Learners with Mild Disabilities: A Characteristics Approach

Learners with Mild Disabilities focuses on four high-prevalence disabilities; mild mental retardation, learning disabilities, behavioral disorders, and ADHD, as well as briefer consideration of other mild conditions such as Asperger Syndrome.  This text looks first at disability from conventional categorical perspectives, and then focuses on the perspective of alternative, non-categorical frameworks.    This text describes students with disabilities with respect to their individual strengths and needs, considering their cognitive, perceptual, language, academic learning, and social/emotional characteristics. The reader is encouraged to apply these conceptual frameworks though analysis of the numerous vignettes and extended case studies throughout the text, stories drawn from the experiences of real children and teachers. The separate categorical approaches around which other texts are organized tend to reinforce the notion of discrete disabilities, which current experience and philosophical discussions in the field of special education increasingly do not support and which do not prepare new special educators for the complex nature of services for students with mild disabilities.    Learners with Mild Disabilities is designed as a primary text for use in undergraduate and graduate courses addressing the characteristics of learners with high prevalence or milder levels of disability and is useful as a text for the first specialized course in a special education program. It supports programs in “generic special education,” a growing area of study as a number of states move toward generic or non-categorical certification.   New to this Edition:   Presents IDEA 2004 and its regulations in a clear and concise manner. The chapters on learning disabilities and emotional/behavioral disorders have been significantly revised to reflect the impact of IDEA 2004’s response to intervention framework. New material has been added on English Language Learners (Ch. XYZ). Presents updated child count data from the most recent Annual Report of the Implementation of IDEA (2006) to help readers understand the magnitude of the numbers of students served in special education currently. Thinking and Discussion questions added to the opening Vignettes and closing Case Studies in Chapters 3, 6, 7.

Table of Contents:
Contents Boxes Preface Unit I Setting the Stage Chapter One Perspectives on Disability Meet Clarence Studying High-Prevalence Disabilities Mild Does Not Mean “Not Serious” The Power of Language Labeling, Classifying, and Identification To Classify or Not to Classify Thoughts on Labeling Prevention of Disabilities Overview of the Principles of the Idea Amendments to P.L. 94-142 Focus on Culture and Diversity Resources on the Web Summary Ed Murphy: A Case Study Chapter Two Historical Perspectives and Contexts Meet Victor The Historical Context of Disability Early History The Middle Ages and the Renaissance The Enlightenment Disabilities in the United States: 1800—1900 Residential Services Public Special Education Disabilities in the United States: The Early Twentieth Century Eugenics in Europe and the United States The Testing Movement in Europe and the United States Serving Children Identified as Having Disabilities Special Education as a Profession Disabilities in the United States from 1950 to the Present General Education Initiative and Inclusion Legislative and Governmental Initiatives History of Rights Won in United States Courts Trends in History Focus on Culture and Diversity Resources on the Web Summary Patty: a Case Study Chapter Three Issues in Assessment and Identification Meet Jeffrey IDEA 1997 and 2004: Assessment and Evaluation Requirements Purposes of Assessment of 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: Grading State and District Assessment and IDEA 1997/2004 Best Practices in Assessment of Children and Youth with Disabilities Issues in Identification Categories as Social Constructions Noncategorical Models of Service: An Alternative Focus on Culture and Diversity Resources on the Web Summary Sharon: A Case Study Chapter Four Issues in Curriculum and Instruction Meet Enrico IDEA 2004: Curriculum and Instruction Requirements Curriculum and Students with Disabilities Alternatives to Making Accommodations Instructional Strategies to Enhance Curriculum Access Direct Instruction Peer Tutoring Cooperative Learning Cognitive Strategies Positive Behavioral Supports Instruction and Individualized Education Program Planning Alternative Curricula Assessments Focus on Culture and Diversity Resources on the Web Summary Angie: A Case Study Chapter Five Issues in Placement Meet Tamika IDEA 2004: Location of Services Concept of the Least Restrictive Environment (LRE) Models of Service Commonly Used for Students with Mild Disabilities Inclusion: A Continuing Issue in Special Education Learning from the Research on Inclusion Focus on Culture and Diversity Resources on the Web Summary Benny: A Case Study Unit II Who Are the Learners with Mild Disabilities? Chapter Six Learners with Mental Retardation Meet Caroline Historical Foundations of Mental Retardation Development of the Definition of Mental Retardation in the United States IDEA Definition of Mental Retardation Additional Perspectives on Defining Mental Retardation Other AAMR Definitions Developmental Disabilities and Delay An Alternative Definition with an Instructional Perspective Levels of Severity Educational Terminology 2002 AAMR Intensities of Support Prevalence of Mental Retardation Typical Characteristics of Persons with Mental Retardation Conditions Associated with Risk of Mental Retardation Biomedical/Physiological Risk Factors Environmental Risk Factors Focus on Culture and Diversity Resources on the Web Summary Jennie: A Case Study Chapter Seven Learners with Learning Disabilities Meet Peter Historical Development of the Learning Disabilities Concept Medical Phase Learning Disability Phase IDEA Phase IDEA Definition of Specific Learning Disabilities Assessment and Identification Issues Problems with the Discrepancy Criteria IDEA and Changes to Identification Procedures Response to Intervention Identification Mode Alternative Definitions of Learning Disabilities National Joint Committee on Learning Disabilities Definition (1988) Interagency Committee on Learning Disabilities (ICLD) Definition (1987) Issues Raised by the Alternative Definitions Conditions Associated with Learning Disabilities Prevalence of Learning Disabilities Characteristics of Students with Learning Disabilities Focus on Culture and Diversity Resources on the Web Summary Bobby: A Case Study Chapter Eight Learners with Emotional or Behavioral Disorders Meet Nicki Terms to Refer to this Group of Learners Historical Foundations Current IDEA Definition Social Maladjustment: Definition and Exclusion An Alternative Definition of Emotional or Behavioral Disorders Assessment and Identification Issues Response to Intervention Prevalence of Emotional or Behavioral Disorders Levels of Severity Conditions Associated with Emotional or Behavioral Disorders Biological Factors Family Factors Environmental, Social, and School Factors Types of Emotional or Behavioral Disorders Focus on Culture and Diversity Resources on the Web Summary Carter: A Case Study Chapter Nine Learners with Other Disorders and Conditions Meet Nancy Children and Youth with Attention Disorders Historical Development of the Concept of ADHD ADHD and IDEA Current Definition in the DSM-IV-TR Types of Attention-Deficit/Hyperactivity Disorder Levels of Severity Identification of Learners with ADHD Prevalence of Attention-Deficit/Hyperactivity Disorder Conditions Associated with Attention-Deficit/Hyperactivity Disorder Characteristics of Individuals with ADHD Should ADHD Be a Separate Category in the IDEA? Autism Spectrum Disorders Physical and Sensory Disabilities Physical and Health Disabilities Sensory Disabilities Traumatic Brain Injury Communication Disorder Medication: A Persistent Issue Focus on Culture and Diversity Resources on the Web Summary Frank: A Case Study Sara: A Case Study Unit III What Are Learners with Mild Disabilities Like? Chapter Ten Cognitive and Perceptual Characteristics Meet Robert Cognitive Theory and Approaches to Mild Disabilities Constructivist Perspectives Piaget Vygotsky Cognitive Styles Research Field Dependence and Field Independence Impulsivity and Reflectivity Information-Processing Approaches Structural Storage Components Strategic Control Components Executive Control Functions Focus on Culture and Diversity Resources on the Web Summary Charlene: A Case Study Jeanne: A Case Study Chapter Eleven Language Characteristics Meet Tom Definition of Language Which Learners Have Language Difficulties/Disorders Language Components and Skills Phonology Morphology Syntax Semantics Pragmatics Language Channels: Comprehension and Production Language Functions Listening Speaking Reading Writing Common Language Characteristics of Learners with Mild Disabilities Language Difference or Language Disability? Implications of Language Characteristics for Thinking and Learning Focus on Culture and Diversity Resources on the Web Summary Clark: A Case Study Chapter Twelve 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 Attribution of Success or Failure External Attributions and Locus of Control Internal Attributions and Locus of Control Spirals of Failure or Success Learned Helplessness Adolescents with Disabilities in Behavior and Learning 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 Focus on Culture and Diversity Resources on the Web Summary Allison: A Case Study Chapter Thirteen Social—Emotional Characteristics Meet Eddie Perspectives on Social—Emotional Development 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 IDEA 2004 and Serious Discipline Problems Focus on Culture and Diversity Resources on the Web Summary Sammy: A Case Study Appendix A Policy Statements Council for Exceptional Children Labeling and Categorizing of Children Inclusive Schools and Community Settings National Association of School Psychologists Rights Without Labels Council for Learning Disabilities Measurement and Training of Perceptual and Perceptual-Motor Functions Appendix B Legislation and Litigation Glossary References Index