Exceptional Learners: An Introduction to Special Education

by Daniel P. Hallahan, James M. Kauffman, Paige C. Pullen

Overview

Exceptional Learners is an outstanding introduction to the characteristics of exceptional learners and their education, emphasizing classroom practices as well as the psychological, sociological, and medical aspects of disabilities and giftedness. In keeping with this era of accountability, all discussions and examples of educational practices are grounded in a sound research base.

With over 600 new references added to the 11^th edition, the authors are committed to bringing the most current and credible perspectives to bear on the ever-increasing complexity of educating students with special needs in today’s schools. The authors believe firmly that responsible instruction can help all students to maximize their potential, and they offer practical suggestions for ways in which educators can meet the educational needs of students with special needs and diverse abilities in collaborative environments that include families, other professionals, and the community.

HIGHLIGHTS OF WHAT'S NEW IN THE ELEVENTH EDITION:

• Over 600 new references have been added, reflecting the authors’ commitment to present readers with the most current perspectives on the ever-increasingly complex issues involved in educating students with disabilities in today’s schools.

• NEW Assessment of Academic Progress sections in all categorical chapters provide readers with category-specific information about Progress Monitoring, Outcome Measures, Testing Accommodations and Alternative Assessment for students with special needs.

• Significantly reorganized Chapter 2, "Integration, Inclusion, and Support of Positive Outcomes" both provides new information on Universal Design, use of technologies, differentiated instruction, response to intervention (RTI), and assessment of academic progress and student outcomes, highlighting the current focus of federal mandates (e.g. NCLB, IDEA) on student outcomes, and makes it easier for students to absorb that information.

• Increased coverage of Response to Intervention (RTI) in accordance with changes to federal law, including major new sections in Chapter 2 and Chapter 6, emphasises the importance of multi-tiered assessment to readers.

• Marginal references throughout the text make it easy for readers to use the relevant multimedia assets on the MyEducationLab website created specifically to accompany Exceptional Learners, 11e, to improve their mastery of key concepts.

• New information on Identifying and Implementing Effective Reading Instruction (for English Language Learners).

• New information on Parent Training and Information Centers and Community Parent Resource Centers.

• New discussion of the change in terminology from mental retardation to intellectual and developmental disabilities.

• New information on Fetal Alcohol Spectrum Disorders.

• The lastest research on gullibility as a characteristic of persons with mild intellectual disabilities.

• New research on neuroimaging and genetics findings relevant to the causes of Learning Disabilities and ADH.

• New Skills definition of blindness.

• The latest research on the role of visual-spatial abilities in autism.

Product Details

ISBN-13:	9780205571048
Publisher:	Allyn & Bacon, Inc.
Publication date:	03/21/2008
Edition description:	Older Edition
Pages:	656
Product dimensions:	8.70(w) x 11.00(h) x 1.20(d)

About the Author

Daniel P. Hallahan, Ph.D., is Professor Emeritus of Education at the University of Virginia. At UVA, Hallahan served as a department chair (twice), director of doctoral studies, and elected representative (four three-year terms) to UVA’s faculty senate. He held three endowed professorships, including the UVA Cavaliers’ Distinguished Teaching Professorship. He received the UVA Outstanding Teaching Award and the Virginia State Council of Higher Education Outstanding Faculty Award. Hallahan was inaugural editor of Exceptionality and currently reviews for Exceptional Children, Learning Disability Quarterly, The Journal of Special Education, and Exceptionality. He is a past president of the Division for Learning Disabilities of the Council for Exceptional Children (CEC). In 2000 he received the CEC Career Research Award. Hallahan’s expertise covers a broad spectrum—learning disabilities, ADHD, autism, intellectual disabilities, blindness, deafness. Much of his early scholarship focused on cognitive strategy training for students with learning disabilities and ADHD. Most recently, he has focused on the need for more individualized, intensive special education instruction for students with disabilities. Hallahan is author of over 100 articles, over 40 chapters, and is coauthor or coeditor of 18 books, including Handbook of Special Education (2nd ed.) (with J. M. Kauffman & P. C. Pullen, Routledge, 2017) and Special Education: What It Is and Why We Need It (2nd ed.) (with J. M. Kauffman, P. C. Pullen, & J. Badar, Routledge, 2018). Some of his books have been translated into German, Spanish, Korean, and Arabic. Hallahan has taught thousands of pre-service and in-service teachers in the introductory course in special education, characteristics of students with learning disabilities, and characteristics of students with intellectual disabilities, as well as hundreds of Ph.D. students in research seminars.

James M. Kauffman, Ed.D., is Professor Emeritus of Education at the University of Virginia. He is a past president of the Council for Children with Behavioral Disorders (CCBD) and the recipient of several awards, including the 1994 Research Award of the Council for Exceptional Children, the 2006 award of the Society for Applied Behavior Analysis for Presentation of Behavior Analysis in the Mass Media, and the 2011 Distinguished Alumni Award from the University of Kansas School of Education. His primary research interests are emotional and behavioral disorders, learning disabilities, and the history of and policy in special education. He has published over 100 articles in refereed journals, authored or coauthored dozens of book chapters, and is author, coauthor, or coeditor of more than 20 books, including Characteristics of Emotional and Behavioral Disorders of Children and Youth (10th ed.) (with Timothy J. Landrum, Pearson, 2013), Handbook of Special Education (2nd ed.) (with J. M. Kauffman & P. C. Pullen, Routledge, 2017), and Special Education: What It Is and Why We Need It (2nd ed.) (with J. M. Kauffman, P. C. Pullen, & J. Badar, Routledge, 2018). In his career, Kauffman has taught thousands of pre-service and in-service teachers in courses on emotional and behavioral disorders and behavior management, as well as hundreds of Ph.D. students in doctoral seminars.

Paige Cullen Pullen, Ph.D., is the Literacy Initiatives Manager at the Lastinger Center for Learning and a Research Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. Prior to her position at the University of Florida, Pullen held a joint appointment in University of Virginia’s Department of Pediatrics and the Curry School of Education. Before earning her doctorate at the University of Florida in 2000, she had 12 years of K–12 teaching experience in general and special education. She has served as the Principal Investigator of federal and foundation-funded projects, has coauthored several books, including Teaching Students with Learning Disabilities, and Students with Learning Disabilities (with Cecil D. Mercer, Pearson, 2009; 2011), and has published numerous book chapters, peer-reviewed articles, and presented papers focused on evidence-based reading instruction for students with disabilities. Pullen is Executive Editor of Exceptionality: A Special Education Journal (Taylor & Francis). Pullen’s research focuses on early language and literacy development and interventions to prevent reading disability for vulnerable populations (e.g., cultural differences, poverty, rural living environments), as well as the educational outcomes of children with developmental disabilities and those with chronic medical conditions. Pullen currently conducts reading research and professional development in Zambia and Botswana, Africa, as well as in the USA. She is the recipient of the prestigious UVA Seven Society’s Excellence in Mentoring Award—2011 and the Curry School Foundation’s Most Outstanding Professor Award. Pullen has taught thousands of pre-service and in-service teachers in the introductory course in special education and language and literacy intervention for students with disabilities.

Table of Contents

1. Exceptionality and Special Education
2. Current Practices for Meeting the Needs of Exceptional Learners
3. Multicultural and Bilingual Aspects of Special Education
4. Parents and Families
5. Learners with Intellectual and Developmental Disabilities
6. Learners with Learning Disabilities
7. Learners with Attention Deficit Hyperactivity Disorder
8. Learners with Emotional or Behavioral Disorders
9. Learners with Autism Spectrum Disorders
10. Learners with Communication Disorders
11. Learners Who Are Deaf or Hard of Hearing
12. Learners with Blindness or Low Vision
13. Learners with Low-Incidence, Multiple, and Severe Disabilities
14. Learners with Physical Disabilities and Other Health Impairments
15. Learners with Special Gifts and Talents

Glossary
References
Name Index
Subject Index