Learners with Mild Disabilities

<div class="c-un-numbered-list_container"> <h2>Brief Table of Contents</h2> <h3>Unit I Setting the Stage</h3> <ul> <li>Chapter 1 Perspectives on Disability</li> <li>Chapter 2 Issues in Assessment and Identification</li> <li>Chapter 3 Issues in Instruction and Placement</li> </ul> <h3>Unit II Who Are the Learners with Mild Disabilities?</h3> <ul> <li>Chapter 4 Learners with Intellectual and Developmental Disabilities</li> <li>Chapter 5 Learners with Learning Disabilities</li> <li>Chapter 6 Learners with Emotional or Behavioral Disorders</li> <li>Chapter 7 Learners with Difficulties in Attention, Communication, and Physical and Sensory Functioning</li> <li>Chapter 8 Learners with Autism Spectrum Disorders</li> </ul> <h3>Unit III What Are Learners with Mild Disabilities Like?</h3> <ul> <li>Chapter 9 Cognitive and Perceptual Characteristics</li> <li>Chapter 10 Language Characteristics</li> <li>Chapter 11 Academic Learning Characteristics</li> <li>Chapter 12 Social–Emotional Characteristics</li> </ul> </div> <div class="c-un-numbered-list_container"> <h2>Detailed Table of Contents</h2> <h3>Unit I Setting the Stage 1</h3> <ul> <li><strong>Chapter 1 Perspectives on Disability</strong> <ul> <li><strong>Meet Benny 3</strong> Studying High-Prevalence Disabilities</li> <li>Mild Does not Mean “not Serious”</li> <li>The Power of Language</li> <li>Labeling, Classifying, and Identifying</li> <li>To Classify or Not to Classify</li> <li>Additional Thoughts on Labeling</li> <li>The Historical Context of Disability</li> <li>Early History of Disability</li> <li>The Middle Ages, the Renaissance, and the Enlightenment</li> <li>Disability Services in the United States (1800–1950)</li> <li>Eugenics in Europe and the United States</li> <li>The Testing Movement in Europe and the United States</li> <li>Serving Children Identified as Having Disabilities</li> <li>Disabilities in the United States from 1950 to the Present</li> <li>Legislative and Legal Supports</li> <li>Overview of the IDEA Principles</li> <li>History of Rights Won in U.S. Courts</li> <li>Special Needs Education Internationally</li> <li>Trends in History</li> <li><strong>A Case Study Patty</strong></li> </ul></li> <li><strong>Chapter 2 Issues in Assessment and Identification</strong> <ul> <li><strong>Meet Jeffrey</strong></li> <li>Assessment and Evaluation Requirements in Idea</li> <li>Universal Design and Assessment</li> <li>Purposes of Assessing Students with Special Educational Needs</li> <li>Types of Assessment Instruments and Techniques</li> <li>Norm-Referenced Assessment</li> <li>Criterion-Referenced and Curriculum-Based Assessment</li> <li>Performance Assessment</li> <li>Portfolio Assessment</li> <li>Functional Behavioral Assessment</li> <li>Reporting on Student Progress: The Report Card</li> <li>Best Practices in Assessment of Learners with Disabilities</li> <li>Issues in Disability Identification</li> <li>Categories as Social Constructions</li> <li>Noncategorical Models of Service as an Alternative?</li> <li>Response to Intervention: A Noncategorical Strategy For Assessment and Identification</li> <li>Response to Intervention</li> <li>A Prevention Framework as Support</li> <li><strong>A Case Study Sharon</strong></li> </ul></li> <li><strong>Chapter 3 Issues in Instruction and Placement</strong> <ul> <li><strong>Meet Enrico</strong></li> <li>Curriculum and Learners with Mild Disabilities</li> <li>Alternatives to Instructional Accommodations</li> <li>Instructional Strategies to Enhance Curricular Access</li> <li>Explicit Teaching</li> <li>Peer-Mediated Instruction</li> <li>Cognitive Strategies</li> <li>Positive Behavioral Supports</li> <li>Instruction and Individualized Education Program Planning</li> <li>Alternative Curricula and Assessments</li> <li>Idea 2004 and the Location of Services</li> <li>Least Restrictive Environment</li> <li>Models of Service Commonly Used for Students with Mild Disabilities</li> <li>Inclusion: A Continuing Issue in Special Education</li> <li><strong>A Case Study Angie</strong></li> </ul></li> </ul> <h3>Unit II Who Are the Learners with Mild Disabilities?</h3> <ul> <li><strong>Chapter 4 Learners with Intellectual and Developmental Disabilities</strong> <ul> <li><strong>Meet Caroline</strong></li> <li>Naming This Group of Learners</li> <li>Historical Foundations of Intellectual Disabilities</li> <li>Development of the Definition of Intellectual Disabilities in the United States</li> <li>Idea Definition of Intellectual Disabilities</li> <li>Additional Perspectives on Defining Intellectual Disabilities</li> <li>The New Generation of AAMR/AAIDD Definitions</li> <li>Developmental Disabilities and Delay</li> <li>An Alternative Definition with an Instructional Perspective</li> <li>Levels of Severity</li> <li>Educational Terminology</li> <li>Supports and Intensity of Support Needs</li> <li>Prevalence of Intellectual Disabilities</li> <li>Conditions Associated with Risk of Intellectual Disabilities</li> <li>Biomedical Risk Factors</li> <li>Environmental (Social, Behavioral, Educational) Risk Factors</li> <li>Nature or Nurture?</li> <li>Typical Characteristics of Persons with Intellectual Disabilities</li> <li><strong>A Case Study Donald</strong></li> </ul></li> <li><strong>Chapter 5 Learners with Learning Disabilities</strong> <ul> <li><strong>Meet Peter</strong></li> <li>Naming this Group of Learners</li> <li>Historical Development of the Concept of Learning Disabilities</li> <li>IDEA Definition of Specific Learning Disabilities</li> <li>Assessment and Identification Issues</li> <li>Issues with Discrepancy Determination (1965–2004)</li> <li>IDEA 2004 and Changes in Identification Procedures</li> <li>Response to Intervention as an Identification Process</li> <li>An Alternative Definition of Learning Disabilities</li> <li>Prevalence of Learning Disabilities</li> <li>Conditions Associated with Learning Disabilities</li> <li>Characteristics of Students with Learning Disabilities</li> <li><strong>A Case Study Grace</strong></li> </ul></li> <li><strong>Chapter 6 Learners with Emotional or Behavioral Disorders</strong> <ul> <li><strong>Meet Nicki</strong></li> <li>Terms to Refer to This Group of Learners</li> <li>Historical Foundations of Emotional and Behavioral Disorders</li> <li>Idea Definition of Emotional Disturbance</li> <li>Social Maladjustment: Definition and Exclusion</li> <li>An Alternative Definition of Emotional or Behavioral Disorders</li> <li>Assessment and Identification Issues</li> <li>Response to Intervention</li> <li>Levels of Severity</li> <li>Prevalence of Emotional or Behavioral Disorders</li> <li>Factors Associated with Emotional or Behavioral Disorders</li> <li>Biological Factors</li> <li>Family Factors</li> <li>Environmental, Social, and School Factors</li> <li>Types of Emotional or Behavioral Disorders</li> <li><strong>A Case Study Carter</strong></li> </ul></li> <li><strong>Chapter 7 Learners with Difficulties in Attention, Communication, and Physical and Sensory Functioning</strong> <ul> <li><strong>Meet Nancy</strong></li> <li>Learners With Attention Problems</li> <li>Naming This Group of Learners</li> <li>Historical Development of the Concept of ADHD</li> <li>ADHD and the IDEA</li> <li>Current ADHD Definition in the DSM-5</li> <li>Identification of Learners with ADHD</li> <li>Presentations of ADHD</li> <li>Levels of Severity</li> <li>Prevalence of ADHD</li> <li>Factors and Conditions Associated with ADHD</li> <li>Characteristics of Individuals with ADHD</li> <li>Issue: Should ADHD Be a Separate Category in IDEA?</li> <li>Communication Disorders</li> <li>Physical And Sensory Disabilities</li> <li>Physical and Health Disabilities</li> <li>Sensory Disabilities</li> <li>Traumatic Brain Injury</li> <li>Medication: A Persistent Issue</li> <li><strong>A Case Study Frank</strong></li> </ul></li> <li><strong>Chapter 8 Learners with Autism Spectrum Disorders</strong> <ul> <li><strong>Meet Jacob</strong></li> <li>Naming This Group of Learners</li> <li>Historical Development of The Concept of Autism Spectrum Disorders</li> <li>IDEA Definition of Autism Spectrum Disorders</li> <li>The Psychiatric/Medical Definition of Autism Spectrum Disorders (DSM-5)</li> <li>Assessment and Identification Issues</li> <li>Prevalence of Autism Spectrum Disorders</li> <li>Levels of Severity</li> <li>Conditions Associated with Autism Spectrum Disorders</li> <li>Characteristics of Students with Autism Spectrum Disorders</li> <li>Social Communication and Interaction</li> <li>Restricted, Repetitive Behaviors, Interests, or Activities</li> <li>Other Related Characteristics and Behaviors</li> <li>Diagnostic Conditions Previously Included on the Spectrum</li> <li><strong>A Case Study Sara</strong></li> </ul></li> </ul> <h3>Unit III What Are Learners with Mild Disabilities Like?</h3> <ul> <li><strong>Chapter 9 Cognitive and Perceptual Characteristics</strong> <ul> <li><strong>Meet Robert</strong></li> <li>Cognitive Theory and Approaches to Mild Disabilities</li> <li>Constructivist Perspectives</li> <li>Piaget and Biological Constructivism</li> <li>Vygotsky and Social Constructivism</li> <li>Cognitive Styles Research</li> <li>Field Dependence/Independence</li> <li>Impulsivity and Reflectivity</li> <li>Information-Processing Theory</li> <li>Structural Storage Components</li> <li>Strategic Control Components</li> <li>Executive Functions</li> <li><strong>A Case Study Charlene</strong></li> </ul></li> <li><strong>Chapter 10 Language Characteristics</strong> <ul> <li><strong>Meet Tom</strong></li> <li>Definition of Language</li> <li>Impairments in Speech and Language</li> <li>Language Components and Skills</li> <li>Phonology</li> <li>Morphology</li> <li>Syntax</li> <li>Semantics</li> <li>Pragmatics</li> <li>Receptive and Expressive Language Channels</li> <li>Language Functions</li> <li>Listening</li> <li>Speaking</li> <li>Reading</li> <li>Writing</li> <li>Common Language Characteristics of Learners With Mild Disabilities</li> <li>Language Difference or Disability?</li> <li>Implications of Language Characteristics for Thinking and Learning</li> <li><strong>A Case Study Gavin</strong></li> </ul></li> <li><strong>Chapter 11 Academic Learning Characteristics</strong> <ul> <li><strong>Meet Barbara</strong></li> <li>What Is Learning?</li> <li>Stages of Learning</li> <li>Acquisition and Reversion</li> <li>Proficiency and Automaticity</li> <li>Maintenance</li> <li>Generalization</li> <li>Adaptation</li> <li>Critical Learning Needs of Students with Disabilities</li> <li>The Role of Motivation</li> <li>Extrinsic Motivation</li> <li>Intrinsic Motivation</li> <li>Locus of Control and Attributions of Success or Failure</li> <li>External Causal Attributions and Locus of Control</li> <li>Internal Causal Attributions and Locus of Control</li> <li>Spirals of Failure or Success</li> <li>Learned Helplessness</li> <li>Adolescents with Disabilities in Behavior and Learning</li> <li>Self-Determination</li> <li>Learning Styles and Multiple Intelligences</li> <li>Learning Styles</li> <li>Multiple Intelligences</li> <li>Universal Design for Learning</li> <li>Instructional Needs of Learners with Disabilities</li> <li>Time Allowed for Instruction</li> <li>Persistence or Motivation</li> <li>Pupils’ Aptitude for Instruction</li> <li>Ability to Understand Instruction</li> <li>Quality of Instruction</li> <li><strong>A Case Study Allison</strong></li> </ul></li> <li><strong>Chapter 12 Social–Emotional Characteristics</strong> <ul> <li><strong>Meet Eddie</strong></li> <li>Perspectives on Social–Emotional Characteristics</li> <li>Developmental Perspectives</li> <li>Erikson’s Theory of Psychosocial Development</li> <li>Emotional Development</li> <li>Development of Social Perspective Taking</li> <li>Social Competence and Cognitive Development</li> <li>Social Intelligence</li> <li>Emotional Competence</li> <li>Social Cognitive Delay</li> <li>The Relationship Between Problems in Behavior and Problems in Learning</li> <li>Behavior from an Ecological Perspective</li> <li>Risk and Resilience</li> <li>Maladaptive Behavior</li> <li>Patterns of Maladaptive Behavior</li> <li>Externalizing Behaviors</li> <li>Internalizing Behaviors</li> <li>Idea 2004 and Serious Discipline Problems</li> <li><strong>A Case Study Sammy</strong></li> </ul></li> </ul> </div>