| کد | bk-30573 |
|---|---|
| نوع | کاغذی |
| عنوان | Exceptional children and youth : an introduction to special education |
| نویسنده | Nancy Ann Hunt |
| نویسنده | Kathleen J Marshall |
| ناشر | Houghton Mifflin |
| محل نشر | Boston |
| سال انتشار | 2002میلادی |
| نوبت چاپ | 1 |
| تعداد جلد | 1 |
| زبان | انگلیسی |
| قطع | وزیری |
| چکیده |
pt. 1. Building blocks for working with exceptional children and youth -- 1. The context of special education : focus on the individual -- Definitions and terms -- Prevalence of exceptional children -- Foundations of special education -- Early history : great teachers and their legacy -- Later history : advocates for social change -- Legislation -- Litigation -- Individualized education -- The individualized family service plan (IFSP) -- The individualized education program (IEP) -- The individualized transition plan -- The pros and cons of labeling -- Educational setting -- Measuring progress and identifying ongoing challenges -- Progress in community settings -- 2. Risk factors and early intervention -- Definitions and terms -- Types of risk -- Biological risk -- Environmental risk -- Prevention -- Major strategies for prevention -- Early intervention as prevention -- Identification and assessment of infants at risk -- Techniques for identification and assessment -- The problems of predicting disabilities from risk factors -- The resilient child -- 3. Families and culture -- Definitions and terms -- Macroculture -- Microcultures -- Minority and ethnic groups -- Cultural diversity -- Approaches to studying families -- The family systems approach -- Ecocultural theory -- Family reactions to disability across cultures -- Factors affecting families' reaction -- Impact of exceptionality on family functions -- Exceptionality and family interactions -- Coping strategies and sources of support -- The role of the family in special education services -- The parents' rights -- Before formal schooling : the early years -- During the school years -- Leaving school -- Transitions to work and higher education -- Family concerns for the future -- Working with culturally diverse families -- Know yourself -- Developing cultural competence -- pt. 2. Learning about the potential of exceptional children -- 4. Children with learning disabilities -- Definitions and terms -- The federal definition -- Key elements in the federal definition -- Causes of learning disabilities -- Internal factors -- External factors -- Prevalence -- Effects on the developing person -- Learning disabilities and cognition : approaches to learning -- Learning disabilities and academic performance -- Reading -- Language arts -- Mathematics -- Learning disabilities and social and emotional development -- Effects on the family -- Educational issues and teaching strategies -- Early identification -- Assessment for teaching -- Approaches and strategies -- Instructional considerations for culturally diverse learners -- Adapting classroom materials -- Placement and program options -- In-class options -- Resource or pullout programs -- Self contained or alternative placements -- Adult life -- 5. Children with mental retardation -- Definitions and terms -- Intelligence and general cognitive functioning -- Adaptive behavior -- Manifestation during the developmental period -- Classification issues -- Prevalence -- Causes -- Effects on the developing person -- Language development -- Physical development -- Social and emotional development -- Effects on the family -- In classrooms and other educational settings -- Early intervention -- Curriculum -- Educational setting -- Teaching strategies -- Technology -- Transition to adult life -- Employment opportunities -- Sheltered employment -- Supported employment -- Independent competitive employment -- Residential options -- Personal and civil rights -- 6. Children with severe disabilities -- Definitions and terms -- Severe disabilities -- Sever and profound mental retardation -- Causes -- Effects on the developing child -- Cognitive development -- Physical development and health -- Language development and communication -- Social behaviors and emotional development -- Effects on the family -- Family attitudes and reactions -- Family roles in education -- In classrooms and other educational settings -- Normalization -- Inclusion -- Curriculum -- Technology -- Transition programming -- Transition between levels of school -- Transition from segregated to integrated settings -- Transition from school to work -- Ethical issues -- The right to life -- The right to education -- 7. Children with behavioral and emotional disorders -- Definitions and terms -- The federal definition -- Rate, intensity, duration, age appropriateness -- Classifying behavioral disorders -- The DSM-IV system -- Emotional classification system -- Classification and the teacher -- Prevalence -- Causes -- Environmental factors -- Physiological factors -- Effects on the developing child -- School achievement -- Social adjustment -- Language and communication -- Severe disorders -- Effects on the family -- Family interaction -- Parents and the schools -- Attention deficit/hyperactivity disorder -- Assessment and diagnosis -- Characteristics -- Educational programs for students with ADHD -- In classrooms -- Early intervention -- Identification and assessment : the classroom teacher's role -- Instructional setting -- Teaching strategies -- Discipline in the schools -- Transition -- 8. Autism and related syndromes -- Definitions and terms -- Defining autism -- Asperger's syndrome -- The problem of dual diagnosis -- Causes -- Prevalence -- Historical opinions about causes -- Current opinions about causes -- Effects on the developing child -- Cognitive characteristics -- Physical characteristics -- Social interaction -- Language and communication -- Behavior -- Effects on the family -- In classrooms and other settings -- The importance of early intervention -- Applied behavior analysis -- Environmental interventions : Project TEACCH -- Biochemical interventions -- Alternative interventions -- Transition to adulthood -- Educational issues -- The right to nonaversive interventions -- 9. Children with communication disorders -- Definitions and terms -- Communication -- Language -- Speech -- Language development -- Language acquisition -- Speech production -- Types of communication disorders -- Language disorders -- Speech disorders -- Dialects and language differences -- Hearing loss -- Causes of communication disorders -- Prevalence -- Recognizing risk for a language disorder -- Preschool years -- Kindergarten and early school years -- In classrooms -- Identification -- Assessment -- Placement and service options -- Strategies for working with students with communication learning needs -- Members of the collaborative team -- Technology -- 10. Children who are deaf and hard of hearing -- Definitions and terms -- Hearing and hearing loss -- Classification issues -- Causes of hearing loss -- Conductive hearing loss -- Sensorineural hearing loss -- Students with hearing loss and additional disabilities -- Prevalence -- Measurement of hearing loss -- Effects on the developing person -- Language development -- Cognitive and intellectual development -- School achievement -- Social and emotional development -- Effects on the family -- Deafness and culture -- In classrooms -- Early identification and intervention -- Developing communication skills -- Curriculum -- Assessment -- School placement -- Educational quality for deaf students -- Technological advances -- Hearing aids -- Cochlear implants -- Assistive listening devices -- Telecommunication devices -- Captioning -- Technology for instruction -- 11. Children who are blind or have low vision -- Definitions and terms --- Prevalence -- How we see -- Causes of visual impairment -- Effects of visual impairment -- Effects on the developing person -- Effects on the family -- In classrooms -- Early intervention -- Identification and assessment -- Curriculum -- Placement for students who are visually impaired -- Education for students with additional disabilities -- Technological advance -- 12. Children with physical disabilities and health impairments -- Definitions and terms -- Prevalence -- Types of physical disabilities -- Neurological conditions -- Musculoskeletal conditions -- Traumatic injury -- Types of health impairments -- Asthma -- Juvenile diabetes -- Cystic fibrosis -- Acquired immune deficiency syndrome (AIDS) -- Childhood cancer -- Attention deficit hyperactivity disorder (ADHD) -- Multiple disabilities -- Effects on the developing child -- Cognitive and intellectual development -- Communication and language development -- Social and emotional development -- Effects on the family -- In classrooms -- Early intervention -- Identification and assessment : the classroom teacher's role -- The transdisciplinary approach -- Educational setting -- Students who are technologically dependent -- Classroom accessibility -- Technology -- Mobility -- Communication -- Adult life -- Advocacy -- 13. Children who are gifted and talented -- Definitions and terms -- Early scholars and their thoughts on giftedness -- Current definitions of giftedness -- Criteria for identification -- Factors contributing to giftedness -- Hereditary and biological factors -- Environmental factors -- Prevalence -- Special populations of gifted students -- Gifted girls -- Gifted students with disabilities -- Underachieving gifted students -- Culturally diverse gifted students -- Highly gifted students -- Effects on the developing person -- Cognitive development -- Social and emotional development -- Physical development -- Gifted adolescents -- Effects on the family -- Early intervention -- Identification and assessment : the teacher's role -- Curriculum modifications in the general education classroom -- Placement alternatives -- Program models -- Technology -- pt. 3. Looking at special education programs -- 14. Inside special education classes -- Special education and general education : commonalities, collaboration, and conflict -- Are inclusive special education programs effective? -- Strategies for promoting effective programs -- Featured programs -- Inclusive program for elementary students with moderate to severe disabilities -- What factors were critical to the success of the program? -- Transition from middle school to high school -- Glossary |
| تاریخ ثبت در بانک | 11 خرداد 1399 |