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Author:   Daniel Hallahan ,  James Kauffman ,  Paige Pullen
Publisher:   Pearson Education Limited
Imprint:   Pearson Education Limited
Edition:   12th edition
Dimensions:   Width: 21.60cm , Height: 2.20cm , Length: 27.20cm
Weight:   1.060kg
ISBN:  

9781292022581

ISBN 10:   1292022582
Pages:   548
Publication Date:   23 July 2013
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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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 Retardation versus 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

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Author Information

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 other honors 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 School of 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 journal publications 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 with Troubled 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.

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