Looseleaf for Exceptional Students: Preparing Teachers for the 21st Century

Looseleaf for Exceptional Students: Preparing Teachers for the 21st Century

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Product Details

ISBN-13: 9781260214673
Publisher: McGraw-Hill Professional Publishing
Publication date: 03/09/2018
Edition description: 3rd ed.
Pages: 640
Sales rank: 673,349
Product dimensions: 8.40(w) x 10.80(h) x 0.50(d)
Age Range: 18 Years

About the Author

Stephen B. Richards, Ed.D is Associate Professor of Education at West Liberty University in West Virginia. He currently teaches in the undergraduate special education certificate program at West Liberty University, a regional comprehensive university in West Virginia’s northern panhandle. He received his doctorate in Special Education from Florida Atlantic University. He has coauthored three textbooks, Intellectual/Cognitive Disabilities: Historical Perspectives, Current Practices, and Future Directions (2015), Collaboration Among Professionals, Students, Families and Communities (2016), and Single Subject Research and Design: Applications in Educational Settings (in press, 3rd ed.), 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 first year in teaching.
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 taught both undergraduate and graduate classes and was 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.
Ronald L. Taylor, Ed.D. was a 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 published extensively, including 9 books (21 counting various editions) and over 20 chapters and 90 articles. He received over 2 million dollars in grant funding. He was 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.

Table of Contents

Table of Contents

Part One: Special Education: Fundamentals and Processes

Chapter 1: An Overview of Special Education

Who Are Exceptional Students?

How Many Exceptional Students Are There?

What Are Special Education and Related Services?

What Is the History of Special Education?

How Have Litigation and Legislation Affected Special Education?

What Are Some Current and Future Issues in Special Education?

Chapter 2: The Special Education Process: From Initial Identification to the Delivery of Services

How Are Exceptional Students Initially Identified as Having a Possible Exceptionality?

What Are the Prereferral Process and the Referral Process?

How Do Students Become Eligible for Special Education?

How Is an Exceptional Student’s Educational Program Developed?

Chapter 3: School, Family, and Community Collaboration

What Is Collaboration?

What Are Best Practices for Collaboration between Schools and Families?

What Are Best Practices for Collaboration among School Personnel?

What Are Best Practices for Collaboration between Schools and Communities?

Part Two: IDEA High Prevalence Exceptionalities: Foundations and Instruction

Chapter 4: Students with Learning Disabilities

What Are the Foundations of Learning Disabilities?

What Are the Causes and Characteristics of Learning Disabilities?

How Are Students with Learning Disabilities Identified?

What and How Do I Teach Students with Learning Disabilities?

What Are Other Instructional Considerations for Teaching Students with Learning Disabilities?

What Are Some Considerations for the General Education Teacher?

Chapter 5: Students with Intellectual Disabilities

What Are the Foundations of Intellectual Disabilities?

What Are the Causes and Characteristics of Intellectual Disabilities?

How Are Students with Intellectual Disabilities Identified?

What and How Do I Teach Students with Intellectual Disabilities?

What Are Other Instructional Considerations for Teaching Students with Intellectual Disabilities?

What Are Some Considerations for the General Education Teacher?

Chapter 6: Students with Emotional or Behavioral Disorders

What Are the Foundations of Emotional and Behavioral Disorders?

What Are the Causes and Characteristics of Emotional and Behavioral Disorders?

How Are Students with Emotional or Behavioral Disorders Identified?

What and How Do I Teach Students with Emotional or Behavioral Disorders?

What Are Other Instructional Considerations for Teaching Students with Emotional or Behavioral Disorders?

What Are Some Considerations for the General Education Teacher?

Chapter 7: Students with Communication Disorders

What Are the Foundations of Communication Disorders?

What Are the Causes and Characteristics of Communication Disorders?

How Are Students with Communication Disorders Identified?

What and How Do I Teach Students with Communication Disorders?

What Are Other Instructional Considerations for Teaching Students with Communication Disorders?

What Are Some Considerations for the General Education Teacher?

Part Three: IDEA Low-Incidence Exceptionalities: Foundations and Instruction

Chapter 8: Students Who Are Deaf or Hard of Hearing

What Are the Foundations of Deafness and Hard of Hearing?

What Are the Causes and Characteristics of Deafness and Hard of Hearing?

How Are Students Who Are Deaf or Hard of Hearing Identified?

What and How Do I Teach Students Who Are Deaf or Hard of Hearing?

What Are Other Instructional Considerations for Teaching Students Who Are Deaf or Hard of Hearing?

What Are Some Considerations for the General Education Teacher?

Chapter 9: Students Who Are Blind or Have Low Vision

What Are the Foundations of Blindness and Low Vision?

What Are the Causes and Considerations of Blindness and Low Vision?

How Are Students Who Are Blind or Have Low Vision Identified?

What and How Do I Teach Students Who Are Blind or Have Low Vision?

What Are Other Instructional Considerations for Teaching Students Who Are Blind or Have Low Vision?

What Are Some Considerations for the General Education Teacher?

Chapter 10: Students with Physical or Health Disabilities

What Are the Foundations of Physical and Health Disabilities?

What Are the Causes and Characteristics of Physical and Health Disabilities?

How Are Students with Physical or Health Disabilities Identified?

What and How Do I Teach Students with Physical or Health Disabilities?

What Are Other Instructional Considerations for Teaching Students with Physical or Health Disabilities?

What Are Some Considerations for the General Education Teacher?

Chapter 11: Students with Autism Spectrum Disorders

What Are the Foundations of Autism Spectrum Disorders?

What Are the Causes and Characteristics of Autism Spectrum Disorders?

How Are Students with Autism Spectrum Disorders Identified?

What and How Do I Teach Students with Autism Spectrum Disorders?

What Are Other Instructional Considerations for Teaching Students with Autism Spectrum Disorders?

What Are Some Considerations for the General Education Teacher?

Chapter 12: Students with Severe Disabilities

What Are the Foundations of Severe Disabilities?

What Are the Causes and Characteristics of Severe Disabilities?

How Are Students with Severe Disabilities Identified?

What and How Do I Teach Students with Severe Disabilities?

What Are Other Instructional Considerations for Teaching Students with Severe Disabilities?

What Are Some Considerations for the General Education Teacher?

Part Four: Other Exceptionalities: Foundations and Instruction

Chapter 13: Students Who Are At Risk: Early Identification and Intervention

What Are the Foundations of At-Risk Conditions?

What Are Factors That Place Children At Risk?

How Are Children Who Are at Risk Identified?

What and How Do I Teach Students Who Are At Risk?

What Are Other Instructional Considerations for Students Who Are At Risk?

What Are Some Considerations for the General Education Teacher?

Chapter 14: Students with Attention Deficit/Hyperactivity Disorder

What Are the Foundations of Attention Deficit/Hyperactivity Disorder?

What Are the Causes and Characteristics of Attention Deficit/Hyperactivity Disorder?

How Are Students with Attention Deficit/Hyperactivity Disorder Identified?

What and How Do I Teach Students with Attention Deficit/Hyperactivity Disorder?

What Are Other Instructional Considerations for Teaching Students with Attention Deficit/Hyperactivity Disorder?

What Are Some Considerations for the General Education Teacher?

Chapter 15: Students Who Are Gifted and Talented

What Are the Foundations of Gifts and Talents?

What Are the Causes and Characteristics of Gifts and Talents?

How Are Students Who Are Gifted and Talented Identified?

What and How Do I Teach Students Who Are Gifted and Talented?

What Are Other Instructional Considerations for Students Who Are Gifted and Talented?

What Are Some Considerations for the General Education Teacher?

APPENDIXES

Text Appendix

Online Appendix

Glossary

References

Photo Credits

Name Index

Subject Index

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