Introduction to Contemporary Special Education: New Horizons

562 Pages·2017·379.753 MB·English

by  Deborah Deutsch Smith

LOOSE-LEAF VERSION
Deborah Deutsch Smith
Naomi Chowdhuri Tyler
Kimberly Garner Skow
Pearson
Introduction to
Contemporary
Special Education
New Horizons
Second Edition
Deborah Deutsch Smith
Claremont Graduate University
Naomi Chowdhuri Tyler
Peabody College, Vanderbilt University
Kimberly Garner Skow
Peabody College, Vanderbilt University
Pearson
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Cataloging-in-Publication Data is on file at the Library of Congress
1 17
Student Edition (Loose-Leaf Version)
ISBN 10: 013451646X
ISBN 13: 9780134516462
REVEL
ISBN 10: 0134446666
ISBN 13: 9780134446660
Pearson
Package
ISBN 10: 0134450760
ISBN 13: 9780134450766
To our families:
Jim, Steve, Sarah, and the girls - Emma and Mary
Ken, Kyra, and Kailyn
Vaughn, Ashley, and Callie
And to students with exceptionalities, your families, friends, and the professionals in your lives:
This book has always been for you.
Brief Contents
1 10
Thinking About Exceptionalities 1 Emotional and Behavioral
Disorders 276
2
Supporting All Learners 26
11
Physical and Health Disabilities 313
3
Culturally and Linguistically
12
Diverse Learners 47 Deafness and Hard of Hearing 342
4 13
Basic Guarantees, Individualized Visual Disabilities: Low Vision
Programs, and Special Services 71 and Blindness 375
5 14
Speech and Language Other Low-Incidence Disabilities 410
Impairments 101
15
Gifted and Talented 440
6
Learning Disabilities 136
Appendix 481
7
Attention Deficit Hyperactivity
Disorder 167 Glossary 488
8
Autism Spectrum Disorder 202 References 499
9
Intellectual Disability 241 Index 537
Contents
1 4
Thinking About Exceptionalities 1 Basic Guarantees, Individualized
Programs, and Special Services 71
Putting Exceptionalities Into Perspective 2
1.1 All Students 3 Educating Students With Disabilities 73
1.2 Students With Disabilities 5 4.1 Federal Legislation 74
1.3 Students Who Are Gifted and Talented 8
4.2 Basic Guarantees 77
Disabilities and Social Justice 9 4.3 Child Find and Initial Referrals 79
1.4 Issues of Social Justice 10 4.4 Steps in the IEP and Section 504 Processes 81
1.5 Disability as a Minority Group 12 Individualized Education: Plans and Programs 83
1.6 Participation in Education 14 4.5 IFSPs and lEPs 84
Making a Difference 16 4.6 Basic Elements of IFSPs and lEPs 86
1.7 Perceptions Matter 16 4.7 Additional IEP Components for Behavior and
Secondary Transition 88
1.8 Words Matter 18
4.8 Accommodations vs. Modifications 89
The Changing Landscape 19
Services, Personnel, and Settings 92
1.9 Academic Outcomes 20
4.9 Individualized Services 92
1.10 Post-Secondary Accomplishments 21
4.10 Specialized Personnel 94
1.11 Community Presence 23
4.11 Continuum of Settings 97
Summary 25
Addressing CEC Standards 25 Summary 99
Addressing CEC Standards 100
2
Supporting All Learners 26
5
Speech and Language Impairments 101
High-Quality Instruction 27
Speech and Language Impairments Described 102
2.1 Introduction 28
5.1 Speech and Language Impairments Defined 103
2.2 Evidence-Based Practices 30
5.2 Types of Speech and Language Impairments 106
2.3 Universal Design for Learning (UDL) 32
5.3 Characteristics 109
2.4 Differentiated Instruction 35
5.4 Prevalence and Placement 111
2.5 Data-Based Decision Making 37
Special Education 113
Multi-Tiered Systems of Support 40
5.5 Challenges and Their Solutions 114
2.6 Response to Intervention (RTI) 41
5.6 Accommodations 118
2.7 Positive Behavioral Interventions
and Supports (PBIS) 43 5.7 Early Intervention 119
Summary 46 5.8 School Years 123
Addressing CEC Standards 46 5.9 Transition 125
People and Situations 127
3
Culturally and Linguistically
5.10 Origins and History 127
Diverse Learners 47
5.11 Personal Stories 128
Diverse Learners 48 Future Perspectives 130
3.1 The Diverse Landscape 49 5.12 Prevention: Medical and Environmental
Interventions 130
3.2 Issues of Social Justice 52
5.13 Technology: Improving Communication 132
3.3 Understanding Disproportionality 55
Summary 135
Cultural Diversity 57
Addressing CEC Standards 135
3.4 Understanding Cross-Cultural Dissonance 58
3.5 Preventing Cross-Cultural Dissonance 60
6
Learning Disabilities 136
3.6 Providing Culturally Responsive Instruction 62
Linguistic Diversity 64 Learning Disabilities Described 137
3.7 Understanding Second-Language Acquisition 65 6.1 Learning Disabilities Defined 138
3.8 Effective Practices for ELs 67 6.2 Types of Learning Disabilities 140
Summary 70 6.3 Characteristics 143
Addressing CEC Standards 70 6.4 Prevalence and Placement 144
v
vi Contents
Special Education 148 People and Situations 228
6.5 Challenges and Their Solutions 149 8.10 Origins and History 229
6.6 Accommodations 151 8.11 Personal Stories 231
6.7 Early Intervention 153 Future Perspectives 235
6.8 School Years 154 8.12 Prevention: Emerging Research 235
6.9 Transition 156 8.13 Technology: Selecting Appropriate
157 Assistive Technology 237
People and Situations
6.10 Origins and History 158 Summary 239
160 Addressing CEC Standards 240
6.11 Personal Stories
Future Perspectives 161
9
Intellectual Disability 241
6.12 Prevention: Health Care and
Technology Advances 162
Intellectual Disability Described 242
6.13 Technology: Selecting Appropriate
9.1 Intellectual Disability Defined 243
Assistive Technology 164
9.2 Types of Intellectual Disability 246
Summary 166
9.3 Characteristics 249
Addressing CEC Standards 166
9.4 Prevalence and Placement 250
7
Special Education 253
Attention Deficit Hyperactivity
9.5 Challenges and Their Solutions 254
Disorder 167
9.6 Accommodations 258
Attention Deficit Hyperactivity Disorder Described 168
9.7 Early Intervention 259
7.1 Attention Deficit Hyperactivity
9.8 School Years 261
Disorder Defined 169
9.9 Transition 263
7.2 Types of Attention Deficit
People and Situations 264
Hyperactivity Disorders 171
9.10 Origins and History 265
7.3 Characteristics 174
9.11 Personal Stories 267
7.4 Prevalence and Placement 175
Future Perspectives 269
Special Education 178
9.12 Prevention: Environmental Protections 270
7.5 Challenges and Their Solutions 180
9.13 Technology: Connecting and Scheduling 272
7.6 Accommodations 183
Summary 274
7.7 Early Intervention 185
Addressing CEC Standards 275
7.8 School Years 187
7.9 Transition 190
10
Emotional and Behavioral Disorders 276
People and Situations 192
7.10 Origins and History 193 Emotional and Behavioral Disorders Described 277
7.11 Personal Stories 194 10.1 Emotional and Behavioral Disorders Defined 278
Future Perspectives 196 10.2 Types of Emotional and Behavioral Disorders 280
7.12 Prevention: Emerging Research 197 10.3 Characteristics 282
7.13 Technology: Selecting Appropriate 10.4 Prevalence and Placement 283
Assistive Technology 199
Special Education 287
Summary 201
10.5 Challenges and Their Solutions 288
Addressing CEC Standards 201
10.6 Accommodations 291
10.7 Early Intervention 292
8
Autism Spectrum Disorder 202
10.8 School Years 295
Autism Spectrum Disorder Described 203
10.9 Transition 299
8.1 Autism Spectrum Disorder Defined 204
People and Situations 301
8.2 Types of Autism Spectrum Disorder 206
10.10 Origins and History 302
8.3 Characteristics 207
10.11 Personal Stories 305
8.4 Prevalence and Placement 210
Future Perspectives 307
Special Education 213
10.12 Prevention: Appropriate Access
8.5 Challenges and Their Solutions 214 to Mental Health Services 308
8.6 Accommodations 217 10.13 Technology: Current Considerations
8.7 Early Intervention 219 and Future Possibilities 310
8.8 School Years 221 Summary 311
8.9 Transition 225 Addressing CEC Standards 312
Contents vii
11 13.3 Characteristics 382
Physical and Health Disabilities 313
13.4 Prevalence and Placement 385
Physical and Health Disabilities Described 314
Special Education 386
11.1 Physical and Health Disabilities Defined 315
13.5 Challenges and Their Solutions 387
11.2 Types of Physical and Health Disabilities 317
13.6 Accommodations 389
11.3 Characteristics 318
13.7 Early Intervention: Motor and
11.4 Prevalence and Placement 319 Concept Development 392
Special Education 321 13.8 School Years: The Expanded
Core Curriculum 394
11.5 Challenges and Their Solutions 322
13.9 Transition 398
11.6 Accommodations 325
11.7 Early Intervention 327 People and Situations 402
11.8 School Years: Managing Health Emergencies, 13.10 Origins and History 403
Including Seizures 328 13.11 Personal Stories 404
11.9 Related Services: Collaboration with
Future Perspectives 406
School Nurses, Physical Therapists,
13.12 Prevention: Medical Advances 406
and Occupational Therapists 330
13.13 Technology: Assistive Technology,
People and Situations 332
Apps, and Software 408
11.10 Origins and History 332
Summary 409
11.11 Personal Stories 335
Addressing CEC Standards 409
Future Perspectives 337
14
11.12 Prevention: Accidents and Disease 337 Other Low-Incidence Disabilities 410
11.13 Technology: Prosthetics and Robotics 339
Other Low-Incidence Disabilities Described 412
Summary 341
14.1 Multiple Disabilities 413
Addressing CEC Standards 341
14.2 Traumatic Brain Injury (TBI) 414
12
14.3 Deaf-Blindness 416
Deafness and Hard of Hearing 342
14.4 Prevalence and Placement 417
Deafness and Hard of Hearing Described 343
Special Education 420
12.1 Deafness and Hard of Hearing Defined 344
14.5 Accommodations 421
12.2 Types of Hearing Loss 346
14.6 Early Intervention 423
12.3 Characteristics 348
14.7 School Years 425
12.4 Prevalence and Placement 351
14.8 Transition 427
Special Education 353
People and Situations 429
12.5 Challenges and Their Solutions 354
14.9 Origins and History 430
12.6 Accommodations 357
14.10 Personal Stories 431
12.7 Early Intervention 359
Future Perspectives 433
12.8 School Years 360
14.11 Prevention: TBI 434
12.9 Transition 362
14.12 Technology: Improving Access 436
People and Situations 363
Summary 439
12.10 Origins and History 364
Addressing CEC Standards 439
12.11 Personal Stories 366
368 15
Future Perspectives
Gifted and Talented 440
12.12 Prevention: Universal Screenings and
Exposure to Environmental Noise 369 Gifted and Talented Described 441
12.13 Technology: Improved Devices and 15.1 Gifted and Talented Defined 442
Medical Advances 370 15.2 Types of Giftedness 446
Summary 373 15.3 Characteristics 449
Addressing CEC Standards 374 15.4 Prevalence and Placement 451
Special Education 453
13
Visual Disabilities: Low Vision
15.5 Challenges and Their Solutions 454
and Blindness 375
15.6 Accommodations 457
376 15.7 Early Intervention 460
Low Vision and Blindness Described
377 15.8 School Years 462
13.1 Low Vision and Blindness Defined
379 15.9 Transition 465
13.2 Types of Low Vision and Blindness
viii Contents
People and Situations 467 Appendix
15.10 Origins and History 468
CEC Initial Level Special Educator
15.11 Personal Stories
481
472 Preparation Standards
Future Perspectives
15.12 Issues to Resolve
473 Glossary 488
15.13 Technology: Expanding Options 477
Summary
479 References 499
Addressing CEC Standards 480
Index 537
Preface
Vision of the Book in providing assistance to hundreds of professors as they
design technology-enhanced coursework at IRIS work­
We are so excited about this second edition of Introduction
shops and seminars. These experiences have taught us
to Contemporary Special Education: New Horizons'.
many things about today's students and the application
If you are a college student, this introductory course
of technology in postsecondary instruction. This second
is often the first step toward becoming a highly effec­
edition of Introduction to Contemporary Special Education:
tive elementary, secondary, or special education teacher
New Horizons integrates these experiences, allowing us to
or other education professional (e.g., school principal,
develop an innovative alternative to conventional texts.
related service provider). For too many of you, this is the
only exposure you will have to information about students
Organization of the Book
with disabilities. Our aim is to set you on the best path pos­
sible. We want you to be engaged, independent, and criti­ The book is composed of fifteen chapters. The first four
cal learners who continue to seek better ways to improve chapters present foundational information about all stu­
results for all students throughout the span of your careers. dents, and about those who struggle to reach their aca­
The content we included in this text reflects our shared demic potential, even when provided with instruction
vision: that we can provide a truly responsive and effective designed for typical learners. In the first chapter, students
education to students with special needs. So many people learn about the progress individuals with disabilities have
are positively affected by such an education: the student, made, yet come to understand that their full attainment of
family members, friends, advocates, future co-workers, and social justice has yet to be achieved. In Chapters 2 and 3,
neighbors. However, schooling and educational services readers learn key components of effective instruction for all
can be truly special only when professionals value each students and how teachers can address the needs of strug­
child and utilize evidence-based practices with fidelity. gling learners and those with other learning considerations
We are very excited about how the content is presented (i.e., culturally and linguistically diverse learners). When
in this edition. Most students currently enrolled in teacher consistently applied, procedures such as Universal Design
preparation courses are accustomed to learning in a very for Learning, differentiated instruction, culturally respon­
different way from their predecessors. While the expansion sive education, and multi-tiered systems of support will
of technology into our daily lives impacts us all, it has par­ prevent many students from incorrectly receiving special
ticularly influenced those who have grown up during this education services. We then explain the requirements of
period of vast technological innovation. Students expect legislation (e.g., the Individuals with Disabilities Education
learning to be engaging, interesting, and as interactive as Act) and the need for an individualized education for stu­
possible. They want to see and hear the perspectives of indi­ dents with disabilities (Chapter 4).
viduals with exceptionalities, their family members, and Each of the remaining eleven chapters presents basic
their teachers. They want to see demonstrations of effective information about a specific exceptionality, including gift­
practices executed with fidelity. They want content pre­ edness. In these chapters, we describe each special educa­
sented in "nuggets" of information with guided opportu­ tion category, the educational challenges created by these
nities to expand learning that capitalizes on their interests. exceptionalities, and evidence-based solutions to address
They want text supported with strong visuals and key these common challenges. Each chapter follows the same
points highlighted through graphs, diagrams, tables, bullet structure and is organized into four key issues that are fur­
points, and succinct summaries. ther divided into two to five topics. References do not break
This text was created to meet these demands. It rep­ up the reading. Instead, they are available at the end of the
resents our beliefs about what today's "textbooks" should book (organized by chapter).
be. These beliefs stem from these experiences: (1) our own Now, here's the part that's important for course
college course instruction, (2) our experience authoring instructors to understand. These chapters were writ­
seven editions of a traditional textbook, Introduction to Spe­ ten sequentially, with scaffolded content that builds from
cial Education, (3) our development of the first edition of chapter to chapter, particularly in the topics of early child­
Introduction to Contemporary Special Education: Neiu Horizons hood, secondary transition, and assistive technology. For
and the unique, technological aspects of writing an e-text, that reason, we highly recommend assigning these chap­
(4) our history of developing interactive Web-based instruc­ ters in chronological order. We know that many instructors
tional Modules at the IRIS Center, and (5) our experience like to start the categorical portion of their courses with
ix