The Complete Guide to Special Education: Expert Advice on Evaluations, IEPs, and Helping Kids Succeed

413 Pages·2010·3.97 MB·English

by  Linda Wilmshurst

Table of Contents

JOSSEY-BASS TEACHER
Title Page
Copyright Page
ABOUT THIS BOOK
ABOUT THE AUTHORS
Acknowledgments
Introduction
COLLABORATION VERSUS CONFRONTATION: SPEAKING THE
SAME LANGUAGE
OVERVIEW OF THE BOOK

PART One - Understanding Disabilities

CHAPTER 1 - DIFFERENT DISABILITIES, COMMON GOALS

WHO ARE THE CHILDREN WHO RECEIVE SPECIAL EDUCATION
SERVICES?
WHAT SCHOOL ADMINISTRATORS ARE SAYING AND THE
QUESTIONS THEY ARE ASKING ABOUT ...
WHAT PARENTS ARE SAYING ABOUT SPECIAL EDUCATION AND
THE QUESTIONS THEY ARE ASKING
WHAT SPECIAL EDUCATION TEACHERS ARE SAYING ABOUT
THEIR PROFESSION
CHILDREN WITH DISABILITIES IN EDUCATION: ACHIEVING
COMMON GOALS

CHAPTER 2 - WHAT ARE THE DIFFERENT DISABILITIES, AND HOW
ARE THEY CLASSIFIED?
REASONS FOR NAMING THE PROBLEM
NEGATIVE ASPECTS OF CATEGORIZATION
POSITIVE ASPECTS OF CATEGORIZATION: THE THIRTEEN
CATEGORIES OF DISABILITIES
AUTISM
FOR MORE INFORMATION

CHAPTER 3 - SPECIFICS ABOUT SPECIFIC DISABILITIES

THE DIFFERENT WAYS THAT DISABILITIES ARE CLASSIFIED
ADDITIONAL INFORMATION ON FIVE CHALLENGING
DISABILITIES

CHAPTER 4 - SPECIFIC LEARNING DISABILITIES AND A RESPONSE-
TO-INTERVENTION APPROACH

WHAT IS RTI?
ADVANTAGES OF RTI
A MISCONCEPTION ABOUT RTI
PARENTS’ ROLE IN RTI
TEACHERS’ ROLE IN RTI
WHY A PSYCHOLOGICAL EVALUATION IS STILL HELPFUL
RTI RESOURCES

PART Two - Psychological Assessments
CHAPTER 5 - EVALUATING CHILDREN’S DIFFICULTIES

THE NATURE OF ASSESSMENT
THE ASSESSMENT PROCESS: DETERMINING SPECIAL NEEDS
MEMBERS OF THE STUDENT’S SCHOOL AND COMMUNITY
SUPPORT TEAM
SUMMARY

CHAPTER 6 - INTRODUCTION TO ASSESSMENT
PSYCHOLOGISTS AND THE PRACTICE OF PSYCHOLOGY IN THE
SCHOOLS
THE ROLE OF THE SCHOOL PSYCHOLOGIST
THE PSYCHOLOGICAL ASSESSMENT: AN IMPORTANT PART OF
THE COMPREHENSIVE ASSESSMENT
TYPES OF PSYCHOLOGICAL ASSESSMENTS AND EVALUATIONS

CHAPTER 7 - THE ASSESSMENT OF INTELLIGENCE

WHAT IS INTELLIGENCE?
WHERE DOES INTELLIGENCE COME FROM?
HOW IS THE IQ SCORE CALCULATED?
WHAT DO INTELLIGENCE TESTS LOOK LIKE?
HOW RELIABLE ARE IQ TESTS?
WHAT DO THE TEST SCORES MEAN?
COMMON INSTRUMENTS THAT MEASURE INTELLIGENCE

CHAPTER 8 - EVALUATION OF ACADEMIC AND PROCESSING
PROBLEMS

ACHIEVEMENT TESTING
ASSESSMENT OF PROCESSING SKILLS

CHAPTER 9 - ASSESSMENT OF EMOTIONAL DIFFICULTIES AND
BEHAVIORAL PROBLEMS

WHAT ARE THE TOOLS FOR EVALUATING EMOTIONAL AND
BEHAVIORAL CONCERNS?
INDIVIDUAL ASSESSMENT OF EMOTIONAL AND BEHAVIORAL
DIFFICULTIES

CHAPTER 10 - EXECUTIVE FUNCTIONS

WHAT ARE EXECUTIVE FUNCTIONS?
WHY ARE THE EXECUTIVE FUNCTIONS IMPORTANT?
HOW ARE THE EXECUTIVE FUNCTIONS ASSESSED?
EXECUTIVE FUNCTIONS: A COMMON THREAD AMONG
DISABILITIES

CHAPTER 11 - A SAMPLE ASSESSMENT AND PSYCHOLOGICAL
REPORT

ASSESSMENT PROCEDURES
REFERRAL AND BACKGROUND INFORMATION
GENERAL OBSERVATIONS AND IMPRESSIONS
TEST RESULTS AND INTERPRETATIONS
SUMMARY AND RECOMMENDATIONS

PART Three - Guidelines for Successful Interventions
CHAPTER 12 - INTERVENTIONS AND SUPPORTS TO ADDRESS
EXECUTIVE FUNCTION PROBLEMS

TARGETING GOALS FOR INTERVENTION
A STEP-BY-STEP INTERVENTION FOR GOAL-ORIENTED
PROBLEM SOLVING

CHAPTER 13 - INTERVENTIONS TO BOOST SELF-ESTEEM, SOCIAL
COMPETENCE, AND SOCIAL SKILLS

CHANGES IN SELF-CONCEPT AT DIFFERENT AGES
THE THREE COMPETENCIES

CHAPTER 14 - INTERVENTIONS TO IMPROVE BEHAVIOR AND
DISCIPLINE

SHAPING BEHAVIOR AT HOME AND IN SCHOOL
ADULTS AS ROLE MODELS
WHEN BEHAVIOR PROBLEMS ARISE AT HOME OR IN SCHOOL
DISCIPLINING A CHILD
SUMMARY

CHAPTER 15 - GUIDELINES FOR BOOSTING HOMEWORK, STUDYING,
AND ORGANIZATIONAL SKILLS

HOMEWORK
STUDYING
ORGANIZATION

PART Four - Planning for Success and Monitoring Change
CHAPTER 16 - THE IEP AND BEYOND

THE INDIVIDUALIZED EDUCATION PROGRAM
PARENT-TEACHER COLLABORATION

CHAPTER 17 - TRANSITIONS

THE PSYCHOLOGICAL IMPACT OF SCHOOL TRANSITIONS
IDEA 2004 AND SCHOOL TRANSITIONS

PART Five - Laws and Regulations Related to Special Education
CHAPTER 18 - AN OVERVIEW OF THE INDIVIDUALS WITH
DISABILITIES EDUCATION ...

A BRIEF HISTORY OF IDEA
IDEA 2004, PART C: THE INFANTS AND TODDLERS WITH
DISABILITIES PROGRAM (AGES ...
IDEA 2004, PART B
HOW CAN I LEARN MORE ABOUT IDEA 2004?

CHAPTER 19 - 504 PLANS
SECTION 504 OF THE REHABILITATION ACT OF 1973
THE AMERICANS WITH DISABILITIES ACT AMENDMENTS ACT
OF 2008
DETERMINING ELIGIBILITY
A 504 PLAN

CHAPTER 20 - A COMPARISON OF IDEA 2004 AN D SECTION 504, AND
A BRIEF LOOK AT NO ...

IDEA 2004 AND SECTION 504: A COMPARISON
NO CHILD LEFT BEHIND
SUMMARY
ACKNOWLEDGMENT

REFERENCES
APPENDIX A - EDUCATIONAL ACRONYMS AND WHAT THEY MEAN
APPENDIX B - CHECKLISTS FOR CHILD PROBLEMS
APPENDIX C - SAMPLE 504 PLAN
APPENDIX D - HOUSE RULES, CLASSROOM RULES, AND POSITIVE
BEHAVIOR CHART
APPENDIX E - PROCEDURAL SAFEGUARDS
APPENDIX F - SAMPLE RESPONSE-TO-INTERVENTION (RTI)
MATERIALS
APPENDIX G - STATE DEPARTMENTS OF SPECIAL EDUCATION
APPENDIX H - HELPFUL WEB SITES FOR PARENTS AND TEACHERS
INDEX
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