About our authors William L. Heward, Ed.D., BCBA-D, is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University, where he helped train special education teachers for 30 years. Dr. Heward has been a Fulbright Scholar in Portugal and a Visiting Professor of Psychology at Keio University in Tokyo and at the University of São Paulo, and he has lectured and given workshops for teachers in 23 other countries. Among the honors Bill has received are The Ohio State University's Distinguished Teaching Award and the American Psychological Association's Division 25 Fred S. Keller Behavioral Education Award for lifetime achievements in education. His publications include co-authoring the books Applied Behavior Analysis and Sign Here: A Contracting Book for Children and Their Parents, each of which has been translated into numerous languages. Bill's research interests include "low-tech" methods for increasing the effectiveness of group instruction in inclusive classrooms.Sheila R. Alber-Morgan, Ph.D., BCBA-D, is Professor of Special Education in the College of Education and Human Ecology at The Ohio State University. Dr. Alber-Morgan taught for 7 years in inclusive K to 8 classrooms in urban and rural South Carolina and for more than 20 years in higher education. She has authored more than 80 peer-reviewed research and practitioner articles, book chapters, textbook ancillaries, and the book Using RTI to Teach Literacy to Diverse Learners, K8: Strategies for the Inclusive Classroom (Corwin Press, 2010). Sheila's research, most of which has been designed and implemented in collaboration with classroom teachers, has focused on behavioral interventions and strategies for promoting the generalization and maintenance of academic, functional and social skills.Moira Konrad, Ph.D., is Associate Professor of Special Education in the College of Education and Human Ecology at The Ohio State University. Dr. Konrad has 9 years of public school experience teaching students with a range of disabilities and has been involved in teacher preparation for more than 20 years. Moira's publications include more than 50 peer-reviewed publications on instructional efficiency, self-determination and written expression. She currently serves as Associate Editor for Intervention in School and Clinic and on the Editorial Boards for Remedial and Special Education and the Journal of Vocational Rehabilitation.

• PART I: Foundations for Understanding Special Education1. The Purpose and Promise of Special Education2. Planning and Providing Special Education Services3. Collaborating with FamiliesPART II: Educational Needs of Exceptional Students4. Intellectual Disabilities5. Learning Disabilities6. Emotional or Behavioral Disorders7. Autism Spectrum Disorder8. Communication Disorders9. Deafness and Hearing Loss10. Blindness and Low Vision11. Attention-Deficit/Hyperactivity Disorder, Health Impairments, and Physical Disabilities12. Low-Incidence Disabilities: Multiple Disabilities, Deaf-Blindness, and Traumatic Brain Injury13. Gifted and TalentedPART III: Special Education Across the Life Span14. Early Childhood Special Education15. Transition to Adulthood

About our authors William L. Heward, Ed.D., BCBA-D, is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University, where he helped train special education teachers for 30 years. Dr. Heward has been a Fulbright Scholar in Portugal and a Visiting Professor of Psychology at Keio University in Tokyo and at the University of São Paulo, and he has lectured and given workshops for teachers in 23 other countries. Among the honors Bill has received are The Ohio State University's Distinguished Teaching Award and the American Psychological Association's Division 25 Fred S. Keller Behavioral Education Award for lifetime achievements in education. His publications include co-authoring the books Applied Behavior Analysis and Sign Here: A Contracting Book for Children and Their Parents, each of which has been translated into numerous languages. Bill's research interests include "low-tech" methods for increasing the effectiveness of group instruction in inclusive classrooms.Sheila R. Alber-Morgan, Ph.D., BCBA-D, is Professor of Special Education in the College of Education and Human Ecology at The Ohio State University. Dr. Alber-Morgan taught for 7 years in inclusive K to 8 classrooms in urban and rural South Carolina and for more than 20 years in higher education. She has authored more than 80 peer-reviewed research and practitioner articles, book chapters, textbook ancillaries, and the book Using RTI to Teach Literacy to Diverse Learners, K8: Strategies for the Inclusive Classroom (Corwin Press, 2010). Sheila's research, most of which has been designed and implemented in collaboration with classroom teachers, has focused on behavioral interventions and strategies for promoting the generalization and maintenance of academic, functional and social skills.Moira Konrad, Ph.D., is Associate Professor of Special Education in the College of Education and Human Ecology at The Ohio State University. Dr. Konrad has 9 years of public school experience teaching students with a range of disabilities and has been involved in teacher preparation for more than 20 years. Moira's publications include more than 50 peer-reviewed publications on instructional efficiency, self-determination and written expression. She currently serves as Associate Editor for Intervention in School and Clinic and on the Editorial Boards for Remedial and Special Education and the Journal of Vocational Rehabilitation.

• PART I: Foundations for Understanding Special Education1. The Purpose and Promise of Special Education2. Planning and Providing Special Education Services3. Collaborating with FamiliesPART II: Educational Needs of Exceptional Students4. Intellectual Disabilities5. Learning Disabilities6. Emotional or Behavioral Disorders7. Autism Spectrum Disorder8. Communication Disorders9. Deafness and Hearing Loss10. Blindness and Low Vision11. Attention-Deficit/Hyperactivity Disorder, Health Impairments, and Physical Disabilities12. Low-Incidence Disabilities: Multiple Disabilities, Deaf-Blindness, and Traumatic Brain Injury13. Gifted and TalentedPART III: Special Education Across the Life Span14. Early Childhood Special Education15. Transition to Adulthood

About our authors William L. Heward, Ed.D., BCBA-D, is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University, where he helped train special education teachers for 30 years. Dr. Heward has been a Fulbright Scholar in Portugal and a Visiting Professor of Psychology at Keio University in Tokyo and at the University of São Paulo, and he has lectured and given workshops for teachers in 23 other countries. Among the honors Bill has received are The Ohio State University's Distinguished Teaching Award and the American Psychological Association's Division 25 Fred S. Keller Behavioral Education Award for lifetime achievements in education. His publications include co-authoring the books Applied Behavior Analysis and Sign Here: A Contracting Book for Children and Their Parents, each of which has been translated into numerous languages. Bill's research interests include "low-tech" methods for increasing the effectiveness of group instruction in inclusive classrooms.Sheila R. Alber-Morgan, Ph.D., BCBA-D, is Professor of Special Education in the College of Education and Human Ecology at The Ohio State University. Dr. Alber-Morgan taught for 7 years in inclusive K to 8 classrooms in urban and rural South Carolina and for more than 20 years in higher education. She has authored more than 80 peer-reviewed research and practitioner articles, book chapters, textbook ancillaries, and the book Using RTI to Teach Literacy to Diverse Learners, K8: Strategies for the Inclusive Classroom (Corwin Press, 2010). Sheila's research, most of which has been designed and implemented in collaboration with classroom teachers, has focused on behavioral interventions and strategies for promoting the generalization and maintenance of academic, functional and social skills.Moira Konrad, Ph.D., is Associate Professor of Special Education in the College of Education and Human Ecology at The Ohio State University. Dr. Konrad has 9 years of public school experience teaching students with a range of disabilities and has been involved in teacher preparation for more than 20 years. Moira's publications include more than 50 peer-reviewed publications on instructional efficiency, self-determination and written expression. She currently serves as Associate Editor for Intervention in School and Clinic and on the Editorial Boards for Remedial and Special Education and the Journal of Vocational Rehabilitation.

• PART I: Foundations for Understanding Special Education1. The Purpose and Promise of Special Education2. Planning and Providing Special Education Services3. Collaborating with FamiliesPART II: Educational Needs of Exceptional Students4. Intellectual Disabilities5. Learning Disabilities6. Emotional or Behavioral Disorders7. Autism Spectrum Disorder8. Communication Disorders9. Deafness and Hearing Loss10. Blindness and Low Vision11. Attention-Deficit/Hyperactivity Disorder, Health Impairments, and Physical Disabilities12. Low-Incidence Disabilities: Multiple Disabilities, Deaf-Blindness, and Traumatic Brain Injury13. Gifted and TalentedPART III: Special Education Across the Life Span14. Early Childhood Special Education15. Transition to Adulthood