A primary text for use in high-prevalence courses in special education programs. A critical look at four high-prevalence mild disabilities as seen from several unique perspectives. Learners with Mild Disabilities focuses on four high-prevalence disorders: mild intellectual disabilities, learning disabilities, emotional/behavioral disorders, and ADHD. The text also considers the Autism Spectrum Disorders, such as HFA and Asperger's Syndrome, in addition to other mild conditions such as communication disorders. This text looks first at the concept of disability from conventional categorical perspectives, and then shifts to focusing on learners from the perspective of alternative, non-categorical frameworks. It describes students with disabilities and related conditions with respect to a variety of individual strengths and needs, considering their cognitive, perceptual, language, academic learning, and social/emotional characteristics. The reader is encouraged to apply these conceptual frameworks through the analysis of numerous vignettes and extended case studies that are drawn from the experiences of real children and teachers throughout the text.
Using this non-categorical framework best prepares special educators for the complex job of providing effective services to the full and unique spectrum of students with mild disabilities.
Table of Contents:
Preface
UNIT I SETTING THE STAGE
Chapter 1 Perspectives on Disability
Meet Clarence
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, 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 United States Courts
Trends in History
Summary
Ed Murphy: A Case Study
Chapter 2 Issues in Assessment and Identification Meet Jeffrey
Assessment and Evaluation Requirements in IDEA
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
Best Practices in Assessment of Children and Youth with Disabilities
Issues in Identification
Categories as Social Constructions
Are Non-categorical Models of Service an Alternative?
Response to Intervention: A Non-Categorical Strategy for Assessment and Identification
A Prevention Framework as Support
Summary
Sharon: A Case Study
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 Tutoring
Cooperative Learning
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 (LRE)
Models of Service Commonly Used for Students with Mild Disabilities
Inclusion: A Continuing Issue in Special Education
Summary
Angie: A Case Study
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 Other AAIDD/AAMR 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 and Developmental Disabilities
Biomedical Risk Factors
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