An Introduction to Students with High-Incidence Disabilities Book

Historical Foundations of High-Incidence Disabilities
High-Incidence Disabilities: Definition and Prevalence     3
Labels and Categories     4
Disability, Handicap, and Inability     5
High-Incidence Disabilities and Mild Disabilities     6
Prevalence     6
Severity     7
The Importance of Labels     8
Educational Services     9
Identification     9
Definitions and Terminology     10
Emotional and Behavioral Disorders     10
Learning Disabilities     12
Mild Mental Retardation     15
Overlap Among High-Incidence Disabilities     16
Summary     17
Case Studies     19
Marcus     19
Sara     19
References     20
The History and Current Trends Surrounding High-Incidence Disabilities     23
Before the Education for All Handicapped Children Act     24
The Early 19th Century     25
Middle to Late 19th Century     26
The 20th Century     26
1975-Education for All Handicapped Children Act     27
The Regular Education Initiative     29
The Full Inclusion Movement     30
Reauthorization of EAHCA     31
The 1990 Reauthorization, Now Idea     31
The 1997 Reauthorization     31
The 2004 Reauthorization, NCLB, and Related Events     32
No Child Left Behind     34
Summary     36
Case Study     38
Greg     38
References     39
Understanding Causal Factors Related to High-Incidence Disabilities     43
Normal (Typical) Development, Abnormal (Atypical) Development, and Risk     45
Biological Risk Factors     46
Brain Development and Function     46
Genes-Heredity     49
Temperament     52
Other Biological Risk Factors     54
Implications of Biological Risk Factors     54
Environmental Risk Factors     55
Prenatal Factors     55
Perinatal Factors     56
Postnatal Factors     56
Family Factors     57
Community Factors     61
School and Cultural Factors     62
Interaction of Biological and Environmental Factors     64
Summary     64
Case Studies     66
Chandler     66
Rhiannon      66
Lindsey     67
References     68
The Unique Characteristics and Learning Needs of Students with High-Incidence Disabilities
Characteristics of Students with Learning Disabilities     75
History     76
Foundation Period     76
Emergent Period     78
Characteristics     82
Early Childhood     82
Elementary Grades     83
Adolescence     88
Identification of Students with SLD     88
Early Childhood     88
Elementary Grades     89
Adolescence     91
Unique Learning Needs of Students with SLD     92
Early Childhood     92
Elementary     93
Adolescence     97
Summary     98
Case Studies     101
Elton     101
Carmen     101
Matt     101
References     102
Characteristics of Students with Emotional and Behavioral Disorders     109
Characteristics and Identification of Students with Emotional and Behavioral Disorders     110
Defining Emotional and Behavioral Disorders     111
Identification of Students with EBD      115
Changing Characteristics and Identification of EBD Across Age Levels     116
Unique Learning Needs and Evidence-Based Practices     124
Applied Behavior Analysis     125
Social Competence Interventions     126
Wraparound and Systems of Care     127
Psychopharmacology Interventions     129
Summary     130
Case Studies     133
Dean     133
Larissa     134
Tommy     134
References     135
Characteristics of Students with Mild Mental Retardation     139
Characteristics and Identification of Students with Mild Mental Retardation (MMR)     140
Defining Mild Mental Retardation (MMR)     143
Identification of Students with MMR     148
Changing Characteristics and Identification of MMR Across Age Levels     150
Unique Learning Needs and Evidence-Based Practices     156
Unique Learning Characteristics     156
Evidence-Based Practices for Students with MMR     158
Summary     159
Case Studies     161
Carrie     161
Evan     161
David     162
References     162
Characteristics of Students with Other High-Incidence Disabilities     165
Characteristics and Identification of Students with Attention Deficit Hyperactivity Disorder (ADHD)     166
Characteristics of ADHD     167
Identification of ADHD     169
Unique Learning Needs and Evidence-Based Practices (ADHD)     171
Characteristics and Identification of Students with Traumatic Brain Injury (TBI)     172
Characteristics of TBI     173
Identification of TBI     174
Unique Learning Needs and Evidence-Based Practices (TBI)     174
Characteristics and Identification of Students with High-Functioning Autism (HFA)     175
Characteristics of HFA     176
Identification of HFA     178
Unique Learning Needs and Evidence-Based Practices (HFA)     181
Summary     182
Case Studies     185
Samantha     185
Rachael     185
JT     186
References     187
Educational Instruction
Assessment for Academic Instruction     191
Purpose and Benefits of Assessment     192
Screening     192
Diagnosis     193
Progress Monitoring     194
Outcome Measurement     194
Types of Assessment     194
Formal Assessments     196
Informal Assessments     199
Content of Assessment     203
Assessing Oral Language     203
Assessing Written Language     206
Assessing Reading     211
Assessing Math     220
Assessing the Instructional Environment     223
Assessment Process for High-Incidence Disabilities     224
Screening, Referral, and Evaluation     224
Placement and IEP Development     225
Progress Monitoring     226
Reevaluation     226
Testing Accommodations     226
Current Issues in the Assessment of Students with High-Incidence Disabilities     227
Summary     228
Case Studies     230
Beyonce     230
Raphael     230
Heather     230
References     231
Evaluation for Social Instruction     235
Defining Social Competence     237
Social Skills     238
Adaptive Behavior     239
Assessment     241
Measures     241
Stages of Learning     249
Summary      253
Case Studies     255
Stevie     255
Rhiannon     255
Nick     255
References     256
Educational Partnerships
Characteristics of Effective General Education Settings for Students with High-Incidence Disabilities     261
The Component of an Effective General Education Setting     263
Establishing the Learning Environment     265
Manage the Instructional Process Efficiently     265
Define Diversity as Part of the Setting     266
Facilitation of Peer Supports and Social Networks     267
Fostering Collaboration     269
Integration of Effective Practices     270
Summary     278
Case Studies     281
Mac     281
Christy     281
References     282
Collaboration, Consultation, and Co-Teaching     285
What Are Collaboration, Consultation, and Co-Teaching?     286
Are Collaboration, Consultation, and Co-teaching the Same or Different?     288
Why Collaborate? Historical and Legal Foundations for Collaboration, Consultation, and Co-Teaching     289
Historical Foundations     289
Legal Foundations     290
Summary      292
Putting Consultation, Collaboration, and Co-Teaching into Practice: How Does It Work?     293
Who Is Part of the Collaborative Team?     293
How Does Collaboration Work?     294
How Does Consultation Work?     298
How Does Co-teaching Work?     301
Current Trends and Opportunities for Collaboration, Consultation, and Co-Teaching     304
Collaborating Within the School     304
Collaborating Across Schools     305
Collaborating Outside the School     305
Evaluating the Effectiveness of Consultation, Collaboration, and Co-Teaching: Data Speak Louder Than Words     306
Summary     307
Case Studies     310
Aaron     310
Janice/Kevin     310
Carrie     311
References     312
Prevention and Early Intervention: Setting the Stage for Effective Learning     315
Defining Prevention     317
Primary and Secondary Conditions     319
Prevention of EBD     321
Prevention of LD     330
Prevention of MMR     336
Early Intervention     339
National Agenda     339
What Works in Early Intervention     340
Early Intervention: Think Again     342
Summary     343
Case Studies     345
Benton Elementary School     345
Chandler     345
Rhiannon     346
References     346
Glossary     351
Name Index     368
Subject Index     375