Learners with Mild Disabilities: A Characteristics Approach, 5th edition

Published by Pearson (January 25, 2021) © 2022

  • Eileen B. Raymond State University of New York at Potsdam
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$90.66

Price Reduced From: $113.32

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  • Loose-leaf, 3-hole-punched pages
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$90.66

Price Reduced From: $113.32

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  • Loose-leaf, 3-hole-punched pages

Table of contents

Brief Table of Contents

Unit I Setting the Stage

  • Chapter 1 Perspectives on Disability
  • Chapter 2 Issues in Assessment and Identification
  • Chapter 3 Issues in Instruction and Placement

Unit II Who Are the Learners with Mild Disabilities?

  • Chapter 4 Learners with Intellectual and Developmental Disabilities
  • Chapter 5 Learners with Learning Disabilities
  • Chapter 6 Learners with Emotional or Behavioral Disorders
  • Chapter 7 Learners with Difficulties in Attention, Communication, and Physical and Sensory Functioning
  • Chapter 8 Learners with Autism Spectrum Disorders

Unit III What Are Learners with Mild Disabilities Like?

  • Chapter 9 Cognitive and Perceptual Characteristics
  • Chapter 10 Language Characteristics
  • Chapter 11 Academic Learning Characteristics
  • Chapter 12 Social–Emotional Characteristics

Detailed Table of Contents

Unit I Setting the Stage 1

  • Chapter 1 Perspectives on Disability
    • Meet Benny 3 Studying High-Prevalence Disabilities
    • Mild Does not Mean “not Serious”
    • The Power of Language
    • Labeling, Classifying, and Identifying
    • To Classify or Not to Classify
    • Additional Thoughts on Labeling
    • The Historical Context of Disability
    • Early History of Disability
    • The Middle Ages, the Renaissance, and the Enlightenment
    • Disability Services in the United States (1800–1950)
    • Eugenics in Europe and the United States
    • The Testing Movement in Europe and the United States
    • Serving Children Identified as Having Disabilities
    • Disabilities in the United States from 1950 to the Present
    • Legislative and Legal Supports
    • Overview of the IDEA Principles
    • History of Rights Won in U.S. Courts
    • Special Needs Education Internationally
    • Trends in History
    • A Case Study Patty
  • Chapter 2 Issues in Assessment and Identification
    • Meet Jeffrey
    • Assessment and Evaluation Requirements in Idea
    • Universal Design and Assessment
    • Purposes of Assessing Students with Special Educational Needs
    • Types of Assessment Instruments and Techniques
    • Norm-Referenced Assessment
    • Criterion-Referenced and Curriculum-Based Assessment
    • Performance Assessment
    • Portfolio Assessment
    • Functional Behavioral Assessment
    • Reporting on Student Progress: The Report Card
    • Best Practices in Assessment of Learners with Disabilities
    • Issues in Disability Identification
    • Categories as Social Constructions
    • Noncategorical Models of Service as an Alternative?
    • Response to Intervention: A Noncategorical Strategy For Assessment and Identification
    • Response to Intervention
    • A Prevention Framework as Support
    • A Case Study Sharon
  • Chapter 3 Issues in Instruction and Placement
    • Meet Enrico
    • Curriculum and Learners with Mild Disabilities
    • Alternatives to Instructional Accommodations
    • Instructional Strategies to Enhance Curricular Access
    • Explicit Teaching
    • Peer-Mediated Instruction
    • Cognitive Strategies
    • Positive Behavioral Supports
    • Instruction and Individualized Education Program Planning
    • Alternative Curricula and Assessments
    • Idea 2004 and the Location of Services
    • Least Restrictive Environment
    • Models of Service Commonly Used for Students with Mild Disabilities
    • Inclusion: A Continuing Issue in Special Education
    • A Case Study Angie

Unit II Who Are the Learners with Mild Disabilities?

  • Chapter 4 Learners with Intellectual and Developmental Disabilities
    • Meet Caroline
    • Naming This Group of Learners
    • Historical Foundations of Intellectual Disabilities
    • Development of the Definition of Intellectual Disabilities in the United States
    • Idea Definition of Intellectual Disabilities
    • Additional Perspectives on Defining Intellectual Disabilities
    • The New Generation of AAMR/AAIDD Definitions
    • Developmental Disabilities and Delay
    • An Alternative Definition with an Instructional Perspective
    • Levels of Severity
    • Educational Terminology
    • Supports and Intensity of Support Needs
    • Prevalence of Intellectual Disabilities
    • Conditions Associated with Risk of Intellectual Disabilities
    • Biomedical Risk Factors
    • Environmental (Social, Behavioral, Educational) Risk Factors
    • Nature or Nurture?
    • Typical Characteristics of Persons with Intellectual Disabilities
    • A Case Study Donald
  • Chapter 5 Learners with Learning Disabilities
    • Meet Peter
    • Naming this Group of Learners
    • Historical Development of the Concept of Learning Disabilities
    • IDEA Definition of Specific Learning Disabilities
    • Assessment and Identification Issues
    • Issues with Discrepancy Determination (1965–2004)
    • IDEA 2004 and Changes in Identification Procedures
    • Response to Intervention as an Identification Process
    • An Alternative Definition of Learning Disabilities
    • Prevalence of Learning Disabilities
    • Conditions Associated with Learning Disabilities
    • Characteristics of Students with Learning Disabilities
    • A Case Study Grace
  • Chapter 6 Learners with Emotional or Behavioral Disorders
    • Meet Nicki
    • Terms to Refer to This Group of Learners
    • Historical Foundations of Emotional and Behavioral Disorders
    • Idea Definition of Emotional Disturbance
    • Social Maladjustment: Definition and Exclusion
    • An Alternative Definition of Emotional or Behavioral Disorders
    • Assessment and Identification Issues
    • Response to Intervention
    • Levels of Severity
    • Prevalence of Emotional or Behavioral Disorders
    • Factors Associated with Emotional or Behavioral Disorders
    • Biological Factors
    • Family Factors
    • Environmental, Social, and School Factors
    • Types of Emotional or Behavioral Disorders
    • A Case Study Carter
  • Chapter 7 Learners with Difficulties in Attention, Communication, and Physical and Sensory Functioning
    • Meet Nancy
    • Learners With Attention Problems
    • Naming This Group of Learners
    • Historical Development of the Concept of ADHD
    • ADHD and the IDEA
    • Current ADHD Definition in the DSM-5
    • Identification of Learners with ADHD
    • Presentations of ADHD
    • Levels of Severity
    • Prevalence of ADHD
    • Factors and Conditions Associated with ADHD
    • Characteristics of Individuals with ADHD
    • Issue: Should ADHD Be a Separate Category in IDEA?
    • Communication Disorders
    • Physical And Sensory Disabilities
    • Physical and Health Disabilities
    • Sensory Disabilities
    • Traumatic Brain Injury
    • Medication: A Persistent Issue
    • A Case Study Frank
  • Chapter 8 Learners with Autism Spectrum Disorders
    • Meet Jacob
    • Naming This Group of Learners
    • Historical Development of The Concept of Autism Spectrum Disorders
    • IDEA Definition of Autism Spectrum Disorders
    • The Psychiatric/Medical Definition of Autism Spectrum Disorders (DSM-5)
    • Assessment and Identification Issues
    • Prevalence of Autism Spectrum Disorders
    • Levels of Severity
    • Conditions Associated with Autism Spectrum Disorders
    • Characteristics of Students with Autism Spectrum Disorders
    • Social Communication and Interaction
    • Restricted, Repetitive Behaviors, Interests, or Activities
    • Other Related Characteristics and Behaviors
    • Diagnostic Conditions Previously Included on the Spectrum
    • A Case Study Sara

Unit III What Are Learners with Mild Disabilities Like?

  • Chapter 9 Cognitive and Perceptual Characteristics
    • Meet Robert
    • Cognitive Theory and Approaches to Mild Disabilities
    • Constructivist Perspectives
    • Piaget and Biological Constructivism
    • Vygotsky and Social Constructivism
    • Cognitive Styles Research
    • Field Dependence/Independence
    • Impulsivity and Reflectivity
    • Information-Processing Theory
    • Structural Storage Components
    • Strategic Control Components
    • Executive Functions
    • A Case Study Charlene
  • Chapter 10 Language Characteristics
    • Meet Tom
    • Definition of Language
    • Impairments in Speech and Language
    • Language Components and Skills
    • Phonology
    • Morphology
    • Syntax
    • Semantics
    • Pragmatics
    • Receptive and Expressive Language Channels
    • Language Functions
    • Listening
    • Speaking
    • Reading
    • Writing
    • Common Language Characteristics of Learners With Mild Disabilities
    • Language Difference or Disability?
    • Implications of Language Characteristics for Thinking and Learning
    • A Case Study Gavin
  • Chapter 11 Academic Learning Characteristics
    • Meet Barbara
    • What Is Learning?
    • Stages of Learning
    • Acquisition and Reversion
    • Proficiency and Automaticity
    • Maintenance
    • Generalization
    • Adaptation
    • Critical Learning Needs of Students with Disabilities
    • The Role of Motivation
    • Extrinsic Motivation
    • Intrinsic Motivation
    • Locus of Control and Attributions of Success or Failure
    • External Causal Attributions and Locus of Control
    • Internal Causal Attributions and Locus of Control
    • Spirals of Failure or Success
    • Learned Helplessness
    • Adolescents with Disabilities in Behavior and Learning
    • Self-Determination
    • Learning Styles and Multiple Intelligences
    • Learning Styles
    • Multiple Intelligences
    • Universal Design for Learning
    • Instructional Needs of Learners with Disabilities
    • Time Allowed for Instruction
    • Persistence or Motivation
    • Pupils’ Aptitude for Instruction
    • Ability to Understand Instruction
    • Quality of Instruction
    • A Case Study Allison
  • Chapter 12 Social–Emotional Characteristics
    • Meet Eddie
    • Perspectives on Social–Emotional Characteristics
    • Developmental Perspectives
    • Erikson’s Theory of Psychosocial Development
    • Emotional Development
    • Development of Social Perspective Taking
    • Social Competence and Cognitive Development
    • Social Intelligence
    • Emotional Competence
    • Social Cognitive Delay
    • The Relationship Between Problems in Behavior and Problems in Learning
    • Behavior from an Ecological Perspective
    • Risk and Resilience
    • Maladaptive Behavior
    • Patterns of Maladaptive Behavior
    • Externalizing Behaviors
    • Internalizing Behaviors
    • Idea 2004 and Serious Discipline Problems
    • A Case Study Sammy

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