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Handbook of Special Education

Edited by James M. Kauffman, Daniel P. Hallahan

Routledge – 2011 – 810 pages

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    978-0-415-80072-3
    April 4th 2011
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    978-0-415-80071-6
    April 4th 2011

Description

Special education is now an established part of public education in the United States—by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this 13-part, 57-chapter handbook is to help profile and bring greater clarity to this sprawling and growing field. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. Key features include:

Comprehensive Coverage—Fifty-seven chapters cover all aspects of special education in the United States including cultural and international comparisons.

Issues & Trends—In addition to synthesizing empirical findings and providing a critical analysis of the status and direction of current research, chapter authors discuss issues related to practice and reflect on trends in thinking.

Categorical Chapters—In order to provide a comprehensive and comparative treatment of the twelve categorical chapters in section IV, chapter authors were asked to follow a consistent outline: Definition, Causal Factors, Identification, Behavioral Characteristics, Assessment, Educational Programming, and Trends and Issues.

Expertise—Edited by two of the most accomplished scholars in special education, chapter authors include a carefully chosen mixture of established and rising young stars in the field.

This book is an appropriate reference volume for anyone (researchers, scholars, graduate students, practitioners, policy makers, and parents) interested in the state of special education today: its research base, current issues and practices, and future trends. It is also appropriate as a textbook for graduate level courses in special education.

Reviews

"With 57 chapters in 13 sections, written by established and emerging researchers and practitioners, this hefty handbook synthesizes current research, reviews recent literature, and discusses trends in special education. While focuses is primarily on current issues in the US, there are also cultural and international comparisons."--Reference and Research Book News

Contents

Preface

I. Historical and Contemporary Issues in Educating Exceptional Learners, Section Editor, James M. Kauffman, University of Virginia

Introduction

1. A History of Special Education, Michael M. Gerber

2. Contemporary Issues, James M. Kauffman, C. Michael Nelson, Richard L. Simpson, & Devery R. Mock

3. Statistics, Data, and Special Educational Decisions: Basic Links to Realities, James M. Kauffman & John Wills Lloyd

4. Designing Rigorous Group Studies in Special Education: Common Understandings of Efficacy, Effectiveness, and Evidence Standards, Lana Santoro, Russell Gersten, & Rebecca A. Newman-Gonchar

5. Special Education and Teacher Preparation, Margo Mastropieri, Tom Scruggs, & Sara Mills

II. Legal Aspects of Special Education, Section Editor, Mitchell L. Yell, University of South Carolina

Introduction

6. The Individuals with Disabilities Education Act: The Evolution of Special Education Law, Mitchell L. Yell, Antonis Katysiannis, & M. Renee Bradley

7. Free Appropriate Public Education, Mitchell L. Yell & Jean B. Crockett

8. Individualized Education Programs for Children with Disabilities, Barbara D. Bateman

9. Least Restrictive Environment, Michael Rozalski, Jason Miller, & Angie Stewart

III. The General Education Context of Special Education, Section Editor, Naomi P. Zigmond, University of Pittsburgh

Introduction

10. Responsiveness to Intervention Models for Reducing Reading Difficulties and Identifying Learning Disability, Rollanda E. O’Connor & Victoria Sanchez

11. Standards-Based Reforms and Students with Disabilities, Martha L. Thurlow & Rachel F. Quenemoen

12. Co-Teaching for Students with Disabilities: A Critical Analysis of the Empirical Literature, Bryan G. Cook, Kimberly A. McDuffie, Linda Oshita, & Sara Cothren Cook

13. General and Special Education Are (and Should Be) Different, Naomi Zigmond & Amanda Kloo

IV. Categorical Issues in Special Education, Section Editors, Daniel P. Hallahan & Paige C. Pullen, University of Virginia

Introduction

14. Intellectual and Developmental Disabilities, Edward A. Polloway, James R. Patton, & Marvalin A. Nelson

15. Learning Disabilities, Paige C. Pullen, Holly B. Lane, Kristen E. Ashworth, & Shelly P. Lovelace

16. Attention-Deficit/Hyperactivity Disorder, Karen J. Rooney

17. Emotional and Behavioral Disorders, Timothy J. Landrum

18. Communication Disorders, Filip Loncke

19. Deaf and Hard of Hearing Students, Jean F. Andrews, Pamela C. Shaw, & Gabriel Lomas

20. Blind and Low Vision, George J. Zimmerman & Kim Zebehazy

21. Traumatic Brain Injury, Renee Lajiness-O'Neill & Laszlo A. Erdodi

22. Current Issues and Trends in the Education of Children and Youth with Autism Spectrum Disorders, Maureen A. Conroy, Janine P. Stichter, & Nicholas Gage

23. Multiple and Severe Disabilities, Susan Bruce

24. Special Gifts and Talents, Carolyn M. Callahan

V. Assessment of Students with Disabilities, Section Editor, Jennifer H. Lindstrom, University of Georgia

Introduction

25. High-Stakes Testing and Accommodations, Jennifer H. Lindstrom

26. Academic Progress Monitoring, Sheri Berkeley & Paul J. Riccomini

VI. Policy and Administration of Special Education, Section Editor, Jean B. Crockett, University of Florida

Introduction

27. Conceptual Models for Leading and Administrating Special Education, Jean B. Crockett

28. Fiscal Policy and Funding for Special Education, Tom Parrish & Jenifer Harr-Robins

29. Using Professional Standards to Inform Leadership in Special Education, Mary Lynn Boscardin

30. Factors Influencing Special Education Teacher Quality and Effectiveness, Bonnie S. Billingsley

VII. Instructional Issues for Students with High Incidence Cognitive Disabilities, Section Editor, John W. Lloyd, University of Virginia

Introduction

31. Reading, Paige C. Pullen & Deanna B. Cash

32. Writing and Students with Disabilities, Steve Graham & Karen R. Harris

33. The Development of Arithmetic and Word-Problem Skill Among Students with Mathematics Disability, Lynn S. Fuchs, Sarah R. Powell, Pamela M. Seethaler, Paul T. Cirino, Jack M. Fletcher, Douglas Fuchs, & Carol L. Hamlett

34. Science and Social Studies, Tom Scruggs, Margo Mastropieri, & Lisa Marshak

35. Physical Education, Luke E. Kelly & Martin C. Block

36. Career and Technical Education, Maureen A. Schloss & Philip L. Gunter

37. Technology and Academic Instruction Considerations for Students with High-Incidence Cognitive Disabilities, Cheryl A. Wissick & J. Emmet Gardner

VIII. Instructional Issues for Students with Low Incidence Cognitive Disabilities, Section Editor, Adelle Renzaglia, University of Illinois

Introduction

38. Educating Students with Significant Cognitive Disabilities: Historical Overview and Future Projections, Fred Spooner & Fredda Brown

39. Systematic Instruction of Students with Severe Disabilities, Erik Drasgow, Mark Wolery, James Halle, & Zahra Hajiaghamohseni

40. Instructional Contexts, John McDonnell

41. Access to General Education Curriculum for Students with Significant Cognitive Disabilities, Mike L. Wehmeyer

42. Preparing Students with Significant Cognitive Disabilities for Life Skills, Stacy K. Dymond

IX. Transition of Adults with High Incidence Disabilities, Section Editor, David J. Scanlon, Boston College

Introduction

43. Transition to Post Secondary Education, Joseph W. Madaus & Manju Banerjee

44. Choice Patterns and Behaviors of Work-Bound Youth with High Incidence Disabilities, Jay W. Rojewski & Noel Gregg

45. Transition to Independent Living, David Scanlon, Jim Patton, & Marshall Raskind

X. Transition of Adults with Low Incidence Disabilities, Section Editor, M. Sherril Moon, University of Maryland

Introduction

46. Preparing Students with Low Incidence Disabilities to Work in the Community, Katherine J. Inge & M. Sherril Moon

47. Preparing Students with Low-Incidence Disabilities for Community Living Opportunities, Jane M. Everson & Meghan H. Trowbridge

XI. Parent and Family Issues in Special Education, Section Editor, George H. S. Singer, University of California at Santa Barbara

Introduction

48. Parent Organizations, H. Rutherford Turnbull, III, Karrie Shogren, & Ann P. Turnbull

49. Resilience in Families of Children with Disabilities: Risk and Protective Factors, George Singer, Christine Maul, Mian Wang, & Brandy Ethridge

50. Promoting Family Outcomes in Early Intervention, Don B. Bailey, Jr., Melissa Raspa, Betsy P. Humphreys, & Ann M. Sam

XII. Early Identification and Intervention in Exceptionality, Section Editor, Maureen A. Conroy, Virginia Commonwealth University

Introduction

51. Advances in Theory, Assessment and Intervention with Infants and Toddlers with Disabilities, Carl J. Dunst

52. Early Intervention and Prevention of Disability: Preschoolers, Kathleen Marshall, William H. Brown, Maureen A. Conroy, & Herman Knopf

53. Frameworks for Guiding Program Focus and Practices in Early Intervention, Patricia A. Snyder, Tara W. McLaughlin, & Maria K. Denney

54. Early Identification and Intervention in Gifted Education: Developing Talent in Diverse Learners, Catherine M. Brighton & Jane M. Jarvis

XIII. Cultural and International Issues in Special Education, Section Editor, Dimitris Anastasiou, University of Western Macedonia

Introduction

55. Ethnicity and Exceptionality, Dimitris Anastasiou, Ralph Gardner, III, & Domna Michail

56. Gender and Exceptionality, Martha J. Coutinho & Donald P. Oswald

57. International Differences in Provision for Exceptional Learners, Dimitris Anastasiou & Clayton Keller

Author Bio

James M. Kauffman (Ed.D., University of Kansas) is Professor Emeritus of Education at the Curry School of Education at the University of Virginia. He was the William Clay Parrish Professor of Education from 1992–1994, the Charles S. Robb Professor of Education 1999–2003, and received the Outstanding Faculty Award from the Curry School of Education in 1997. He received the Research Award, Council for Exceptional Children in 1994 and the Outstanding Leadership Award, Council for Children with Behavioral Disorders in 2002. He is the author or co-author of many books, chapters, and articles in special education.

Daniel P. Hallahan (Ph.D., University of Michigan) has been the Charles S. Robb Professor of Education at the University of Virginia’s Curry School of Education since 1971. He was the inaugural editor of Exceptionality and serves on the editorial boards of Learning Disabilities Research and Practice, Learning Disability Quarterly, The Journal of Special Education, and Exceptionality. He is a past president of the Division of Learning Disabilities of CEC and in 2000 received the CEC Career Research Award. He is the author or co-author of many books, chapters, and articles in special education.

Name: Handbook of Special Education (Hardback)Routledge 
Description: Edited by James M. Kauffman, Daniel P. Hallahan. Special education is now an established part of public education in the United States—by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization,...
Categories: Inclusion and Special Educational Needs, Emotional & Behavioural Difficulties, Gifted & Talented, Language & Communication Difficulties, Learning Difficulties, Severe, Profound & Multiple learning Difficulties