Description
Exceptional Learners is an outstanding introduction to the characteristics of exceptional learners and their education, emphasizing classroom practices as well as the psychological, sociological, and medical aspects of disabilities and giftedness. In keeping with this era of accountability, all discussions and examples of educational practices are grounded in a sound research base.
With hundreds of new references added to the 12th edition, the authors are committed to bringing themost current and credibleperspectives to bear on the ever-increasing complexity of educating students with special needs in today’s schools. The authors have written a text that reaches the heart as well as the mind, promoting a conviction that professionals working with exceptional learners need to develop not only a solid base of knowledge, but also a healthy attitude toward their work and the people whom they serve, and constantly challenge themselves to acquire a solid understanding of current theory, research, and practice in special education and to develop an ever more sensitive understanding of exceptional learners and their families.
Features
Peer Connections — NEW to the 12th edition
Readers gain a better understanding of exceptionality as they read about the lives of exceptional learners who are young adults. Features consist of informal interviews with individuals with a disability between the ages of 18-25. Readers are then invited to communicate online with the subjects of these interviews. Students reading the textbook will get to know individuals with disabilities through their personal stories, and likely realize that their peers with disabilities are very much like themselves.
Responsive Instruction: Meeting the Needs of Students
Boxed features located throughout the eleven categorical chapters (Chapter 5—15) offer a variety of sound, research-based strategies (e.g., mnemonics, self-monitoring and group contingency, classwide peer tutoring, computer-based video instruction, functional behavioral assessment, testing accommodations) for teaching students with disabilities. In an era of accountability, these features stress teaching practices that have a sound research base.
Success Stories: Special Educators at Work
Each of the eleven categorical chapters (Chapters 5—15) includes an example of a special educator’s work with an individual student and shows readers the wide range of challenges they face, the dynamic nature of their positions, and the competent, hopeful practice of special education. Each feature concludes with questions for students that relate to CEC Standards.
Making it Work: Collaboration and Co-Teaching
Boxed features in all categorical chapters (Chapter 5—15) are devoted to co-teaching and collaboration among special and general education teachers, families, and other professionals. Each provides relevant information about Council for Exceptional Children (CEC) in its Performance-Based Professional Standards (2008), as well as research-based instructional practices and descriptions of successful collaborations in real classrooms.
Focus on Concepts
Boxed features throughout the text focus on a variety of special topics of interest and importance to all educators to stimulate critical thinking about current research, issues, and events.
Personal Perspectives
Boxed features throughout the text present the human side of having a disability, showing how text topics affect the personal lives of students, teachers, parents, and others.
Misconceptions about Exceptional Learners: Myths and Facts Boxes
Each chapter is introduced with a list of myths and facts about the subject of the chapter. This popular feature, familiar to longtime users of previous editions, serves as an excellent advance organizer for the material to be covered.
New to this Edition
Chapter 1
· Expanded coverage of the nature-nurture controversy
· New coverage highlighting Eunice Kennedy and the Special Olympics
· Elimination of details of IDEA, IEPs, and responsibilities of teachers, which are better included in Chapter 2
Chapter 2
· Extensive coverage on the Response-to-Intervention
· Reorganized structure to focus on the current practices to address the needs of exceptional learners
· New focus on the roles and responsibilities of teachers
· Updated discussion on assessment practices in the age of accountability
Chapter 3
· New coverage on the effects of RTI on multicultural and bilingual special education
· Research on disproportionate representation of ethnic minorities in special education
Chapter 4
· Research on the international prevalence of low-birthweight babies
· Information on erroneous convictions of persons with intellectual disabilities
· Discussion of the controversial issue of persons with intellectual disabilities as parents
· Information on school-sponsored work experiences, customized employment, and self-employment for individuals with intellectual disabilities
Chapter 5 and Chapter 6
· Research on response to intervention (RTI)
· Updated information on secondary students’ outcomes
· Discussion of the role of summary of performance (SOP) in transition planning
Chapter 7
· New information linking recognition of ADHD to work in the 18th Century
· Discussion of the American Psychiatric Association’s impending revision to its criteria for diagnosis of ADHD
· Updated research on role of executive functions
· Updated research on medication treatments
· Updated research on early intervention programming
· Updated research on adult symptoms and outcomes
Chapter 8
· Clarification on the ecological approach to emotional and behavioral disorders
· Expanded information on zero tolerance, functional behavioral analysis, and
Table of Contents
TABLE OF CONTENTS
1. Exceptionality and Special Education.
Educational Definition of Exceptional Learners
Prevalence of Exceptional Learners
Definition of Special Education
History and Origins of Special Education
Comment on The Progress of Special Education.
2. Integration, Inclusion, and Support of Positive Outcomes.
Evaluation and Identification of Exceptional Learners
The Intent of Special Education Law: Individualized Education for Students with Disabilities
Providing Special Education: Placement Issues for Exceptional Learners
Teachers’ Roles in Providing Special Education
Special Education in the Context of Standards Based Reform
3. Multicultural and Bilingual Aspects of Special Education.
America and Multiculturalism
Education and Cultural Diversity
Multicultural and Bilingual Special Education
Identification and Classification of Disabilities
Assessment Issues in Multicultural and Bilingual Education
Instruction in Multicultural and Bilingual Special Education
4. Parents and Families.
Professionals’ Changing Views of Parents and Families
The Effects of a Child with a Disability on the Family
Family Involvement in Treatment and Education
5. Learners with Intellectual and Developmental Disabilities.
What’s in a Name? Mental Retardationversus Intellectual and Developmental Disabilities
Definition
Prevalence
Causes
Identification
Psychological and Behavioral Characteristics
Educational Considerations
Assessment of Progress
Early Intervention
Transition to Adulthood
6. Learners with Learning Disabilities.
Definition
Identification
Prevalence
Causes
Psychological and Behavioral Characteristics
Educational Consideration
Assessment of Progress
Early Intervention
Transition to Adulthood
7. Learners with Attention Deficit Hyperactivity Disorder.
Brief History
Definition
Prevalence
Identification
Causes
Psychological and Behavioral Characteristics
Educational Considerations
Medication Considerations
Assessment of Progress
Early Intervention
Transition to Adulthood
8. Learners with Emotional or Behavioral Disorders.
Definition
Classification
Prevalence
Causes
Identification
Psychological and Behavioral Characteristics
Educational Considerations
Assessment of Progress
Early Intervention
Transition to Adulthood
9. Learners with Autism Spectrum Disorders.
Historical Context:Kanner’s and Asperger’s Papers.
Definition of Autism Spectrum Disorders
Prevalence
Causes
Identification
Psychological and Behavioral Characteristics
Educational Considerations
Service Delivery Models
Assessment of Progress
Early Intervention
Transition to Adulthood
10. Learners with Communication Disorders.
Definitions
Prevalence
Communication Variations
Language Disorders
Speech Disorders
Educational Considerations
Assessment of Progress
Early Intervention
Transition to Adulthood
11. Learners Who Are Deaf or Hard of Hearing.
Definition and Classification
Prevalence
Anatomy and Physiology of the Ear
Identification of Hearing Impairment
Causes.
Psychological and Behavioral Characteristics
Educational Considerations
Assessment of Progress
Early Intervention
Transition to Adulthood
12. Learners with Blindness or Low Vision.
Definition and Classification
Prevalence
Anatomy and Physiology of the Eye
Identification of Visual Impairment
Psychological and Behavioral Characteristics
Educational Considerations
Service Delivery Models
Assessment of Progress
Early Intervention
Transition to Adulthood
13. Learners with Low-Incidence, Multiple, and Severe Disabilities.
Definition and Prevalence
Traumatic Brain Injury
Deaf-Blindness
Considerations for Many Students with Low-Incidence, Multiple, and Severe Disabilities
14. Learners with Physical Disabilities and Other Health Impairment.
Definition and Classification
Prevalence and Need
Neuromotor Impairments
Orthopedic and Musculoskeletal Disorders
Other Conditions Affecting Health or Physical Ability
Prevention of Physical Disabilities
Psychological and Behavioral Characteristics
Prosthetics, Orthotics, and Adaptive Devices for Daily Living
Educational Considerations
Early Intervention
Transition to Adulthood
15. Learners with Special Gifts and Talents.
Definition
Prevalence
Origins of Giftedness
Identification of Giftedness
Cultural Values Regarding Student with Special Gifts and Talents and Their Education
Neglected Groups of Students with Special Gifts and Talents
Educational Considerations
Back Cover
Author
Daniel P. Hallahan is the the Charles S. Robb Professor of Education and Director of Doctoral Studies for the Curry School of Education at the University of Virginia. He was the inaugural occupant of the Virgil S. Ward Professor of Education Endowed Chair from 1996 to 1998 and was appointed to the university’s Cavaliers’ Distinguished Teaching Professorship from 2002 to 2004. He received the University of Virginia Outstanding Teaching Award in 1998. In 2003, he was one of ten recipients of the State Council of Higher Education for Virginia’s Outstanding Faculty Award.
He has served on numerous editorial boards and was the inaugural editor of Exceptionality. He is a past president of the Division for Learning Disabilities of the Council for Exceptional Children (CEC), and in 2000 he received the CEC Career Research Award. He has contributed over 100 journal articles and co-authored or co-edited 17 books. In addition to Exceptional Learners, his most recent Allyn & Bacon books are Hallahan, Lloyd, Kauffman, Weiss, & Martinez (2005), Learning disabilities: Foundations, characteristics, and effective teaching (3rd ed.) and Kauffman, J. M., & Hallahan, D. P. (2005). Special education: What it is and why we need it.
James M. Kauffman is Professor Emeritus of Education at the University of Virginia, where he held both the William Clay Parrish chair (1992-1994) and the Charles S. Robb chair (1999 until retirement in 2003) in education. In 2007, his former students edited a book in his honor, Crockette, J.B., Gerber, M.M., & Landrum, T.J. (Eds.), Achieving the Radical Reform of Special Education: Essays in Honor of James M.Kauffman. Among his otherhonors and awards are the 2006 Award for Effective Presentation of Behavior Analysis in the Mass Media from the Society for Applied Behavior Analysis, the 2002 Outstanding Leadership Award from the Council for Children with Behavioral Disorders,the 1997 OUtstanding Faculty Award from the Curry Schoolof Education Foundation, and the 1994 Research Award from the Countil for Exceptional Children. He is a past president of the Council for Children with Behavioral Disorders (CCBD) and a former teacher in both general elementary and special education for students with emotional or behavioral disorders. He is author or co-author of more than 100 journalpublications in special education and author or co-author of numerous books, including the following: Kauffman, J.M., & Landrum, T.J., Characteristics of Emotinal and Behavioral Disorders of Children and Youth (9th ed.); Kauffman, J.M., & Brigham, F.J., Working withTroubled Children; and Kauffman, J.M. The Tragicomedy of Public Education: Laughing and Crying, Thinking and Fixing.
Paige C. Pullen is an associate professor of special education at the University of Virginia. Dr. Pullen teaches courses in reading methods for students with reading disabilities and reading diagnosis and remediation. She has served as an investigator on several large-scale projects funded by the NICHD and OSEP. Her primary area of interest and research is early literacy development and the prevention of reading disabilities. Pullen has also worked extensively with schools and serves as a consultant for the Eastern Regional Reading First Technical Assistance Center (ERRFTAC). She is the co-author of Phonological Awareness Assessment and Instruction with Dr. Holly Lane, and Students with Learning Disabilities, with Dr. Cecil Mercer.
