Funding for Special Education 363 Thomas Parrish and Jenifer Harr-Robins 29 Using Professional Standards to Inform Leadership in Special Education 378 Mary Lynn Boscardin 30 Factors Infl uencing Special Education Teacher Quality and Effectiveness 391 Bonnie S. Billingsley Section VII. Instructional Issues for Students with High Incidence Disabilities 407 Section Editor: John Wills Lloyd 31 Reading 409 Paige C. Pullen and Deanna B. Cash 32 Writing and Students with Disabilities 422 Steve Graham and Karen R. Harris 33 The Development of Arithmetic and Word-Problem Skill Among Students with Mathematics Disability 434 Lynn S. Fuchs, Sarah R. Powell, Pamela M. Seethaler, Paul T. Cirino, Jack M. Fletcher, Douglas Fuchs, and Carol L. Hamlett 34 Science and Social Studies 445 Thomas E. Scruggs, Margo A. Mastropieri, and Lisa Marshak 35 Physical Education 456 Luke E. Kelly and Martin E. Block 36 Career and Technical Education 470 Maureen A. Schloss and Philip L. Gunter 37 Technology and Academic Instruction: Considerations for Students with High Incidence Cognitive Disabilities 484 Cheryl A. Wissick and J. Emmet Gardner Section VIII. Instructional Issues for Students with Low Incidence Cognitive Disabilities 501 Section Editor: Adelle Renzaglia 38 Educating Students with Signifi cant Cognitive Disabilities: Historical Overview and Future Projections 503 Fred Spooner and Fredda Brown 39 Systematic Instruction of Students with Severe Disabilities 516 Erik Drasgow, Mark Wolery, James Halle, and Zahra Hajiaghamohseni 40 Instructional Contexts 532 John McDonnell 41 Access to General Education Curriculum for Students with Signifi cant Cognitive Disabilities 544 Michael L. Wehmeyer viii Contents 42 Preparing Students with Signifi cant Cognitive Disabilities for Life Skills 557 Stacy K. Dymond Section IX. Transition to Adulthood and High Incidence Disabilities 569 Section Editor: David Scanlon 43 Transition to Postsecondary Education 571 Joseph W. Madaus, Manju Banerjee, and Deborah Merchant 44 Career Choice Patterns and Behaviors of Work-Bound Youth with High Incidence Disabilities 584 Jay W. Rojewski and Noel Gregg 45 Transition to Daily Living for Persons with High Incidence Disabilities 594 David Scanlon, James R. Patton, and Marshall Raskind Section X. Transition of Students with Low Incidence Disabilities 609 Section Editor: M. Sherril Moon 46 Preparing Students with Low Incidence Disabilities to Work in the Community 611 Katherine J. Inge and M. Sherril Moon 47 Preparing Students with Low Incidence Disabilities for Community Living Opportunities 624 Jane M. Everson and Meghan H. Trowbridge Section XI. Parent and Family Issues in Special Education 637 Section Editor: George H. S. Singer 48 Evolution of the Parent Movement: Past, Present, and Future 639 H. Rutherford Turnbull, III, Karrie A. Shogren, and Ann P. Turnbull 49 Resilience in Families of Children with Disabilities: Risk and Protective Factors 654 George H. S. Singer, Christine Maul, Mian Wang, and Brandy L. Ethridge 50 Promoting Family Outcomes in Early Intervention 668 Donald B. Bailey, Jr., Melissa Raspa, Betsy P. Humphreys, and Ann M. Sam Section XII. Early Identifi cation and Intervention in Exceptionality 685 Section Editor: Maureen A. Conroy 51 Advances in Theory, Assessment, and Intervention with Infants and Toddlers with Disabilities 687 Carl J. Dunst 52 Early Intervention and Prevention of Disability: Preschoolers 703 Kathleen J. Marshall, William H. Brown, Maureen A. Conroy, and Herman Knopf 53 Frameworks for Guiding Program Focus and Practices in Early Intervention 716 Patricia A. Snyder, Tara W. McLaughlin, and Maria K. Denney 54 Early Identifi cation and Intervention in Gifted Education: Developing Talent in Diverse Learners 731 Catherine M. Brighton and Jane M. Jarvis Section XIII. Cultural and International Issues in Special Education 743 Section Editor: Dimitris Anastasiou 55 Ethnicity and Exceptionality 745 Dimitris Anastasiou, Ralph Gardner, III, and Domna Michail Contents ix 56 Gender and Exceptionality 759 Martha J. Coutinho and Donald P. Oswald 57 International Differences in Provision for Exceptional Learners 773 Dimitris Anastasiou and Clayton Keller Index 789
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