Learners with Mild Disabilities
A Characteristics Approach
4th Edition
Published on 23. June 2011
Book
Paperback/Softback
384 pages
978-0-13-706076-4 (ISBN)
Description
A critical look at four high-prevalence mild disabilities as seen from several unique perspectives.
Learners with Mild Disabilities focuses on four high-prevalence disorders: mild intellectual disabilities, learning disabilities, emotional/behavioral disorders, and ADHD. The text also considers the Autism Spectrum Disorders, such as HFA and Asperger's Syndrome, in addition to other mild conditions such as communication disorders.
This text looks first at the concept of disability from conventional categorical perspectives, and then shifts to focusing on learners from the perspective of alternative, non-categorical frameworks. It describes students with disabilities and related conditions with respect to a variety of individual strengths and needs, considering their cognitive, perceptual, language, academic learning, and social/emotional characteristics. The reader is encouraged to apply these conceptual frameworks through the analysis of numerous vignettes and extended case studies that are drawn from the experiences of real children and teachers throughout the text. Using this non-categorical framework best prepares special educators for the complex job of providing effective services to the full and unique spectrum of students with mild disabilities.
Learners with Mild Disabilities focuses on four high-prevalence disorders: mild intellectual disabilities, learning disabilities, emotional/behavioral disorders, and ADHD. The text also considers the Autism Spectrum Disorders, such as HFA and Asperger's Syndrome, in addition to other mild conditions such as communication disorders.
This text looks first at the concept of disability from conventional categorical perspectives, and then shifts to focusing on learners from the perspective of alternative, non-categorical frameworks. It describes students with disabilities and related conditions with respect to a variety of individual strengths and needs, considering their cognitive, perceptual, language, academic learning, and social/emotional characteristics. The reader is encouraged to apply these conceptual frameworks through the analysis of numerous vignettes and extended case studies that are drawn from the experiences of real children and teachers throughout the text. Using this non-categorical framework best prepares special educators for the complex job of providing effective services to the full and unique spectrum of students with mild disabilities.
More details
Edition
4th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 253 mm
Width: 204 mm
Thickness: 12 mm
Weight
600 gr
ISBN-13
978-0-13-706076-4 (9780137060764)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Previous edition
Book
04/2007
3rd Edition
Pearson
€96.87
Article exhausted; check for reprint
Content
Preface
UNIT I SETTING THE STAGE
Chapter 1 Perspectives on Disability
Meet Clarence
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, 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 United States Courts
Trends in History
Summary
Ed Murphy: A Case Study
Chapter 2 Issues in Assessment and Identification Meet Jeffrey
Assessment and Evaluation Requirements in IDEA
Purposes of Assessment of 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: Grading
Best Practices in Assessment of Children and Youth with Disabilities
Issues in Identification
Categories as Social Constructions
Are Non-categorical Models of Service an Alternative?
Response to Intervention: A Non-Categorical Strategy for Assessment and Identification
A Prevention Framework as Support
Summary
Sharon: A Case Study
UNIT II WHO ARE THE LEARNERS WITH MILD DISABILITIES?
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
Conditions Associated with Emotional or Behavioral Disorders
Biological Factors
Family Factors
Environmental, Social, and School Factors
Types of Emotional or Behavioral Disorders
Summary
Carter: A Case Study
Chapter 7 Learners with ADHD and Other Disorders and Conditions
Meet Nancy
Learners with Attention Problems
Naming this Group of Learners
ADHD and the IDEA
Current ADHD Definition in the DSM-IV-TR
Identification of Learners with ADHD
Types of Attention-Deficit/Hyperactivity Disorder
Levels of Severity
Prevalence of Attention-Deficit/Hyperactivity Disorder
Conditions Associated with Attention-Deficit/Hyperactivity Disorder
Characteristics of Individuals with ADHD
Should ADHD Be a Separate Category in IDEA?
Physical and Sensory Disabilities
Physical and Health Disabilities
Sensory Disabilities
Traumatic Brain Injury
Communication Disorders
Medication: A Persistent Issue
Summary
Frank: A Case Study
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 in the DSM
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
Reciprocal Social Interactions and Relationships
Communication
Restricted Interests
Other Related Characteristics and Behaviors
Characteristics Descriptive of Specific Conditions on the Spectrum
Summary
Sara: A Case Study
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/Field Independence
Impulsivity and Reflectivity
Information-Processing Approaches
Structural Storage Components
Strategic Control Components
Executive Functions
Summary
Charlene: A Case Study
Chapter 10 Language Characteristics
Meet Tom
Definition of Language
Which Learners Have Language Difficulties/Disorders?
Language Components and Skills
Phonology
Morphology
Syntax
Semantics
Pragmatics
Receptive and Expressive Language
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
Summary
Clark: A Case Study
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 Attribution 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
Summary
Allison: A Case Study
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
IDEA 2004 and Serious Discipline Problems
Summary
Sammy: A Case Study
Appendix
Council for Exceptional Children
Labeling and Categorizing of Children
Inclusive Schools and Community Settings
National Association of School Psychologists
Glossary
References
Index
UNIT I SETTING THE STAGE
Chapter 1 Perspectives on Disability
Meet Clarence
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, 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 United States Courts
Trends in History
Summary
Ed Murphy: A Case Study
Chapter 2 Issues in Assessment and Identification Meet Jeffrey
Assessment and Evaluation Requirements in IDEA
Purposes of Assessment of 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: Grading
Best Practices in Assessment of Children and Youth with Disabilities
Issues in Identification
Categories as Social Constructions
Are Non-categorical Models of Service an Alternative?
Response to Intervention: A Non-Categorical Strategy for Assessment and Identification
A Prevention Framework as Support
Summary
Sharon: A Case Study
UNIT II WHO ARE THE LEARNERS WITH MILD DISABILITIES?
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
Conditions Associated with Emotional or Behavioral Disorders
Biological Factors
Family Factors
Environmental, Social, and School Factors
Types of Emotional or Behavioral Disorders
Summary
Carter: A Case Study
Chapter 7 Learners with ADHD and Other Disorders and Conditions
Meet Nancy
Learners with Attention Problems
Naming this Group of Learners
ADHD and the IDEA
Current ADHD Definition in the DSM-IV-TR
Identification of Learners with ADHD
Types of Attention-Deficit/Hyperactivity Disorder
Levels of Severity
Prevalence of Attention-Deficit/Hyperactivity Disorder
Conditions Associated with Attention-Deficit/Hyperactivity Disorder
Characteristics of Individuals with ADHD
Should ADHD Be a Separate Category in IDEA?
Physical and Sensory Disabilities
Physical and Health Disabilities
Sensory Disabilities
Traumatic Brain Injury
Communication Disorders
Medication: A Persistent Issue
Summary
Frank: A Case Study
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 in the DSM
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
Reciprocal Social Interactions and Relationships
Communication
Restricted Interests
Other Related Characteristics and Behaviors
Characteristics Descriptive of Specific Conditions on the Spectrum
Summary
Sara: A Case Study
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/Field Independence
Impulsivity and Reflectivity
Information-Processing Approaches
Structural Storage Components
Strategic Control Components
Executive Functions
Summary
Charlene: A Case Study
Chapter 10 Language Characteristics
Meet Tom
Definition of Language
Which Learners Have Language Difficulties/Disorders?
Language Components and Skills
Phonology
Morphology
Syntax
Semantics
Pragmatics
Receptive and Expressive Language
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
Summary
Clark: A Case Study
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 Attribution 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
Summary
Allison: A Case Study
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
IDEA 2004 and Serious Discipline Problems
Summary
Sammy: A Case Study
Appendix
Council for Exceptional Children
Labeling and Categorizing of Children
Inclusive Schools and Community Settings
National Association of School Psychologists
Glossary
References
Index