Exceptional Lives: Special Education in Today's Schools, 6th Edition

Through real-life stories about children, their families, and their teachers, and through the use of the most recent evidence-based research on special education, this important book provides students with a comprehensive introduction to special education and its relationship to general education. The sixth edition provides this experience within the framework of three guiding themes: Inclusion, Partnerships, and Universal Design for Learning.

 

Long noted for its focus on progress in general education through inclusion, families, and parent-professional partnerships, the new sixth edition of Exceptional Lives: Special Education in Today's Schools, now includes a “Values and Outcomes” end-of-chapter feature that focuses on ideal educational results as well as IEP marginal notes that allow readers to link content to practical lessons.

 

New to this Edition!

 

NEW! “Values and Outcomes”sections appear at the end of each chapter to discuss the ideal educational outcomes for each student presented in the opening vignette — outcomes that can occur if teachers put highly effective, research-based strategies into practice and uphold the values addressed throughout the book.

NEW! IEP Margin Notes are integrated throughout each chapter to help inform teachers of their role in the IEP process in relation to chapter content video clips on MyEducationLab reinforce this IEP focus. Both IEP features help link content with a practical focus. 

MyEducationLab! To package this text with the book-specific version of MyEdLab use this ISBN: 0-136-10141-0

Chapter 3 is completely revised in the sixth edition. See the table of contents for changes.

More in-depth coverage in chapter 2 on the IEP process.

More in-depth coverage of Response-to-Intervention (RTI) in chapter 5.

Contents

 

Chapter 1 — Overview of Today’s Special Education                

Who Is Thomas Ellenson?        

Profile of Special Education Students and Personnel in Today’s Schools           

            Who Are the Students?

Who Are Special Education Personnel?           

Overview of the Law and Special Education                 

            Two Types of Discrimination                

            Judicial Decisions and Legislation         

            Special Education and Students’ Eligibility        

            Components of Special Education        

IDEA: Six Principles                

            Zero Reject     

            Nondiscriminatory Evaluation   

            Appropriate Education 

            Least Restrictive Environment  

            Procedural Due Process          

            Parent and Student Participation           

            Bringing the Six Principles Together                  

            Federal Funding of IDEA         

NCLB and Other Federal Laws           

            No Child Left Behind Act        

            Rehabilitation Act        

            Tech Act         

Special Education Results        

Values and Outcomes              

What Do You Think?              

Addressing the Standards: The Values Connection       

Summary         

 

Chapter 2 — Ensuring Progress in the General Education Curriculum Through Universal Design for Learning and Inclusion                       

Who Is Dani Gonzalez?           

What Is “Progress in the General Education Curriculum”?                     

            How Does the General Education Curriculum Benefit Students with Disabilities?           

            Why Is Progress in the General Education Curriculum Valued? 

How Do Supplementary Aids and Services and Universal Design for Learning Support Progress?         

            What Are Supplementary Aids and Services?   

            What Is Universal Design?       

            How Does Universal Design for Learning Facilitate Progress?   

How Does Inclusion Support Progress?           

            What Are Student-Placement Trends? 

            What Is Inclusion?       

            What Student Outcomes Are Associated with Inclusion?          

            How Does Inclusion Facilitate Progress?          

How Does a Student’s IEP Support Progress? 

            Who Designs an IEP and What Are Their Duties?                    

            What Are the Components of the IEP?

            Addressing Progress Through the IEP  

What Should Educators Do to Support Progress?        

            Creating Learning Communities

            Designing Units and Lessons                

            Implementing Schoolwide Instructional Strategies                     

Values and Outcomes              

What Do You Think?              

Addressing the Standards: The Values Connection       

Summary         

 

Chapter 3  -- Issues and Responses in Today’s Culturally Diverse Schools                   

Who Is De’Ja McGee?

Defining Culture and Its Implications for Special Education                   

The Social Context of Special Education          

            History Justifying IDEA

Disproportionate Representation          

            Risk Ratios      

            Percentage of Students in Special Education in Different Environments by          Race/Ethnicity              

            Gifted Education Placement                 

Factors Associated with Disproportionate Representation and Educational Equality       

            Racial/Ethnic Considerations                

            Language Considerations         

            Poverty Considerations

            Relationships Among Race-Ethnicity, Language, and Poverty    

Becoming a Culturally Responsive Teacher and Advocate        

            Enhancing Self-Awareness       

            Increasing Your Knowledge and Experiences of Other Cultures

            Implementing Culturally Responsive Instruction 

            Advocating for Systems Change           

Values and Outcomes              

What Do You Think?              

Addressing the Standards: The Values Connection                   

Summary         

 

Chapter 4 — Today’s Families and Their Partnerships with Professionals           

Who Is the Holley Family?                   

Who Are Today’s Families?                

            Defining Family

            Demographics of Today’s Families       

What Are Partnerships and Why Are They Important? 

            Defining Partnerships   

            Importance of Partnerships      

How Do Children with Exceptionalities Affect Their Families’ Quality of Life, and What Is Your Role as an Educator?              

            Emotional Well Being               

            Parenting         

            Family Interaction        

            Physical/Material Well-Being               

            Exceptionality-Related Support

How Can You Form Partnerships with Families?          

            Communication

            Professional Competence         

            Respect           

            Commitment                

            Equality           

            Advocacy        

            Trust               

Values and Outcomes              

What Do You Think?              

Addressing the Standards: The Values Connection                   

Summary         

 

Chapter 5 — Understanding Students with Learning Disabilities  

Who Is Lauren Marsh?

Identifying Students with Learning Disabilities   

            Defining Learning Disabilities    

            Describing the Characteristics  

            Determining the Causes

Evaluating Students with Learning Disabilities    

            Determining the Presence of a Learning Disability         

            Determining the Nature of Specially Designed Instruction and Services  

Designing an Appropriate IEP  

            Partnering for Special Education and Related Services  

            Determining Supplementary Aids and Services 

            Planning for Universal Design for Learning        

            Planning for Other Educational Needs  

Using Effective Instructional Strategies  

            Early Childhood Students: Embedded Learning Opportunities   

            Elementary and Middle School Students: Differentiated Instruction                    

            Secondary and Transition Students: Learning Strategies

Including Students with Learning Disabilities     

Assessing Students’ Progress               

            Measuring Students’ Progress              

            Making Accommodations for Assessment        

Values and Outcomes              

What Do You Think?  

Addressing the Standards: The Values Connection                   

Summary         

 

Chapter 6 — Understanding Students with Communication Disorders     

Who Is George Wedge?          

Identifying Students with Communication Disorders                  

            Defining Communication Disorders       

            Describing the Characteristics  

            Determining the Causes            

Evaluating Students with Communication Disorders                  

            Determining the Presence of Communication Disorders 

            Determining the Nature of Specifically Designed Instruction and Services          

Designing an Appropriate IEP  

            Partnering for Special Education and Related Services  

            Determining Supplementary Aids and Services 

            Planning for Universal Design for Learning                    

            Planning for Other Educational Needs  

Using Effective Instructional Strategies  

            Early Childhood Students: Facilitative Language Strategies                    

            Elementary and Middle School Students: Graphic Organizer Modifications        

            Secondary and Transitional Students: Augmented Input

Including Students with Communication Disorders        

Assessing Students’ Progress               

            Measuring Students’ Progress              

            Making Accommodations for Assessment        

Values and Outcomes  

What Do You Think?              

Addressing the Standards: The Values Connection       

Summary         

 

Chapter 7 — Understanding Students with Emotional or Behavioral Disorders    

Who Is Matthew Ackinclose?              

Identifying Students with Emotional or Behavioral Disorders     

            Defining Emotional or Behavioral Disorders                  

            Describing the Characteristics  

            Determining the Causes

Evaluating Students with Emotional or Behavioral Disorders      

            Determining the Presence of Emotional or Behavioral Disorders

            Determining the Nature of Specifically Designed Instruction and Services          

Designing an Appropriate IEP  

            Partnering for Special Education and Related Services  

            Determining Supplementary Aids and Services 

            Planning for Universal Design for Learning        

            Planning for Other Educational Needs  

Using Effective Instructional Strategies  

            Early Childhood Students: Multicomponent Interventions to Prevent Conduct     Disorders        

            Elementary and Middle School Students: Service Learning                    

            Secondary and Transition Students: Conflict Resolution

Including Students with Emotional or Behavioral Disorders                   

Assessing Students’ Progress               

            Measuring Students’ Progress              

            Making Accommodations for Assessment        

Values and Outcomes              

What Do You Think?              

Addressing the Standards: The Values Connection       

Summary         

 

Chapter 8 — Understanding Students with Attention-Deficit/Hyperactivity Disorder        

Who Is Kelsey Blankenship?               

Identifying Students with AD/HD         

            Defining Attention-Deficit/Hyperactivity Disorder          

            Describing the Characteristics  

            Determining the Causes

Evaluating Students with AD/HD          

            Determining the Presence of AD/HD                

            Determining the Nature of Specifically Designed Instruction and Services                      

Designing an Appropriate IEP  

            Partnering for Special Education and Related Services  

            Determining Supplementary Aids and Services 

            Planning for Universal Design for Learning        

            Planning for Other Educational Needs  

Using Effective Instructional Strategies  

            Early Childhood Students: Multidisciplinary Diagnostic and Training Program    

            Elementary and Middle School Students: Errorless Learning     

            Secondary and Transition Students: Cognitive Behavioral and Self-Control        Strategies        

Including Students with AD/HD           

Assessing Students’ Progress               

            Measuring Students’ Progress              

            Making Accommodations for Assessment                    

Values and Outcomes              

What Do You Think?  

Addressing the Standards: The Values Connection       

Summary         

 

Chapter 9 — Understanding Students with Intellectual Disability 

Who Is Stephen Sabia?           

Identifying Students with Intellectual Disability   

            Defining Intellectual Disability   

            Describing the Characteristics  

            Determining the Causes

Evaluating Students with Intellectual Disability   

            Determining the Presence of Intellectual Disability                     

            Determining the Nature of Specifically Designed Instruction and Services                      

Designing an Appropriate IEP  

            Partnering for Special Education and Related Services  

            Determining Supplementary Aids and Services 

            Planning for Universal Design for Learning        

            Planning for Other Educational Needs  

Using Effective Instructional Strategies  

            Early Childhood Students: Prelinguistic Milieu Teaching

            Elementary and Middle School Students: The Self-Determined Learning Model of         Instruction       

            Secondary and Transition Students: Community-Based Instruction                    

Including Students with Intellectual Disability     

Assessing Students’ Progress               

            Measuring Students’ Progress              

            Making Accommodations for Assessment        

Values and Outcomes              

What Do You Think?  

Addressing the Standards: The Values Connection       

Summary         

 

Chapter 10 — Understanding Students with Multiple Disabilities 

Who Is Sierra Smith?               

Identifying Students with Multiple Disabilities    

            Defining Multiple Disabilities     

            Describing the Characteristics  

            Determining the Causes

Evaluating Students with Multiple Disabilities    

            Determining the Presence of Multiple Disabilities           

            Determining the Nature of Specifically Designed Instruction and Services          

Designing an Appropriate IEP  

            Partnering for Special Education and Related Services  

            Determining Supplementary Aids and Services 

            Planning for Universal Design for Learning                    

            Planning for Other Educational Needs  

Using Effective Instructional Strategies  

            Early Childhood Students: Children’s School Success   

            Elementary and Middle School Students: The Partial Participation Principle       

            Secondary and Transition Students: Student-Directed Learning Strategies         

Including Students with Multiple Disabilities      

Assessing Students’ Progress   

            Measuring Students’ Progress              

            Making Accommodations for Assessment        

Values and Outcomes              

What Do You Think?              

Addressing the Standards: The Values Connection       

Summary         

 

Chapter 11 — Understanding Students with Autism       

Who Is Shawn Jackson?          

Identifying Students with Autism           

            Defining Autism           

            Describing the Characteristics  

            Determining the Causes

Evaluating Students with Autism           

            Determining the Presence of Autism                 

            Determining the Nature of Specifically Designed Instruction and Services          

Designing an Appropriate IEP  

            Partnering for Special Education and Related Services  

            Determining Supplementary Aids and Services 

            Planning for Universal Design for Learning        

            Planning for Other Educational Needs  

Using Effective Instructional Strategies  

            Early Childhood Students: Social Stories          

            Elementary and Middle School Students: Schoolwide Positive Behavior Support           

            Secondary and Transition Students: Discrete Trial Teaching                  

Including Students with Autism 

Assessing Students’ Progress               

            Measuring Students’ Progress              

            Making Accommodations for Assessment        

Values and Outcomes              

What Do You Think?              

Addressing the Standards: The Values Connection       

Summary         

 

Chapter 12 — Understanding Students with Physical Disabilities and Other Health Impairments  

Who Is Ryan Frisella?              

Who Is Kwashon Drayton?     

Identifying Students with Physical Disabilities and Other Health Impairments      

Physical Disabilities      

            Defining Physical Disabilities     

            Cerebral Palsy: Describing the Characteristics and Determining the Causes                   

            Spina Bifida: Describing the Characteristics and Determining the Causes           

Other Health Impairments        

            Defining Other Health Impairments       

            Epilepsy: Describing the Characteristics and Determining the Causes     

            Asthma: Describing the Characteristics and Determining the Causes      

Evaluating Students with Physical Disabilities and Other Health Impairments      

            Determining the Presence of Physical Disabilities and Other Health Impairments

            Determining the Nature of Specifically Designed Instruction and Services          

Designing an Appropriate IEP   346

            Partnering for Special Education and Related Services  

            Determining Supplementary Aids and Services 

            Planning for Universal Design for Learning        

            Planning for Other Educational Needs  

Using Effective Instructional Strategies  

            Early Childhood Students: Token Economy System                  

            Elementary and Middle School Students: Self-Awareness         

            Secondary and Transition Students: Driver’s Education 

Including Students with Physical Disabilities and Other Health Impairments        

Assessing Students’ Progress               

            Measuring Students’ Progress              

            Making Accommodations for Assessment        

Values and Outcomes              

What Do You Think?  

Addressing the Standards: The Values Connection       

Summary         

 

Chapter 13 — Understanding Students with Traumatic Brain Injury                    

Who Is Dylan Outlaw?

Identifying Students with Traumatic Brain Injury

            Defining Traumatic Brain Injury

            Describing the Characteristics  

            Determining the Causes

Evaluating Students with Traumatic Brain Injury

            Determining the Presence of Traumatic Brain Injury                  

            Determining the Nature of Specifically Designed Instruction and Services                      

Designing an Appropriate IEP  

            Partnering for Special Education and Related Services  

            Determining Supplementary Aids and Services 

            Planning for Universal Design for Learning                    

            Planning for Other Educational Needs  

Using Effective Instructional Strategies  

            Early Childhood Students: Collaborative Teaching        

            Elementary and Middle School Students: Cooperative Learning

            Secondary and Transition Students: Problem-Solving and Decision-Making Instruction       

Including Students with Traumatic Brain Injury  

Assessing Students’ Progress   

            Measuring Students’ Progress              

            Making Accommodations for Assessment        

Values and Outcomes              

What Do You Think?              

Addressing the Standards: The Values Connection       

Summary         

 

Chapter 14 — Understanding Students with Hearing Loss          

Who Are Mariah, Ricquel, and Shylah Thomas?           

Identifying Students with Hearing Loss 

            Defining Hearing Loss  

            Describing the Characteristics  

            Determining the Causes

Evaluating Students with Hearing Loss  

            Determining the Presence of Hearing Loss        

            Determining the Nature of Specifically Designed Instruction and Services          

Designing an Appropriate IEP  

            Partnering for Special Education and Related Services  

            Determining Supplementary Aids and Services 

            Planning for Universal Design for Learning        

            Planning for Other Educational Needs  

Using Effective Instructional Strategies  

            Early Childhood Students: Facilitative Language Strategies        

            Elementary and Middle School Students: Graphic Organizer Modifications        

            Secondary and Transition Students: Augmented Input   

Including Students with Hearing Loss   

            Educational Quality      

            Educational Placement 

Assessing Students’ Progress               

            Measuring Students’ Progress              

            Making Accommodations for Assessment        

Values and Outcomes              

What Do You Think?              

Addressing the Standards: The Values Connection       

Summary         

 

Chapter 15 — Understanding Students with Visual Impairments 

Who Is Haley Sumner?

Identifying Students with Visual Impairments     

            Defining Visual Impairments                 

            Describing the Characteristics  

            Determining the Causes

Evaluating Students with Visual Impairments     

            Determining the Presence of Visual Impairments           

            Determining the Nature of Specifically Designed Instruction and Services          

Designing an Appropriate IEP  

            Partnering for Special Education and Related Services  

            Determining Supplementary Aids and Services 

            Planning for Universal Design for Learning        

            Planning for Other Educational Needs  

Using Effective Instructional Strategies  

            Early Childhood Students: Programming That Focuses on Real Experiences      

            Elementary and Middle School Students: Accommodations to Develop Basic    Skills   

            Secondary and Transition Students: Preparing for Adult Life     

Including Students with Visual Impairments                   

Assessing Students’ Progress               

            Measuring Students’ Progress              

            Making Accommodations for Assessment        

Values and Outcomes              

What Do You Think?  

Addressing the Standards: The Values Connection       

Summary         

 

Chapter 16 — Understanding Students Who Are Gifted and Talented    

Who is Briana Hopkins?          

Identifying Students Who Are Gifted and Talented        

            Defining Gifted and Talented                

            Describing the Characteristics  

            Determining the Causes

Evaluating Students Who Are Gifted and Talented                    

            Determining the Presence of Giftedness and Talents                  

            Determining the Nature of Specifically Designed Instruction and Services          

Designing an Appropriate Education                 

            Partnering for Special Education and Related Services  

            Determining Supplementary Aids and Services 

            Planning for Universal Design for Learning        

            Planning for Other Educational Needs  

Using Effective Instructional Strategies  

            Early Childhood Students: Multiple Intelligences           

            Elementary and Middle School Students: Schoolwide Enrichment         

            Secondary and Transition Students: Promoting Creativity and Critical-   Thinking Skills 

Including Students Who Are Gifted and Talented          

Assessing Students’ Progress   

            Measuring Students’ Progress              

            Making Accommodations for Assessments       

Values and Outcomes              

What Do You Think?              

Addressing the Standards: The Values Connection       

Summary         

 

Appendix        

Glossary          

References      

 

Name Index    

Subject Index