Exceptional Children: An Introduction to Special Education has always been known for its innovation, strong research base and accessibility. The tenth edition has all of those strengths, but has a greater focus on highly effective, research-based practices that are described in a very step-by-step, applied manner. Heward presents an informative and responsible introduction to the professional practices, trends, and research that define contemporary special education while also conveying the diversity and excitement of this changing field. The book is for those teachers who will be professionals in the area of special education or those who are working with students that have exceptionalities.
Strengths in all chapters include the focus questions, content, teaching and learning sections, and summary at the end of each chapter. The pre-service teachers in my class love the tips for beginning teachers.
Melissa McDonnell, University of Idaho
In an introductory text, it is difficult to include too many instructional strategies, but Heward has chosen some of the best and energizing strategies to stir the interest of novice special educators.
Lee Sherry, University of North Carolina, Charlotte
Heward does an excellent job of explaining and walking the reader through the processes needed to provide services to a student with a disability.
Terri Collins, Clemson University
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A Focus on Exceptional Teachers
- Featured Teacher essays-Each chapter begins with a first-person essay by master teachers that reflects the joys, challenges, and realities of teaching exceptional children. Drawn from urban, suburban, and rural school districts across the country, the 18 featured teachers share personal experiences and wisdom gathered from years of instructing children in a variety of school settings.
- Tips for Beginning Teachers-Each chapter culminates with practical, quick tips for beginning teachers (offered by the master teacher featured in each chapter) on how to avoid common pitfalls in the classroom.
A Focus on Effective Research-Based Practices
- Teaching & Learning features-All of the strategies described in the Teaching & Learning features are classroom-tested, supported by research, and provide clear and practical guidelines for designing, implementing, and evaluating instruction for students with disabilities. Furthermore, each Teaching & Learning feature includes a step-by-step “How to Get Started” section for implementing the strategy in the classroom.
A Focus on Current Issues & Trends
- Current Issues & Future Trends features-These essays highlight the ever changing nature of special education with its controversial issues, triumphs, struggles and profiles of interventions involved in special education.
For future preparation and teacher certification:
- CEC Performance-Based Standards-Common Core standards are printed on the inside front cover of the text. Margin notes throughout the text link critical content to specific knowledge and skill statements from CEC’s Performance-Based Standards for Beginning Teachers.
New to This Edition
- New section on universal design for learning (UDL) as a provision of the Individuals with Disabilities Education Improvement Act (Chapter 1)
- New introduction to response to intervention (RTI) and description of two research-based methods for making Tier 1 instruction in RTI more effective for all students (Chapter 2)
- Expanded discussion of the disproportionate representation of students from culturally and linguistically different groups in special education (Chapter 2)
- More information on critical understandings and strategies that help special educators form effective partnerships with parents and families from culturally and linguistically diverse backgrounds (Chapter 3)
- Eight new chapter-opening essays and Tips for Beginning Teachers by special educators newly featured in this edition (Chapters 1, 2, 3, 5, 10, 11, 14, and 15).
- Newly created timelines provide historical context for six major areas of special education by highlighting key events, practices, discoveries, and developments from their earliest beginnings to the present (Chapters 4, 5, 7, 9, 10, and 11)
- New discussion of curriculum-based measurement (CBM) and most recent version of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) (Chapter 5)
- New and expanded discussion of school-wide positive behavioral support, including examples of preventive interventions such as “check in/check out” technique (Chapter 6)
- Inclusion of the new definitions and diagnostic criteria for autism spectrum disorder (Chapter 7) and attention-deficit/hyperactivity disorder (ADHD) (Chapter 11) proposed for the American Psychiatric Association’s Fifth Edition the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), scheduled for publication in May 2013.
- Expanded coverage of the Picture Exchange Communication System (PECS) as a form of augmentative and alternative communication (AAC)(Chapter 8)
- Completely revised and update chapter on gifted and talented students includes latest research and discussion of the problem of the persistent under-representation of Black minority students in gifted programs and how to increase identification of gifted Black/Hispanic students and support their and achievement (Chapter 13)
- More than 400 new references to the latest research in special education are cited throughout the text.
Table of Contents
Chapter 1: The Purpose and Promise of Special Education
Chapter 2: Planning and Providing Special Education Services
Chapter 3: Collaborating with Parents and Families in a Culturally and Linguistically Diverse Society
Chapter 4: Intellectual Disabilities
Chapter 5: Learning Disabilities
Chapter 6: Emotional or Behavioral Disorders
Chapter 7: Autism Spectrum Disorders
Chapter 8: Communication Disorders
Chapter 9: Deafness and Hearing Loss
Chapter 10: Blindness and Low Vision
Chapter 11: Physical Disabilties, Health Impairments, and ADHD
Chapter 12: Low-Incidence Disabilities: Severe/Multiple Disabilities, Deaf-Blindness, and Traumatic Brain Injury
Chapter 13: Giftedness and Talent
Chapter 14: Early Childhood Special Education
Chapter 15: Transitioning to Adulthood
· Categorical chapters 4-13 roughly follow the same general format:
· Definition (and Classification)
· Identification and Assessment
· Educational Approaches
· Educational Placement
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About the Author(s)
William Lee Heward is Emeritus Professor of Education at The Ohio State University. He majored in psychology and sociology as an undergraduate at Western Michigan University, earned his doctorate in special education at the University of Massachusetts, and joined the special education faculty at Ohio State in 1975. Bill has served as a Senior Fulbright Lecturer in Special Education in Portugal and Visiting Professor of Psychology at Keio University in Tokyo. Among the many honors he has received are Ohio State University’s highest recognition of teaching excellence, the Alumni Association’s Distinguished Teaching Award, and the American Psychological Association’s Division 25 Fred S. Keller Behavioral Education Award for lifetime achievements in education.
Dr. Heward’s current research interests include “low-tech” methods for increasing the effectiveness of group instruction and adaptations of curriculum and instruction that promote the generalization and maintenance of newly learned knowledge and skills. Bill’s publications include seven other textbooks and more than 100 journal articles and book chapters. His research has appeared in the field’s leading peer-reviewed journals, including Behavioral Disorders, Education and Training in Developmental Disabilities, Exceptional Children, Learning Disabilities Research & Practice, Research in Developmental Disabilities, Teacher Education and Special Education, Teaching Exceptional Children, and The Journal of Special Education.
Bill has also written for the popular market. His book Some Are Called Clowns (Crowell, 1974) chronicled his five summers as a pitcher for the Indianapolis Clowns, the last of the barnstorming baseball teams.
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