Educating children with exceptionalities 10/11/ Karen L. Freiberg editor

Includes bibliographical references

Preface Correlation Guide Topic Guide Internet References UNIT 1: Inclusive Education Unit Overview 1. The Issues of IDEA, Joetta Sack-Min, American School Board Journal, March 2007 This article is an excellent overview of how IDEA has impacted special education. It gives the history of legal requirements, family involvement, IEPs, and accountability. It explains the current dilemmas: more use of accommodations and technology, increased enrollments and decreased funding. 2. Learn about Your New Students, MaryAnn Byrnes, Intervention in School and Clinic, September 2005 Dr. Byrnes, a leading expert in inclusive education, gives 20 pointers for beginning the new school year. Each student's needs will be in their IEPs, and previous year's files. Collaboration with parents and school personnel to discover what worked, and what challenges to expect, can promote success. 3. Use Authentic Assessment Techniques to Fulfill the Promise of No Child Left Behind, Carol A. Layton and Robin H. Lock, Intervention in School and Clinic, January 2007 This article gives 20 ways to make assessments and accommodations for students with disabilities more appropriate and precise. IEP teams struggle to fulfill the legal mandates of NCLB and IDEA for specific results to guide instructional practices. These suggestions meet the needs for authenticity and accountability. 4. Does This Child Have a Friend?, Mary M. Harrison, Teaching Tolerance, Fall, 2007 Mary Harrison, a freelance writer, describes the advent of social inclusion programs in middle schools across the United States. With parents advocating for IDEA's principles, instructional methods which emphasize social skills (e.g., Gym Friends; Yes I Can) are experiencing unexpected successes, even for students with autistic spectrum disorders. 5. Rethinking Inclusion: Schoolwide Applications, Wayne Sailor and Blair Roger, Phi Delta Kappan, March 2005 The legalities of No Child Left Behind (NCLB) have promoted inclusion and accountability in education to enhance learning schoolwide. The authors describe a collaborative model, tested at nine schools, which helps integrate general and special education by six guiding principles. UNIT 2: Families/Early Intervention Unit Overview 6. Children of Alcoholics: Risk and Resilience, Cara E. Rice et al., The Prevention Researcher, November 2006 This article addresses the 25 percent of children in the United States who have been exposed to alcohol abuse or dependence in the family. These children of alcoholics, or COAs, show increased risk for problems. The article examines prenatal risk factors and the role of resilience/protective factors in preventive intervention possibilities. 7. What Can You Learn from Bombaloo?, Debby M. Zambo, Teaching Exceptional Children, Jan/Feb 2007 An important goal of early intervention for young children with disabilities is social skills training. Bibliotherapy helps. Pictures in books encourage communication, sharing, and cooperation. This article illustrates how inclusive preschools assist children to gain emotional regulation, regardless of disability (e.g., ADHD, EBD, MR), through reading appropriate books. UNIT 3: Learning Disabilities Unit Overview 8. Dyslexia and the Brain: What Does Current Research Tell Us?, Roxanne F. Hudson, Leslie High, and Stephanie Al Otaiba, The Reading Teacher, March 2007 Imaging brain studies have revealed differences in hemisphere size, grey and white matter, and metabolism in persons with dyslexia. There is no cure. However, early intervention and family involvement can prevent fear of failure and low self-esteem. Instructional methods that work are described, as well as ways to assess progress and demonstrate accountability. 9. Build Organizational Skills in Students with Learning Disabilities, Rita F. Finstein, Fei Yao Yang, and Rachele Jones, Intervention in School and Clinic, January 2007 Students with learning disabilities often earn disappointing grades due to poor organizational skills. This article suggests 20 instructional methods to support their learning in diverse ways. Among the hints: parental, mentor and peer participation, organization as an IEP goal, multiple types of reminders, and instruction in prioritizing and time management. 10. Inclusion by Design: Engineering Inclusive Practices in Secondary Schools, Charles Dukes and Pamela Lamar-Dukes, Teaching Exceptional Children, Jan/Feb 2009, Vol. 41(3) Inclusive education in high school presents unique challenges. The authors use engineering as a metaphor for resolving them: identify needs, identify process, develop specifics, evaluate. Assessment of SPED needs, collaboration in the IEP design, conflict resolution, accommodations, and accountability are topics addressed by the authors. (Article 11. Reading Disability and the Brain was incorrectly placed in Unit 4. This article should have been placed in Unit 3: Learning Disabilities. The incorrect placement was made by the publisher and in no way reflects the editorial expertise of the editor, Karen Freiberg. The publisher regrets this inconvenience.) UNIT 4: Intellectual Disabilities/Autistic Spectrum Disorders Unit Overview 11. Reading Disability and the Brain, Sally E. Shaywitz and Bennett A. Shaywitz, Educational Leadership, (March 2004) Sally E. and Bernett A. Shaywitz, summarize their recent research findings suggesting that advances in medicine, together with reading research, can virtually eliminating reading disabilities. (Article 11. Reading Disability and the Brain was incorrectly placed in Unit 4. This article should have been placed in Unit 3: Learning Disabilities. The incorrect placement was made by the publisher and in no way reflects the editorial expertise of the editor, Karen Freiberg. The publisher regrets this inconvenience.) 12. Autism, the Law, and You, Edwin C. Darden, American School Board Journal, September 2007 This article explains the legal implications of parents pushing for early intervention, collaboration, accommodations, and specific instructional methods for their child with autism in public school. IDEA mandates an individualized education program (IEP) that is free and appropriate and meets all SPED needs, including communication. These are high-priced. UNIT 5: Emotional and Behavioral Disorders Unit Overview 13. Heading Off Disruptive Behavior, Hill M. Walker, Elizabeth Ramsey, and Frank M. Gresham, American Educator, Winter 2003-2004 Not only has curriculum once only found in our elementary schools made its way into preschools, behavior problems have as well. Teachers are now dealing with challenging issues as they work to guide the behavior of all young children. A proactive approach is suggested by the authors of this article. 14. Understanding and Accommodating Students with Depression in the Classroom, R. Marc Crundwell and Kim Killu, Teaching Exceptional Children, Sept/Oct 2007, Vol. 40(1) The authors describe multiple symptoms of depression which teachers should note. This emotional behavioral disorder may lead to suicide attempts if untreated. Assessment and appropriate IEP planning with family involvement and professional collaboration (social work, psychologist) is essential. Two case studies illustrate strategies that help (peer tutors, lessons in social skills). 15. Rethinking How Schools Address Student Misbehavior and Disengagement, Howard S. Adelman and Linda Taylor, Addressing Barriers to Learning, (Spring 2008) The authors, co -directors of the UCLA School Mental Health Project, based in the Center for Mental Health in Schools, believe that many discipline problems could be eliminated by whole school initiatives that create and sustain an environment that addresses positive social and emotional development as well as academics. 16. Young Women in Jail Describe Their Educational Lives, Signe Nelson and Lynn Olcott, American Jails, Jan/Feb 2009 This article gives voice to a group of young at-risk women with emotional-behavior disorders who have been incarcerated. Most dropped out of high school or were expelled. When asked about education, most reported that they were "hands-on" learners. They wanted kinesthetic instructional methods (do) over reading or listening. This has important SPED implications. 17. Classroom Problems That Don't Go Away, Laverne Warner and Sharon Lynch, Childhood Education, Winter 2002-2003 Educators have all experienced children with chronic emotional and behavioral disorders. This article suggests exploring the ABCs of difficulties (antecedents, behaviors, consequences). The authors give many suggestions for prevention of behaviors. Teaching the child alternatives can bring much conflict resolution and improved socialization. UNIT 6: Communication Disorders Unit Overview 18. Assessment and Intervention for Bilingual Children with Phonological Disorders, Brian A. Goldstein and Leah Fabiano, The ASHA Leader, February 13, 2007 Over five million students with limited English proficiency attend U.S. elementary schools. Many have communication disorders, especially in articulation/phonology. Assessment is complicated. The authors suggest five essential elements. Developing an IEP and providing appropriate inclusive education requires speech language pathologist collaboration and family/cultural considerations. 19. A Speech-Language Approach to Early Reading Success, Adele Gerber and Evelyn R. Klein, Teaching Exceptional Children, July/August 2004 Drs. Gerber and Klein, speech-language pathologists, address many issues involved in communication and reading skills: articulation, phonetic awareness, decoding, hearing the sounds of speech, and discriminating defective production of sounds. A two-stage program with assessment and remediation is described. UNIT 7: Hearing and Visual Impairments Unit Overview 20. The Debate over Deaf Education, Burton Bollag, Chronicle of Higher Education, May 12, 2006 This commentary about the education of children with hearing impairments reveals that the average 18-year-old with deafness reads below the 4th grade level. Debates about learning oral-English, versus American Sign Language (ASL), are raging as cochlear implants make oral-English practicable. Cognition is stunted without some language. Educators and IEPs should consider each individual's needs. 21. Using Tactile Strategies with Students Who Are Blind and Have Severe Disabilities, June E. Downing and Deborah Chen, Teaching Exceptional Children, November/December 2003 This article describes tactile strategies to support instruction of students who have multiple disabilities and visual impairments. Teachers need creative ways to bypass tactile defensiveness. Collaboration with specialists, family, and peer-tutors can provide ideas. Plans for teaching using touch should be written into individualized education programs in schools. UNIT 8: Physical and Health Impairments Unit Overview 22. Writing Explicit, Unambiguous Accommodations: A Team Effort, MaryAnn Byrnes, Intervention in School and Clinic, September 2008 Accommodations level the playing field by removing barriers for students with disabilities, (e.g., physical and health impairments). IDEA mandates accommodations for assessments (e.g., extended time) and classroom instruction (e.g., scribing, preferential seating). They are legal entities. The author gives guidelines for entering them into IEPs in explicit, unambiguous ways. 23. ADHD and the SUD in Adolescents, Timothy E. Wilens, Paradigm, Fall 2006 In this article, the author explains the overlap between teens with Attention Deficit Hyperactive Disorder (ADHD) and Substance Use Disorder (SUD). 24. Trick Question, Michael Fumento, The New Republic, February 3, 2003 The assessment of attention-deficit hyperactive disorder (ADHD) as a health impairment, learning disability, or emotional/behavioral disorder has been criticized. Using the drug Ritalin is condemned for making boys like girls and reducing creativity. This article argues that ADHD is a real brain disorder. Ritalin helps students wherever they are in school; elementary, middle, or high school. UNIT 9: Severe Disabilities/Multiple Disabilities Unit Overview 25. Monitor That Progress!: Interpreting Data Trends for Assistive Technology Decision Making, Howard P. Parette et al., Teaching Exceptional Children, Sept/Oct 2007, Vol. 40(1) Students with severe or multiple disabilities need accommodations in order to assess their progress as legally mandated by IDEA and No Child Left Behind. Their IEPs need to state what assistive technology (AT) will allow them to make progress, and what alternatives to AT are available if devices or computers malfunction. This article explains accountability and how to monitor interventions. UNIT 10: Gifted or Talented Unit Overview 26. Addressing the Social and Emotional Needs of Twice-Exceptional Students, Emily Williams King, Teaching Exceptional Children, September/October 2005 Students with learning disabilities and/or giftedness, often suffer low self-esteem. They report not fitting in with their peers. This article describes several of their characteristic behaviors. Dr. King suggests a variety of support services that address their social and emotional needs and nurture their academic strengths. Parents, family, and adult mentors play key roles. 27. Creating a Personal Technology Improvement Plan for Teachers of the Gifted, Kevin Besnoy, Gifted Child Today, Fall 2007 Technology is beneficial for educating students with special gifts and talents. This article presents a 5-step process of assessing, implementing, and evaluating computer hardware and software for gifted education. This plan increases accountability for instructional methods used. Test-Your-Knowledge Form Article Rating Form

Provides access to a range of articles from some of the most respected magazines, newspapers, and journals published. This series contains common organizational features designed to make them particularly useful in the classroom.