Learners with Mild Disabilities lays the foundation for addressing the needs of special learners with high-prevalence disorders or low-incidence, milder disabilities. You'll focus on addressing individual strengths and needs with respect to cognitive, language, academic and social/emotional characteristics.
For courses in Special Education Methods - Mild / Moderate Disabilities
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Table of Contents:
Brief Table of Contents Unit I Setting the Stage - Chapter 1 Perspectives on Disability
- Chapter 2 Issues in Assessment and Identification
- Chapter 3 Issues in Instruction and Placement
Unit II Who Are the Learners with Mild Disabilities? - Chapter 4 Learners with Intellectual and Developmental Disabilities
- Chapter 5 Learners with Learning Disabilities
- Chapter 6 Learners with Emotional or Behavioral Disorders
- Chapter 7 Learners with Difficulties in Attention, Communication, and Physical and Sensory Functioning
- Chapter 8 Learners with Autism Spectrum Disorders
Unit III What Are Learners with Mild Disabilities Like? - Chapter 9 Cognitive and Perceptual Characteristics
- Chapter 10 Language Characteristics
- Chapter 11 Academic Learning Characteristics
- Chapter 12 Social–Emotional Characteristics
Detailed Table of Contents Unit I Setting the Stage 1 - Chapter 1 Perspectives on Disability
- Meet Benny 3 Studying High-Prevalence Disabilities
- Mild Does not Mean “not Serious”
- The Power of Language
- Labeling, Classifying, and Identifying
- To Classify or Not to Classify
- Additional Thoughts on Labeling
- The Historical Context of Disability
- Early History of Disability
- The Middle Ages, the Renaissance, and the Enlightenment
- Disability Services in the United States (1800–1950)
- Eugenics in Europe and the United States
- The Testing Movement in Europe and the United States
- Serving Children Identified as Having Disabilities
- Disabilities in the United States from 1950 to the Present
- Legislative and Legal Supports
- Overview of the IDEA Principles
- History of Rights Won in U.S. Courts
- Special Needs Education Internationally
- Trends in History
- A Case Study Patty
- Chapter 2 Issues in Assessment and Identification
- Meet Jeffrey
- Assessment and Evaluation Requirements in Idea
- Universal Design and Assessment
- Purposes of Assessing Students with Special Educational Needs
- Types of Assessment Instruments and Techniques
- Norm-Referenced Assessment
- Criterion-Referenced and Curriculum-Based Assessment
- Performance Assessment
- Portfolio Assessment
- Functional Behavioral Assessment
- Reporting on Student Progress: The Report Card
- Best Practices in Assessment of Learners with Disabilities
- Issues in Disability Identification
- Categories as Social Constructions
- Noncategorical Models of Service as an Alternative?
- Response to Intervention: A Noncategorical Strategy For Assessment and Identification
- Response to Intervention
- A Prevention Framework as Support
- A Case Study Sharon
- Chapter 3 Issues in Instruction and Placement
- Meet Enrico
- Curriculum and Learners with Mild Disabilities
- Alternatives to Instructional Accommodations
- Instructional Strategies to Enhance Curricular Access
- Explicit Teaching
- Peer-Mediated Instruction
- Cognitive Strategies
- Positive Behavioral Supports
- Instruction and Individualized Education Program Planning
- Alternative Curricula and Assessments
- Idea 2004 and the Location of Services
- Least Restrictive Environment
- Models of Service Commonly Used for Students with Mild Disabilities
- Inclusion: A Continuing Issue in Special Education
- A Case Study Angie
Unit II Who Are the Learners with Mild Disabilities? - Chapter 4 Learners with Intellectual and Developmental Disabilities
- Meet Caroline
- Naming This Group of Learners
- Historical Foundations of Intellectual Disabilities
- Development of the Definition of Intellectual Disabilities in the United States
- Idea Definition of Intellectual Disabilities
- Additional Perspectives on Defining Intellectual Disabilities
- The New Generation of AAMR/AAIDD Definitions
- Developmental Disabilities and Delay
- An Alternative Definition with an Instructional Perspective
- Levels of Severity
- Educational Terminology
- Supports and Intensity of Support Needs
- Prevalence of Intellectual Disabilities
- Conditions Associated with Risk of Intellectual Disabilities
- Biomedical Risk Factors
- Environmental (Social, Behavioral, Educational) Risk Factors
- Nature or Nurture?
- Typical Characteristics of Persons with Intellectual Disabilities
- A Case Study Donald
- Chapter 5 Learners with Learning Disabilities
- Meet Peter
- Naming this Group of Learners
- Historical Development of the Concept of Learning Disabilities
- IDEA Definition of Specific Learning Disabilities
- Assessment and Identification Issues
- Issues with Discrepancy Determination (1965–2004)
- IDEA 2004 and Changes in Identification Procedures
- Response to Intervention as an Identification Process
- An Alternative Definition of Learning Disabilities
- Prevalence of Learning Disabilities
- Conditions Associated with Learning Disabilities
- Characteristics of Students with Learning Disabilities
- A Case Study Grace
- Chapter 6 Learners with Emotional or Behavioral Disorders
- Meet Nicki
- Terms to Refer to This Group of Learners
- Historical Foundations of Emotional and Behavioral Disorders
- Idea Definition of Emotional Disturbance
- Social Maladjustment: Definition and Exclusion
- An Alternative Definition of Emotional or Behavioral Disorders
- Assessment and Identification Issues
- Response to Intervention
- Levels of Severity
- Prevalence of Emotional or Behavioral Disorders
- Factors Associated with Emotional or Behavioral Disorders
- Biological Factors
- Family Factors
- Environmental, Social, and School Factors
- Types of Emotional or Behavioral Disorders
- A Case Study Carter
- Chapter 7 Learners with Difficulties in Attention, Communication, and Physical and Sensory Functioning
- Meet Nancy
- Learners With Attention Problems
- Naming This Group of Learners
- Historical Development of the Concept of ADHD
- ADHD and the IDEA
- Current ADHD Definition in the DSM-5
- Identification of Learners with ADHD
- Presentations of ADHD
- Levels of Severity
- Prevalence of ADHD
- Factors and Conditions Associated with ADHD
- Characteristics of Individuals with ADHD
- Issue: Should ADHD Be a Separate Category in IDEA?
- Communication Disorders
- Physical And Sensory Disabilities
- Physical and Health Disabilities
- Sensory Disabilities
- Traumatic Brain Injury
- Medication: A Persistent Issue
- A Case Study Frank
- Chapter 8 Learners with Autism Spectrum Disorders
- Meet Jacob
- Naming This Group of Learners
- Historical Development of The Concept of Autism Spectrum Disorders
- IDEA Definition of Autism Spectrum Disorders
- The Psychiatric/Medical Definition of Autism Spectrum Disorders (DSM-5)
- Assessment and Identification Issues
- Prevalence of Autism Spectrum Disorders
- Levels of Severity
- Conditions Associated with Autism Spectrum Disorders
- Characteristics of Students with Autism Spectrum Disorders
- Social Communication and Interaction
- Restricted, Repetitive Behaviors, Interests, or Activities
- Other Related Characteristics and Behaviors
- Diagnostic Conditions Previously Included on the Spectrum
- A Case Study Sara
Unit III What Are Learners with Mild Disabilities Like? - Chapter 9 Cognitive and Perceptual Characteristics
- Meet Robert
- Cognitive Theory and Approaches to Mild Disabilities
- Constructivist Perspectives
- Piaget and Biological Constructivism
- Vygotsky and Social Constructivism
- Cognitive Styles Research
- Field Dependence/Independence
- Impulsivity and Reflectivity
- Information-Processing Theory
- Structural Storage Components
- Strategic Control Components
- Executive Functions
- A Case Study Charlene
- Chapter 10 Language Characteristics
- Meet Tom
- Definition of Language
- Impairments in Speech and Language
- Language Components and Skills
- Phonology
- Morphology
- Syntax
- Semantics
- Pragmatics
- Receptive and Expressive Language Channels
- Language Functions
- Listening
- Speaking
- Reading
- Writing
- Common Language Characteristics of Learners With Mild Disabilities
- Language Difference or Disability?
- Implications of Language Characteristics for Thinking and Learning
- A Case Study Gavin
- Chapter 11 Academic Learning Characteristics
- Meet Barbara
- What Is Learning?
- Stages of Learning
- Acquisition and Reversion
- Proficiency and Automaticity
- Maintenance
- Generalization
- Adaptation
- Critical Learning Needs of Students with Disabilities
- The Role of Motivation
- Extrinsic Motivation
- Intrinsic Motivation
- Locus of Control and Attributions of Success or Failure
- External Causal Attributions and Locus of Control
- Internal Causal Attributions and Locus of Control
- Spirals of Failure or Success
- Learned Helplessness
- Adolescents with Disabilities in Behavior and Learning
- Self-Determination
- Learning Styles and Multiple Intelligences
- Learning Styles
- Multiple Intelligences
- Universal Design for Learning
- Instructional Needs of Learners with Disabilities
- Time Allowed for Instruction
- Persistence or Motivation
- Pupils’ Aptitude for Instruction
- Ability to Understand Instruction
- Quality of Instruction
- A Case Study Allison
- Chapter 12 Social–Emotional Characteristics
- Meet Eddie
- Perspectives on Social–Emotional Characteristics
- Developmental Perspectives
- Erikson’s Theory of Psychosocial Development
- Emotional Development
- Development of Social Perspective Taking
- Social Competence and Cognitive Development
- Social Intelligence
- Emotional Competence
- Social Cognitive Delay
- The Relationship Between Problems in Behavior and Problems in Learning
- Behavior from an Ecological Perspective
- Risk and Resilience
- Maladaptive Behavior
- Patterns of Maladaptive Behavior
- Externalizing Behaviors
- Internalizing Behaviors
- Idea 2004 and Serious Discipline Problems
- A Case Study Sammy
About the Author :
Eileen Raymond taught for 18 years in university programs preparing teachers for serving special needs learners, after working as a special educator for ten years in US public schools. From 2005-2009, she was associate dean of the School of Education and Professional Studies at the SUNY Potsdam where she now holds the rank of associate dean and professor emeritus.
In 2009, Dr. Raymond was a Fulbright Scholar at Nelson Mandela Metropolitan University in South Africa. She continues to work as a Research Associate with NMMU colleagues on curriculum development in teacher education and barriers to learning at the university level. Her current research focuses on issues relating to serving learners facing barriers to learning in inclusive settings. In addition to Learners with Mild Disabilities, she has written Making Inclusive Education Work in Classrooms (Pearson South Africa, 2013) with five South African colleagues. She frequently presents on topics of inclusive practice in the United States and internationally, with a particular focus on Universal Design for Learning. She is an active member of the Council for Exceptional Children, serving as President of its Division for International Special Education Services (DISES) from 2015-2017.
