Learners with Mild Disabilities

Eileen Raymond taught for 18 years in university programs preparing teachers for serving special needs learners, after working as a special educator for ten years in US public schools. From 2005-2009, she was associate dean of the School of Education and Professional Studies at the SUNY Potsdam where she now holds the rank of associate dean and professor emeritus.In 2009, Dr. Raymond was a Fulbright Scholar at Nelson Mandela Metropolitan University in South Africa. She continues to work as a Research Associate with NMMU colleagues on curriculum development in teacher education and barriers to learning at the university level. Her current research focuses on issues relating to serving learners facing barriers to learning in inclusive settings. In addition to Learners with Mild Disabilities, she has written Making Inclusive Education Work in Classrooms (Pearson South Africa, 2013) with five South African colleagues. She frequently presents on topics of inclusive practice in the United States and internationally, with a particular focus on Universal Design for Learning. She is an active member of the Council for Exceptional Children, serving as President of its Division for International Special Education Services (DISES) from 2015-2017.

• Brief Table of Contents Unit I Setting the Stage Chapter 1 Perspectives on DisabilityChapter 2 Issues in Assessment and IdentificationChapter 3 Issues in Instruction and PlacementUnit II Who Are the Learners with Mild Disabilities? Chapter 4 Learners with Intellectual and Developmental DisabilitiesChapter 5 Learners with Learning DisabilitiesChapter 6 Learners with Emotional or Behavioral DisordersChapter 7 Learners with Difficulties in Attention, Communication, and Physical and Sensory FunctioningChapter 8 Learners with Autism Spectrum DisordersUnit III What Are Learners with Mild Disabilities Like? Chapter 9 Cognitive and Perceptual CharacteristicsChapter 10 Language CharacteristicsChapter 11 Academic Learning CharacteristicsChapter 12 Social–Emotional CharacteristicsDetailed Table of Contents Unit I Setting the Stage 1 Chapter 1 Perspectives on Disability Meet Benny 3 Studying High-Prevalence DisabilitiesMild Does not Mean “not Serious”The Power of LanguageLabeling, Classifying, and IdentifyingTo Classify or Not to ClassifyAdditional Thoughts on LabelingThe Historical Context of DisabilityEarly History of DisabilityThe Middle Ages, the Renaissance, and the EnlightenmentDisability Services in the United States (1800–1950)Eugenics in Europe and the United StatesThe Testing Movement in Europe and the United StatesServing Children Identified as Having DisabilitiesDisabilities in the United States from 1950 to the PresentLegislative and Legal SupportsOverview of the IDEA PrinciplesHistory of Rights Won in U.S. CourtsSpecial Needs Education InternationallyTrends in HistoryA Case Study PattyChapter 2 Issues in Assessment and Identification Meet JeffreyAssessment and Evaluation Requirements in IdeaUniversal Design and AssessmentPurposes of Assessing Students with Special Educational NeedsTypes of Assessment Instruments and TechniquesNorm-Referenced AssessmentCriterion-Referenced and Curriculum-Based AssessmentPerformance AssessmentPortfolio AssessmentFunctional Behavioral AssessmentReporting on Student Progress: The Report CardBest Practices in Assessment of Learners with DisabilitiesIssues in Disability IdentificationCategories as Social ConstructionsNoncategorical Models of Service as an Alternative?Response to Intervention: A Noncategorical Strategy For Assessment and IdentificationResponse to InterventionA Prevention Framework as SupportA Case Study SharonChapter 3 Issues in Instruction and Placement Meet EnricoCurriculum and Learners with Mild DisabilitiesAlternatives to Instructional AccommodationsInstructional Strategies to Enhance Curricular AccessExplicit TeachingPeer-Mediated InstructionCognitive StrategiesPositive Behavioral SupportsInstruction and Individualized Education Program PlanningAlternative Curricula and AssessmentsIdea 2004 and the Location of ServicesLeast Restrictive EnvironmentModels of Service Commonly Used for Students with Mild DisabilitiesInclusion: A Continuing Issue in Special EducationA Case Study AngieUnit II Who Are the Learners with Mild Disabilities? Chapter 4 Learners with Intellectual and Developmental Disabilities Meet CarolineNaming This Group of LearnersHistorical Foundations of Intellectual DisabilitiesDevelopment of the Definition of Intellectual Disabilities in the United StatesIdea Definition of Intellectual DisabilitiesAdditional Perspectives on Defining Intellectual DisabilitiesThe New Generation of AAMR/AAIDD DefinitionsDevelopmental Disabilities and DelayAn Alternative Definition with an Instructional PerspectiveLevels of SeverityEducational TerminologySupports and Intensity of Support NeedsPrevalence of Intellectual DisabilitiesConditions Associated with Risk of Intellectual DisabilitiesBiomedical Risk FactorsEnvironmental (Social, Behavioral, Educational) Risk FactorsNature or Nurture?Typical Characteristics of Persons with Intellectual DisabilitiesA Case Study DonaldChapter 5 Learners with Learning Disabilities Meet PeterNaming this Group of LearnersHistorical Development of the Concept of Learning DisabilitiesIDEA Definition of Specific Learning DisabilitiesAssessment and Identification IssuesIssues with Discrepancy Determination (1965–2004)IDEA 2004 and Changes in Identification ProceduresResponse to Intervention as an Identification ProcessAn Alternative Definition of Learning DisabilitiesPrevalence of Learning DisabilitiesConditions Associated with Learning DisabilitiesCharacteristics of Students with Learning DisabilitiesA Case Study GraceChapter 6 Learners with Emotional or Behavioral Disorders Meet NickiTerms to Refer to This Group of LearnersHistorical Foundations of Emotional and Behavioral DisordersIdea Definition of Emotional DisturbanceSocial Maladjustment: Definition and ExclusionAn Alternative Definition of Emotional or Behavioral DisordersAssessment and Identification IssuesResponse to InterventionLevels of SeverityPrevalence of Emotional or Behavioral DisordersFactors Associated with Emotional or Behavioral DisordersBiological FactorsFamily FactorsEnvironmental, Social, and School FactorsTypes of Emotional or Behavioral DisordersA Case Study CarterChapter 7 Learners with Difficulties in Attention, Communication, and Physical and Sensory Functioning Meet NancyLearners With Attention ProblemsNaming This Group of LearnersHistorical Development of the Concept of ADHDADHD and the IDEACurrent ADHD Definition in the DSM-5Identification of Learners with ADHDPresentations of ADHDLevels of SeverityPrevalence of ADHDFactors and Conditions Associated with ADHDCharacteristics of Individuals with ADHDIssue: Should ADHD Be a Separate Category in IDEA?Communication DisordersPhysical And Sensory DisabilitiesPhysical and Health DisabilitiesSensory DisabilitiesTraumatic Brain InjuryMedication: A Persistent IssueA Case Study FrankChapter 8 Learners with Autism Spectrum Disorders Meet JacobNaming This Group of LearnersHistorical Development of The Concept of Autism Spectrum DisordersIDEA Definition of Autism Spectrum DisordersThe Psychiatric/Medical Definition of Autism Spectrum Disorders (DSM-5)Assessment and Identification IssuesPrevalence of Autism Spectrum DisordersLevels of SeverityConditions Associated with Autism Spectrum DisordersCharacteristics of Students with Autism Spectrum DisordersSocial Communication and InteractionRestricted, Repetitive Behaviors, Interests, or ActivitiesOther Related Characteristics and BehaviorsDiagnostic Conditions Previously Included on the SpectrumA Case Study SaraUnit III What Are Learners with Mild Disabilities Like? Chapter 9 Cognitive and Perceptual Characteristics Meet RobertCognitive Theory and Approaches to Mild DisabilitiesConstructivist PerspectivesPiaget and Biological ConstructivismVygotsky and Social ConstructivismCognitive Styles ResearchField Dependence/IndependenceImpulsivity and ReflectivityInformation-Processing TheoryStructural Storage ComponentsStrategic Control ComponentsExecutive FunctionsA Case Study CharleneChapter 10 Language Characteristics Meet TomDefinition of LanguageImpairments in Speech and LanguageLanguage Components and SkillsPhonologyMorphologySyntaxSemanticsPragmaticsReceptive and Expressive Language ChannelsLanguage FunctionsListeningSpeakingReadingWritingCommon Language Characteristics of Learners With Mild DisabilitiesLanguage Difference or Disability?Implications of Language Characteristics for Thinking and LearningA Case Study GavinChapter 11 Academic Learning Characteristics Meet BarbaraWhat Is Learning?Stages of LearningAcquisition and ReversionProficiency and AutomaticityMaintenanceGeneralizationAdaptationCritical Learning Needs of Students with DisabilitiesThe Role of MotivationExtrinsic MotivationIntrinsic MotivationLocus of Control and Attributions of Success or FailureExternal Causal Attributions and Locus of ControlInternal Causal Attributions and Locus of ControlSpirals of Failure or SuccessLearned HelplessnessAdolescents with Disabilities in Behavior and LearningSelf-DeterminationLearning Styles and Multiple IntelligencesLearning StylesMultiple IntelligencesUniversal Design for LearningInstructional Needs of Learners with DisabilitiesTime Allowed for InstructionPersistence or MotivationPupils’ Aptitude for InstructionAbility to Understand InstructionQuality of InstructionA Case Study AllisonChapter 12 Social–Emotional Characteristics Meet EddiePerspectives on Social–Emotional CharacteristicsDevelopmental PerspectivesErikson’s Theory of Psychosocial DevelopmentEmotional DevelopmentDevelopment of Social Perspective TakingSocial Competence and Cognitive DevelopmentSocial IntelligenceEmotional CompetenceSocial Cognitive DelayThe Relationship Between Problems in Behavior and Problems in LearningBehavior from an Ecological PerspectiveRisk and ResilienceMaladaptive BehaviorPatterns of Maladaptive BehaviorExternalizing BehaviorsInternalizing BehaviorsIdea 2004 and Serious Discipline ProblemsA Case Study Sammy