ISE Exceptional Students: Preparing Teachers for the 21st Century
McGraw-Hill Education (Verlag)
978-1-260-08550-1 (ISBN)
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Lydia R. Smiley, Ph.D, is a professor of Exceptional Student Education at Florida Atlantic University. She received her doctorate in Special Education from Georgia State University. Dr. Smiley co-authored Language delays and disorders: From research to practice (1998) and has also written several articles and chapters on a variety of topics. She taught both undergraduate and graduate classes and was the recipient of several teaching awards and the CLD Professional of the Year award. Her current interests are in methods of teaching students with mild/moderate disabilities and language disorders. Stephen B. Richards, Ed.D, is Associate Professor of Education at West Liberty University in West Virginia. He currently teaches in the undergraduate special education certificate program at West Liberty University, a regional comprehensive university in West Virginias northern panhandle. He received his doctorate in Special Education from Florida Atlantic University. He has coauthored three textbooks, Intellectual/Cognitive Disabilities: Historical Perspectives, Current Practices, and Future Directions (2015), Collaboration Among Professionals, Students, Families and Communities (2016), and Single Subject Research and Design: Applications in Educational Settings (in press, 3rd ed.), in addition to journal articles on a variety of topics. His current interests are in assessing the preparation of pre-service teacher education candidates for their first year in teaching.
Table of Contents
Part One: Special Education: Fundamentals and Processes
Chapter 1: An Overview of Special Education
Who Are Exceptional Students?
How Many Exceptional Students Are There?
What Are Special Education and Related Services?
What Is the History of Special Education?
How Have Litigation and Legislation Affected Special Education?
What Are Some Current and Future Issues in Special Education?
Chapter 2: The Special Education Process: From Initial Identification to the Delivery of Services
How Are Exceptional Students Initially Identified as Having a Possible Exceptionality?
What Are the Prereferral Process and the Referral Process?
How Do Students Become Eligible for Special Education?
How Is an Exceptional Student’s Educational Program Developed?
Chapter 3: School, Family, and Community Collaboration
What Is Collaboration?
What Are Best Practices for Collaboration between Schools and Families?
What Are Best Practices for Collaboration among School Personnel?
What Are Best Practices for Collaboration between Schools and Communities?
Part Two: IDEA High Prevalence Exceptionalities: Foundations and Instruction
Chapter 4: Students with Learning Disabilities
What Are the Foundations of Learning Disabilities?
What Are the Causes and Characteristics of Learning Disabilities?
How Are Students with Learning Disabilities Identified?
What and How Do I Teach Students with Learning Disabilities?
What Are Other Instructional Considerations for Teaching Students with Learning Disabilities?
What Are Some Considerations for the General Education Teacher?
Chapter 5: Students with Intellectual Disabilities
What Are the Foundations of Intellectual Disabilities?
What Are the Causes and Characteristics of Intellectual Disabilities?
How Are Students with Intellectual Disabilities Identified?
What and How Do I Teach Students with Intellectual Disabilities?
What Are Other Instructional Considerations for Teaching Students with Intellectual Disabilities?
What Are Some Considerations for the General Education Teacher?
Chapter 6: Students with Emotional or Behavioral Disorders
What Are the Foundations of Emotional and Behavioral Disorders?
What Are the Causes and Characteristics of Emotional and Behavioral Disorders?
How Are Students with Emotional or Behavioral Disorders Identified?
What and How Do I Teach Students with Emotional or Behavioral Disorders?
What Are Other Instructional Considerations for Teaching Students with Emotional or Behavioral Disorders?
What Are Some Considerations for the General Education Teacher?
Chapter 7: Students with Communication Disorders
What Are the Foundations of Communication Disorders?
What Are the Causes and Characteristics of Communication Disorders?
How Are Students with Communication Disorders Identified?
What and How Do I Teach Students with Communication Disorders?
What Are Other Instructional Considerations for Teaching Students with Communication Disorders?
What Are Some Considerations for the General Education Teacher?
Part Three: IDEA Low-Incidence Exceptionalities: Foundations and Instruction
Chapter 8: Students Who Are Deaf or Hard of Hearing
What Are the Foundations of Deafness and Hard of Hearing?
What Are the Causes and Characteristics of Deafness and Hard of Hearing?
How Are Students Who Are Deaf or Hard of Hearing Identified?
What and How Do I Teach Students Who Are Deaf or Hard of Hearing?
What Are Other Instructional Considerations for Teaching Students Who Are Deaf or Hard of Hearing?
What Are Some Considerations for the General Education Teacher?
Chapter 9: Students Who Are Blind or Have Low Vision
What Are the Foundations of Blindness and Low Vision?
What Are the Causes and Considerations of Blindness and Low Vision?
How Are Students Who Are Blind or Have Low Vision Identified?
What and How Do I Teach Students Who Are Blind or Have Low Vision?
What Are Other Instructional Considerations for Teaching Students Who Are Blind or Have Low Vision?
What Are Some Considerations for the General Education Teacher?
Chapter 10: Students with Physical or Health Disabilities
What Are the Foundations of Physical and Health Disabilities?
What Are the Causes and Characteristics of Physical and Health Disabilities?
How Are Students with Physical or Health Disabilities Identified?
What and How Do I Teach Students with Physical or Health Disabilities?
What Are Other Instructional Considerations for Teaching Students with Physical or Health Disabilities?
What Are Some Considerations for the General Education Teacher?
Chapter 11: Students with Autism Spectrum Disorders
What Are the Foundations of Autism Spectrum Disorders?
What Are the Causes and Characteristics of Autism Spectrum Disorders?
How Are Students with Autism Spectrum Disorders Identified?
What and How Do I Teach Students with Autism Spectrum Disorders?
What Are Other Instructional Considerations for Teaching Students with Autism Spectrum Disorders?
What Are Some Considerations for the General Education Teacher?
Chapter 12: Students with Severe Disabilities
What Are the Foundations of Severe Disabilities?
What Are the Causes and Characteristics of Severe Disabilities?
How Are Students with Severe Disabilities Identified?
What and How Do I Teach Students with Severe Disabilities?
What Are Other Instructional Considerations for Teaching Students with Severe Disabilities?
What Are Some Considerations for the General Education Teacher?
Part Four: Other Exceptionalities: Foundations and Instruction
Chapter 13: Students Who Are At Risk: Early Identification and Intervention
What Are the Foundations of At-Risk Conditions?
What Are Factors That Place Children At Risk?
How Are Children Who Are at Risk Identified?
What and How Do I Teach Students Who Are At Risk?
What Are Other Instructional Considerations for Students Who Are At Risk?
What Are Some Considerations for the General Education Teacher?
Chapter 14: Students with Attention Deficit/Hyperactivity Disorder
What Are the Foundations of Attention Deficit/Hyperactivity Disorder?
What Are the Causes and Characteristics of Attention Deficit/Hyperactivity Disorder?
How Are Students with Attention Deficit/Hyperactivity Disorder Identified?
What and How Do I Teach Students with Attention Deficit/Hyperactivity Disorder?
What Are Other Instructional Considerations for Teaching Students with Attention Deficit/Hyperactivity Disorder?
What Are Some Considerations for the General Education Teacher?
Chapter 15: Students Who Are Gifted and Talented
What Are the Foundations of Gifts and Talents?
What Are the Causes and Characteristics of Gifts and Talents?
How Are Students Who Are Gifted and Talented Identified?
What and How Do I Teach Students Who Are Gifted and Talented?
What Are Other Instructional Considerations for Students Who Are Gifted and Talented?
What Are Some Considerations for the General Education Teacher?
APPENDIXES
Text Appendix
Online Appendix
Glossary
References
Photo Credits
Name Index
Subject Index
| Erscheinungsdatum | 20.09.2018 |
|---|---|
| Zusatzinfo | 19 Illustrations |
| Verlagsort | OH |
| Sprache | englisch |
| Maße | 216 x 274 mm |
| Gewicht | 1127 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik |
| ISBN-10 | 1-260-08550-3 / 1260085503 |
| ISBN-13 | 978-1-260-08550-1 / 9781260085501 |
| Zustand | Neuware |
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