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EXCEPTIONALCHILDREN

ANINTRODUCTIONTOSPECIALEDUCATONLESHANNORMALUNIVERSITY

COLLEGEOFSPECIALEDUCATION

MR.WANGSelf-introductionName:Gender:Race：DateOFBirth:PoliticalAffiliation:Hometown:Hobbies:PhoneNumberQQ:BRIEFCONTENTSPROLOGUE

APersonalViewofSpecialEducation

1PART

I

FOUNDATIONSFORUNDERSTANDINGSPECIAL

EDUCATIONCHAPTER1ThePurposeandPromiseofSpecialEducation4CHAPTER2PlanningandProvidingSpecialEducationServices42

BRIEFCONTENTSCHAPTER3CollaboratingwithParentsandFamiliesinaCulturally

andLinguisticallyDiverseSociety82PARTIIEDUCATIONALNEEDSOFEXCEPTIONALSTUDENTSCHAPTER4IntellectualDisabilities120CHAPTER5LearningDisabilities156CHAPTER6EmotionalorBehavioralDisorders194BRIEFCONTENTSCHAPTER7AutismSpectrumDisorders232CHAPTER8CommunicationDisorders274CHAPTER9DeafnessandHearingLoss310CHAPTER10BlindnessandLowVision342CHAPTER11PhysicalDisabilities,HealthImpairments,andADHD376CHAPTER12Low-IncidenceDisabilities:Severe/MultipleDisabilities,Deaf-Blindness,andTraumaticBrainInjury416CHAPTER13GiftedandTalented452PARTIIISPECIALEDUCATIONACROSSTHELIFESPANCHAPTER14EarlyChildhoodSpecialEducation492CHAPTER15TransitioningtoAdulthood522POSTSCRIPTDevelopingYourOwnPersonalViewofSpecialEducation559PROLOGUE

APersonalViewofSpecial

EducationQ1:What’stheprimarygoalinwritingthebook?Q2:Whataffectonwritingthisbookeasily?Q3:What’stheauthor’sviewpointonpeoplewithdisabilities?Q4:WhatshouldspecialeducationorspecialeducatorsdoforEC?Q5:WhathaveprofessionalstreatedparentsorfamiliesofECas?Q6:Whenistheworkofspecialeducatorsmosteffective?Q7:What’saneducator’sprimaryresponsibility?Q8:Whatdoestheauthorthinkaboutconventionalwisdom?Q9:Howisthefutureforpeoplewithdisabilities?CHAPTER1ThePurposeandPromiseofSpecialEducation4▼FEATUREDTEACHERMEGANMENCINSKYNorthElementarySchool•District84,FranklinPark,Illinois.WhyIchosetobeaspecialteacher?Mycurrentclassroomandstudents?Tunefulroutines,reinforcement,andprocessdata?Consideringspecialeducationasacareer?WhoAreExceptionalChildren?7ExceptionalChildrenStudentswithdisabilitiesExceptionalchildrenisaninclusivetermthatreferstochildrenwithlearningand/orbehaviorproblems,childrenwithphysicaldisabilitiesorsensoryimpairments,andchildrenwithsuperiorintellectualabilitiesand/orspecialtalents.Thetermstudentswithdisabilitiesismorerestrictivethanexceptionalchildrenbecauseitdoesnotincludegiftedandtalentedchildren.WhoAreExceptionalChildren?7ImpairmentDisabilityHandicapAtrisk

Impairmentreferstothelossorreduced

functionofaparticularbodypartororgan(e.g.,amissinglimb).Adisabilityexists

whenan

impairmentlimitsaperson’sabilitytoperformcertaintasks(e.g.,walk,see,addarowofnumbers).

Handicapreferstoaproblemoradisadvantagethatapersonwithadisabilityoranimpairmentencounterswheninteractingwiththeenvironment.Thetermatriskreferstochildrenwho,althoughnotcurrentlyidentifiedashaving

adisability,areconsideredtohaveagreaterthanusualchanceofdevelopingone.HowManyExceptionalChildrenAreThere?8WhyDoWeLabelandClassifyExceptional

Children?9LabelingandEligibilityforSpecialEducation10PossibleBenefitsofLabelingandClassification10PossibleDisadvantagesofLabeling

andClassification11AlternativestoLabelingandClassification

11WhyAreLawsGoverningtheEducationofExceptional

ChildrenNecessary?13AnExclusionaryPast13SeparateIsNotEqual15EqualProtection15TheIndividualswithDisabilitiesEducationAct16ThepurposesofIDEATheIndividualswithDisabilitiesEducationAct16MajorPrinciplesofIDEA16ZEROREJECTNONDISCRIMINATORYEVALUATIONFREEAPPROPRIATEPUBLICEDUCATIONLEASTRESTRICTIVEENVIRONMENTTheIndividualswithDisabilitiesEducationAct16OtherProvisionsofIDEA20SPECIALEDUCATIONSERVICESFORPRESCHOOLERSEARLYINTERVENTIONFORINFANTSANDTODDLERSASSISTIVETECHNOLOGYSCIENTIFICALLYBASEDINSTRUCTIONUNIVERSALDESIGNFORLEARNINGTheIndividualswithDisabilitiesEducationAct16LegalChallengestoIDEA21EXTENDEDSCHOOLYEARFAPEANDRELATEDSERVICESDISCIPLININGSTUDENTSWITHDISABILITIESRIGHTTOEDUCATIONTheIndividualswithDisabilitiesEducationAct16RelatedLegislation25JAVITSGIFTEDANDTALENTNTEDEDUCATIONACTSECTION504OFTHEREHABILITATIONACTOF1973AMERICANSWITHDISABILITIESACT(ADA)ELEMENTARYANDSECONDARYACT(A.K.A.NOCHILDLEFTBEHINDACT)WhatIsSpecialEducation?28SpecialEducationasIntervention28SpecialEducationasInstruction31ADefinitionofSpecialEducation33CurrentandFutureChallenges35ClosetheResearch-to-PracticeGap354.IntellectualDisabilities

FEATUREDTEACHER1.CURRENTTEACHINGPOSITIONANDSTUDENTS2.CLASSROOMSUPPORTFUNCTIONALCURRICULUMWHATILIKEBESTABOUTBEINGASPECIALEDUCATIONTEACHER4.IntellectualDisabilitiesTheDefinitionsofIntellectualDisabilities1.Idiocy,Imbecile,FeeblemindedandSimpleton2.MentalDeficiency,MentalRetardation,IntellectualDisabilities3.IDEADefinition4.AAIDD’sDefinition4.IntellectualDisabilitiesClassificationofIntellectualDisabilitiesIdentificationandAssessmentAssessingAdap

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