MyLab Education with Pearson eText -- Access Card -- for Exceptional Learners

Daniel P. Hallahan, Ph.D., is Professor Emeritus of Education at the University of Virginia. At UVA, Hallahan served as a department chair (twice), director of doctoral studies, and elected representative (four three-year terms) to UVA’s faculty senate. He held three endowed professorships, including the UVA Cavaliers’ Distinguished Teaching Professorship. He received the UVA Outstanding Teaching Award and the Virginia State Council of Higher Education Outstanding Faculty Award. Hallahan was inaugural editor of Exceptionality and currently reviews for Exceptional Children, Learning Disability Quarterly, The Journal of Special Education, and Exceptionality. He is a past president of the Division for Learning Disabilities of the Council for Exceptional Children (CEC). In 2000 he received the CEC Career Research Award. Hallahan’s expertise covers a broad spectrum—learning disabilities, ADHD, autism, intellectual disabilities, blindness, deafness. Much of his early scholarship focused on cognitive strategy training for students with learning disabilities and ADHD. Most recently, he has focused on the need for more individualized, intensive special education instruction for students with disabilities. Hallahan is author of over 100 articles, over 40 chapters, and is coauthor or coeditor of 18 books, including Handbook of Special Education (2nd ed.) (with J. M. Kauffman & P. C. Pullen, Routledge, 2017) and Special Education: What It Is and Why We Need It (2nd ed.) (with J. M. Kauffman, P. C. Pullen, & J. Badar, Routledge, 2018). Some of his books have been translated into German, Spanish, Korean, and Arabic. Hallahan has taught thousands of pre-service and in-service teachers in the introductory course in special education, characteristics of students with learning disabilities, and characteristics of students with intellectual disabilities, as well as hundreds of Ph.D. students in research seminars. James M. Kauffman, Ed.D., is Professor Emeritus of Education at the University of Virginia. He is a past president of the Council for Children with Behavioral Disorders (CCBD) and the recipient of several awards, including the 1994 Research Award of the Council for Exceptional Children, the 2006 award of the Society for Applied Behavior Analysis for Presentation of Behavior Analysis in the Mass Media, and the 2011 Distinguished Alumni Award from the University of Kansas School of Education. His primary research interests are emotional and behavioral disorders, learning disabilities, and the history of and policy in special education. He has published over 100 articles in refereed journals, authored or coauthored dozens of book chapters, and is author, coauthor, or coeditor of more than 20 books, including Characteristics of Emotional and Behavioral Disorders of Children and Youth (10th ed.) (with Timothy J. Landrum, Pearson, 2013), Handbook of Special Education (2nd ed.) (with J. M. Kauffman & P. C. Pullen, Routledge, 2017), and Special Education: What It Is and Why We Need It (2nd ed.) (with J. M. Kauffman, P. C. Pullen, & J. Badar, Routledge, 2018). In his career, Kauffman has taught thousands of pre-service and in-service teachers in courses on emotional and behavioral disorders and behavior management, as well as hundreds of Ph.D. students in doctoral seminars. Paige Cullen Pullen, Ph.D., is the Literacy Initiatives Manager at the Lastinger Center for Learning and a Research Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. Prior to her position at the University of Florida, Pullen held a joint appointment in University of Virginia’s Department of Pediatrics and the Curry School of Education. Before earning her doctorate at the University of Florida in 2000, she had 12 years of K–12 teaching experience in general and special education. She has served as the Principal Investigator of federal and foundation-funded projects, has coauthored several books, including Teaching Students with Learning Disabilities, and Students with Learning Disabilities (with Cecil D. Mercer, Pearson, 2009; 2011), and has published numerous book chapters, peer-reviewed articles, and presented papers focused on evidence-based reading instruction for students with disabilities. Pullen is Executive Editor of Exceptionality: A Special Education Journal (Taylor & Francis). Pullen’s research focuses on early language and literacy development and interventions to prevent reading disability for vulnerable populations (e.g., cultural differences, poverty, rural living environments), as well as the educational outcomes of children with developmental disabilities and those with chronic medical conditions. Pullen currently conducts reading research and professional development in Zambia and Botswana, Africa, as well as in the USA. She is the recipient of the prestigious UVA Seven Society’s Excellence in Mentoring Award—2011 and the Curry School Foundation’s Most Outstanding Professor Award. Pullen has taught thousands of pre-service and in-service teachers in the introductory course in special education and language and literacy intervention for students with disabilities.

Brief Contents

Exceptionality and Special Education
Current Practices for Meeting the Needs of Exceptional Learners
Multicultural and Bilingual Aspects of Special Education
Parents and Families
Learners with Intellectual and Developmental Disabilities
Learners with Learning Disabilities
Learners with Attention Deficit Hyperactivity Disorder
Learners with Emotional or Behavioral Disorders
Learners with Autism Spectrum Disorders
Learners with Communication Disorders
Learners Who Are Deaf or Hard of Hearing
Learners with Blindness or Low Vision
Learners with Low-Incidence, Multiple, and Severe Disabilities
Learners with Physical Disabilities and Other Health Impairments
Learners with Special Gifts and Talents

Glossary References Name Index Subject Index