Advances in Special Education – serie

This series is aimed at graduate students in special education, educational psychology, and developmental and clinical psychology. Various contributors discuss basic theoretical positions and empirical findings within various professions which provide the foundation for research and clinical/educational applications to exceptional children. Included are chapters covering aspects of cognition, perception, language, memory, attention, motivation and socialization, as well as chapters dealing with behaviourist, psychodynamic, piagetian and cross-cultural approaches to understanding a typical development. Taken as a whole, this series identifies the important substantive constructs and concepts which provide the underpinnings for applied practice and research in special education and related fields.

This series is aimed at graduate students in special education, educational psychology, and developmental and clinical psychology. Various contributors discuss basic theoretical positions and empirical findings within various professions which provide the foundation for research and clinical/educational applications to exceptional children. Included are chapters covering aspects of cognition, perception, language, memory, attention, motivation and socialization, as well as chapters dealing with behaviourist, psychodynamic, piagetian and cross-cultural approaches to understanding a typical development. Taken as a whole, this series identifies the important substantive constructs and concepts which provide the underpinnings for applied practice and research in special education and related fields.

This volume is devoted to examining multicultural perspectives in special education. It tackles demographic challenges in today's classrooms, schools, and communities that general and special educators must be aware of, by presenting information on multidimensional methods for dealing with those students who look, talk, behave and learn differently. Chapter authors provide innovative ideas for educators willing to shift their identification, assessment, placement, and instructional paradigms to better serve multicultural learners with exceptionalities.

This volume is a collection of chapters that is creatively organized to address current topics, issues, and practices related to providing comprehensive special education services for learners with exceptionalities in inclusive settings. Each chapter highlights innovative techniques that work for those learners. The chapters are punctuated with teaching ideas and practical tips that are very valuable in efforts to translate research resources and rhetoric into professional practice. The information presented reflects multiple perspectives, points of view, and philosophies as well as a movement to connect parents with teachers, professionals with professionals, and schools with communities.

This work is concerned with the study of children and adults with Autistic Spectrum Disorders (ASD). The book provides theoretical, educational and clinical perspectives related to this disorder. The perspectives discussed are based upon past and present theories of autism, educational practices since the 1970s and recent clinical innovations. The term ASD recognizes that this is a very heterogeneous disorder that encompasses the classic autistic disorder and milder variants such as Asperger syndrome and pervasive developmental disorder not otherwise specified. Presently, there exists a growing need for information to understand the complex educational and mental health needs of individuals with ASD. The content of this book is directed at meeting this need. For example, Section I of this book provides the reader with information concerned with theoretical foundations on the disorder and includes chapters on cognitive theories and symptomology of autism and neurological implications of autism to the ageing process. Section II provides the reader with educational best practices and includes chapters on pre-service and in-service training of teachers, successful curriculum innovations, and multicultural concerns. Section III of the book provides the reader with recent effective clinical practices and includes chapters on assessment, counselling techniques for individuals with ASD, a model of how to work with parents of children with ASD, psychotropic medication management concerns, and a comprehensive interview with an adult with ASD. The book also contains a new theoretical model to ASD which is entitled "The Control Theory of Autism".

The use of the Internet to post information on teaching children with exceptionalities has led to problems for professionals who prefer such knowledge to be screened for accuracy. This volume includes useful, validated information that will help teachers to teach children with exceptionalities more effectively. The authors argue that effective education must facilitate the identification, evaluation, and placement and instructional programming for learners with exceptionalities. Based upon the school improvement and effective education literature and standards-based reform movement, schools must adopt principles of school effectiveness and offer classroom instruction that is based upon a clear assessment of the instructional needs of learners with exceptionalities and the implementation of interventions to maximize their potential and classroom performance. The book is designed to examine research from the disciplines of psychology, sociology, organizational theory, curriculum and instruction, and special education to address the critical issues related to the psychology of effective education for learners with exceptionalities. Contributors address a broad range of topics for restructuring general and special education into a unified system of education. Issues of labeling, classification, and identification; a continuum of educational and service delivery alternatives; curriculum and instruction; assessment and evaluation; distribution of funding resources; responsibilities; rationales for the grouping; and tracking of students are discussed across categories of exceptionalities. Part I of this book is organized around current perspectives and paradigms reflecting the authors' professional knowledge base in special education and the unification of general and special education into a comprehensive service delivery system. Part II specifically addresses a range of issues and topics of effective education for learners with exceptionalities. Part III addresses a range of issues and topics of effective education for learners with exceptionalities across the life span and for special student populations.

This book addresses prominent trends in learning disabilities in a systematic and comprehensive manner. The book's major premise focuses on the early identification and intervention of learning disabilities which can positively impact a child's academic performance by making achievement possible. Critical information is discussed to prevent undetected learning disability which may lead even an older student to struggle with poor grades, low self-esteem, loss of interest in higher education, and reduced employment. The book presents current knowledge based information on forces outside of the school that impact the field of learning disabilities such as, advances in evaluation and testing, diagnostic imaging of the functioning brain, evolving ways of conceptualizing learning disabilities that include multicultural perspectives, challenges to conventional views of intelligence and new federal laws that place performance demands upon schools. Additionally, instructional best practice approaches and new technology is provided that should enhance the academic teaching of students. There is even a chapter on a model inner city program that discusses teaching of students with severe learning difficulties. Finally, there is a chapter on the role that school counsellors play in planning for college and careers in a climate of societal expectation that promotes a college education as an obtainable goal for students with learning disabilities. The book is valuable to general and special education teaches, school psychologists, teacher educators, practicing mental health clinicians, and school and career counsellors. A secondary audience is graduate students in special education and counselling graduate programs who need a comprehensive resource book on current trends and best practices.

The contributors to this book cover theoretical aspects of leadership, current legal topics and issues, and best practices related to special education administration. They draw heavily from the current literature research base and best practices.

This volume will examine the history of special education by categorical areas (e.g., Learning Disabilities, Mental Retardation, and Autistic Spectrum Disorders). Each categorical area chapter will include an examination of: changing definitions, early pioneers in the field, major contributors and their theoretical ideas, changing educational and treatment practices, working with families, the use of technology, assessment practices and legislative acts specific to that categorical area. The volume will also include chapters on the changing philosophy related to educating students with exceptionalities as well as a detailed history of legal and legislation content concerned with special education. The volume will provide readers with a unique perspective on why special education is what it is today.

Along with volume 23 of the same series, this book addresses the most current perspectives and issues related to behavior disorders and it involves leaders in the behaviour disorders field. This book specifically addresses identification, assessment and instruction. This book is organized to allow readers to follow behavioral disorders in a very logical and thoughtful process. Topics addressed include legal issues, assessment, placement prevention, culturally and linguistically diverse students, English Language learners, behaviour modification as well as differentiated instruction. Chapters can be read in order or independently since they have considerable versatility. We feel that this volume of "Advances in Special Education" will be an excellent resource for special education professionals who teach and serve students with behavioral disorders.

Along with Volume 22 of the same series, this book addresses the most current perspectives and issues related to behaviour disorders and it involves leaders in the behaviour disorders field. This books specifically addresses practice concerns and students with EBD. This book is organized to allow readers to follow behavioural disorders in a very logical and thoughtful process. Topics addressed include inclusion, social skills training, effective instruction, response-to-intervention, transition, technology finally ending with working families, and teacher preparation. Chapters can be read in order or independently since they have considerable versatility. We feel that this volume of "Advances in Special Education" will be an excellent resource for special education professionals who teach and serve students with behavioural disorders.

This volume addresses the most current perspectives and issues related to learning disabilities and is written by leaders in the field of learning disabilities. The layout of the book and ordering of chapters will allow readers to follow learning disabilities in a very logical and thoughtful process from legal issues, identification, and assessment, to effective practices and response to intervention finally ending with practical issues of inclusion, working with families, and teacher preparation. Chapters can be read in order or independently which will allow readers considerable versatility. Chapters in the book include: Legal Issues and Learning Disabilities; Themes and Dimensions of Learning Disabilities; Identification and Assessment of Students with LD; Placement of Students with Learning Disabilities; Culturally and Linguistically Diverse Students who have Learning Disabilities; Prevention Strategies for At-Risk Students with Learning Disabilities; ELL Students and Learning Disabilities; Differentiating Instruction and Students with Learning Disabilities; Interventions for CLD Learners with Learning Disabilities; Positive Behavior Supports and Students with Learning Disabilities.

This volume addresses the most current perspectives and issues related to learning disabilities and is written by leaders in the field of learning disabilities. The layout of the book and ordering of chapters will allow readers to follow learning disabilities in a very logical and thoughtful process from legal issues, identification, and assessment, to effective practices and response to intervention finally ending with practical issues of inclusion, working with families, and teacher preparation. Chapters can be read in order or independently which will allow readers considerable versatility. Chapters in the book include: Inclusion and Students with Learning Disabilities; Reading Instruction and Students with Learning Disabilities; Written Instruction and Students with Learning Disabilities; Mathematics Instruction and Students with Learning Disabilities; Social Skills Training and Students with Learning Disabilities; Response to Intervention Techniques and Students with Learning Disabilities; Transition and Students with Learning Disabilities; Technology and Students with Learning Disabilities; Families and Students with Learning Disabilities; Teacher Preparation and Students with Learning Disabilities.

This volume addresses the most current perspectives and issues related to giftedness and is written by leaders in the field. An excellent resource for special educators, administrators, mental health clinicians, school counselors, and psychologists, this volume addresses the different educational issues that impact this population. The area of giftedness is constantly advancing as a result of legislation, new trends, and current research investigations. In addition, this area is somewhat controversial as it is often not funded under special education. The volume will allow readers to follow giftedness in a very logical and thoughtful process from theories, legal issues, identification and assessment, and placement to different populations and the impact giftedness may have on them. Also included are the topics of inclusion, differentiated instruction, effective practices, and technology. The volume concludes with chapters that address post-secondary education and families.

The volume will be divided into four parts. Part 1 will present an overview on disability that focuses on two major themes, namely, the biopsychosocial approaches to disability and cultural views of disability. Part 2 will examine five major areas of high incidence exceptionalities: cognitive impairment, learning disabilities and attention deficit hyperactivity, autism spectrum disorders, behavioural/emotional disorders and speech and language disorders.

The volume provides a comprehensive discussion of special education from across the globe. The volume includes chapters from major countries such as United States, Canada, United Kingdom, Russia and Japan as well as countries such as Nigeria, Israel and Pakistan. Discussions related to these countries will include information on origins of special education specific to that country, prevalence and incidence rates, trends in legislation and litigation, educational interventions, working with families, teacher training, a perspective on the progress of special education, and challenges that remain.

This proposed volume will provide in-depth coverage about a construct known as the broad autism phenotype (BAP). The BAP encompasses biological, cognitive, emotional, behavioral, and interpersonal characteristics resembling those found on the autism spectrum, although more subtle than what is evident among individuals who meet formal criteria for an autism spectrum diagnosis. Initially identified in 1994, the BAP has been receiving increased attention due to the recognition of autism as a spectrum of disorders that vary in symptoms and severity.

This two-part volume addresses the specific area of interdisciplinary connections within special education research. Special education has transformed as a result of legislation, new trends and current research investigations. Currently, there is no comprehensive resource that effectively covers these advances. Part A sets the agenda for this two-part volume by addressing the challenge of why an interdisciplinary understanding is necessary and also outlines the benefits of adopting a multidisciplinary framework.

This two-part volume addresses the specific area of interdisciplinary connections within special education research. Special education has transformed as a result of legislation, new trends and current research investigations. Currently, there is no comprehensive resource that effectively covers these advances. Continuing the approach of Part A, Part B allows readers to follow interdisciplinary connections within special education as it relates to the roles of audiologists, surgeons, vision specialists and school nurses.

This volume addresses general and special education inclusion and how the education field has changed over time. The topic of inclusion has transformed over the years from when it was first introduced and as a result of legislation, new trends, and current research investigations. In addition, this topic can be somewhat controversial depending on the disability the child might have or those professionals involved in the process of instructing individuals with disabilities. Currently, there is no comprehensive resource that effectively covers these advances with the breath of topics as this volume.This volume will address the most current perspectives and issues related to general and special education inclusion and will be written by leaders in the field with particular expertise in this area. This volume will be an excellent resource for special educators, administrators, mental health clinicians, school counsellors, and psychologists.The layout of the volume will allow readers to follow general and special education inclusion in a very logical and thoughtful process from students with high incidence disabilities to those with low incidence disabilities.

This volume addresses general and special education inclusion and how the education field has changed over time. The topic of inclusion has transformed over the years from when it was first introduced and as a result of legislation, new trends, and current research investigations. In addition, this topic can be somewhat controversial depending on the disability the child might have or those professionals involved in the process of instructing individuals with disabilities. Currently, there is no comprehensive resource that effectively covers these advances with the breath of topics as this volume.This volume will address the most current perspectives and issues related to general and special education inclusion and will be written by leaders in the field with particular expertise in this area. This volume will be an excellent resource for special educators, administrators, mental health clinicians, school counsellors, and psychologists.The layout of the volume will allow readers to follow general and special education inclusion in a very logical and thoughtful process from students with high incidence disabilities to those with low incidence disabilities.

Interventions in special education are results of advocacy, legislation, litigation, research, and trends. Since interventions come in many forms, they represent multidimensional viewpoints and perspectives and need to be handled with professional care, integrity, fidelity. This book highlights the fact there are skill-sets needed to work with divergent disability categories. The chapters begin with introducing readers to contextual bases of interventions for learners with disabilities and end with futuristic perspectives that go beyond tradition. Other chapters focus on students with learning disabilities, emotional and behavioral disorders, and intellectual disabilities. Additional chapters focus on students who are deaf and hard of hearing, and students with visual impairments, autism, severe disabilities, traumatic brain injury, speech and language impairments, and physical and other health impairments. This volume presents the voices of leaders in the field of special education and addresses critical issues related to identification, assessment, labeling, placement, and instruction. Furthermore, it responds to what makes special education “special.” Not only does this volume present historical contexts, it also authenticates the legitimacy of helping all learners to maximize their fullest potential, the real essence of special education. To a large extent, this book will be an excellent resource for undergraduate and graduate students, regular educators, special educators, educator preparation professionals, researchers, scholars, and practitioners.

Special Education for Young Learners with Disabilities brings together leaders in the field of young children with disabilities, to present their ideas and research on different disability topics. Beginning with an introduction to the topic, the remaining chapters include discussions on learning disabilities, emotional and behavioral disorders, and intellectual disabilities; those who are deaf/hard of hearing; those who have visual impairments; those who have autism, severe and multiple disabilities, and traumatic brain injury; those who are culturally and linguistically diverse; those who have physical disabilities, and other health impairments.While this book focuses largely on the current climate of special education for young learners with disabilities, it also looks forward, concluding with a chapter on the future for the topic, both on a research and a practical basis. This volume of Advances in Special Education is a fundamental resource for special education researchers, scholars, practitioners, and professionals who teach and serve young learners with disabilities.

Using Technology to Enhance Special Education, Volume 37 of Advances in Special Education, is a logically, thoughtfully organized, and well-sequenced text. It focuses on how general and special educators can use technology to work with children and youth with disabilities.This cutting-edge book involves researchers, scholars, educators, and leaders who are knowledge producers in the field. It is written to respond to today’s changing world where technology has become a very powerful force. As it stands, the world is getting smaller and smaller; and what is happening in a location quickly becomes known everywhere. For example, during the tense periods of the global COVID pandemic, technology became the livewire of our world. This book begins with an introduction to technology and students with disabilities; and the remaining chapters focus on the role of technology in the education of students with learning disabilities, emotional and/or behavioral disorders, and intellectual disabilities, autism spectrum disorders, physical and health impairments, hearing impairments/deafness, visual impairments, and traumatic brain injuries.In addition, some chapters focus on the role of technology in achieving equitable and inclusive education, building culturally and linguistically responsive general and special education, and creatively using digital comics to improve written narratives. In the end, this book concludes with a chapter that forward looking ways to infuse technology in special education. We feel that this volume is an excellent resource for special education researchers, scholars, practitioners, and professionals who teach and serve students with disabilities.

Families: An Essential Component of Special Education focuses on fundamental pedagogies implemented with families of students with disabilities resulting in positive outcomes. Special education has changed over the years since its inception because of legislation, new trends, and current research investigations and this volume will address the importance of involving families in the special education process impacting teachers, administrators and schools regarding students with disabilities.This is an excellent resource for special educators, administrators, mental health clinicians, school counsellors, and psychologists, addressing how incorporating families is essential to the success of educational programming for students with disabilities.

Special education has changed over the years since its inception due to advocacy, litigation, legislation, trends, and research investigations. While it can be somewhat controversial depending on the disability the child might have or professionals involved in the process of instructing and planning his/her future education, it is a field that has values that has had measurable impacts on people’s lives. Special Education: Advancing Values focuses on values that are engrained in special education and how we can maintain, sustain, and advance them. It also addresses the most current viewpoints and perspectives on the traditions of special education for students with disabilities alongside new and innovative practices.  Special Education: Advancing Values is a very comprehensive book. The chapters introduce the field of special education and how we can maintain and advance traditions in the education of students with learning disabilities, emotional and/or behavioral disorders, intellectual disabilities, physical and other health impairments, students who are deaf/hard of hearing, students with visual impairments, and students with extensive support needs. Related topics include students from culturally and linguistically diverse backgrounds, general education teachers, school leaders and administrators, and parents.Special Education: Advancing Values concludes with a summary chapter that addresses why special education is an important educational phenomenon that has fundamental values worthy of sustainability and advancements. This volume is an excellent resource for special education professionals who teach and serve learners with disabilities, and other related professionals involved in the educational process such as administrators, school counsellors, and psychologists.

While services for students with disabilities have been vastly improved in recent years, and research has created far greater awareness for the issues they face, there are still many obstacles to overcome as these students progress through the education system. This book discusses the considerable challenges these students conquer in education, varying relationships with teachers and academics, learning resources, and everyday social situations. Beginning with an introduction to transition services and students with disabilities, this invaluable text goes on to discuss a wide range of disability topics. Leaders in the field of transition services present recent research on students with learning disabilities, deaf/hard of hearing students, those who have visual impairments, autistic students, those with extensive support needs, physical disabilities, and more. This book is an excellent resource for special education researchers, scholars, practitioners, and professionals who teach and serve students with disabilities.

In order to properly understand and compare traditional and innovative assessment techniques for students with disabilities, we must be able to access examples of how they work in a logical and thoughtful sequence. This finely curated collection of thirteen chapters presents ideas and research on different disability topics from key leaders in the field of the assessment of children with disabilities.Written by well-known and respected researchers, scholars, and educators who are actively involved in teaching undergraduate and graduate special education courses on the assessment of students with disabilities, this volume opens with a thorough introduction on the current situation. The topics covered by the remaining chapters include students with learning and intellectual disabilities, emotional and behavioral disorders, sensory impairments, extensive support needs, traumatic brain injuries, and those who are culturally and linguistically diverse, autistic, and those who have physical disabilities. The concluding chapter muses on what the future holds for traditional and innovative assessment techniques for students with disabilities. This volume is an excellent resource for special education researchers, scholars, practitioners, and professionals who teach and serve young learners with disabilities.

This book examines real life reflections on Autism Spectrum Disorders (ASD), current practices and issues related to assessing, instructing and life-long planning for individuals with autism and developmental disabilities. School systems, mental health facilities, and society are being challenged to deal effectively with the growing number of people with autism and developmental disabilities. This is partly due to the inclusive philosophy of educating, training and treating individuals. This book provides regular, special educators, mental health professionals, clinicians and parents with information on best practices and research based findings related to: identification, characteristics, diagnosis; special, general, early and post-secondary education; and quality of life concerns. The book's chapters are topical, comprehensive and diverse. Chapters on assessment examine the emerging field of infant mental health, testing protocols, barriers to diagnosing diverse students, and recent developments in the diagnosing and assessment of autism spectrum disorders i.e. genetic testing, home movies and robots. A number of chapters on instructional aspects delineate curriculum innovations, procedures to implement social skills, assistive technology use and planning for postsecondary education. Life long planning, provides unique content on self-determination, social competence, sibling aspects, and employment and retirement considerations.