Educating Exceptional Children 15th Edition by Samuel Kirk, ISBN-13: 978-0357625231

Educating Exceptional Children 15th Edition by Samuel Kirk, ISBN-13: 978-0357625231

[PDF eBook eTextbook]

• Publisher: ‎ Cengage Learning; 15th edition (August 15, 2022)
• Language: ‎ English
• 576 pages
• ISBN-10: ‎ 0357625234
• ISBN-13: ‎ 978-0357625231

Learn about the strengths and challenges of working with special education students and their families with EDUCATING EXCEPTIONAL CHILDREN, 15E, written by luminaries in special education today. You learn how to support the success of students who have disabilities or are gifted and talented. This edition’s strength-based approach to student needs presents numerous instructional strategies. You explore the importance of a collaborative team approach and learn how to use the Multi-Tiered Systems of Support (MTSS) framework to address academic, social, emotional and behavioral needs. The latest research emphasizes how to apply this information in your own teaching, while student examples bring principles to life. Updates also review today’s increase in online learning, the importance of “belonging” and strategies to enhance mindfulness in schools. Revisions examine the latest on genetics, neurology, assistive technology, information processing and the Council for Exceptional Children (CEC) standards.

Table of Contents:

Brief Contents
Contents
Dedication
Preface
About the Authors
Part 1: Children with Exceptionalities, Their Families, and the Social Forces That Shape Special Edu
Chapter 1: Children and Youth with Exceptionalities and Their Families
1-1 The Child with Exceptionalities: An Overview
1-2 Using the Information Processing Model to Understand Students with Exceptionalities
1-3 Major Causes of Exceptionalities
1-4 Significant Disproportionality across Children with Exceptionalities
1-5 The Systems of Influence for Exceptional Children and Their Families
1-6 Family-Professional Relationships and Family-Centered Approaches
Summary
Future Challenges
Chapter 2: Children and Youth with Exceptionalities and Social Institutions: Government, Courts, and
2-1 Societal Responses to Children with Exceptionalities
2-2 The Role of Government
2-3 The Role of the Courts
2-4 Addressing Systemic Racism and Creating Culturally Responsive Learning Environments
2-5 Organizing Schools to Address the Strengths and Challenges of Students with Exceptionalities
2-6 The Individualized Education Program and 504 Plans for Students with Exceptionalities
2-7 Universal Design for Learning
Summary
Future Challenges
Part 2: High-Incidence Exceptionalities
Chapter 3: Early Intervention Supports and Services
3-1 History of Early Intervention
3-2 What Is Early Intervention and Why Is It So Important?
3-3 Family-Centered Support as Part of Early Intervention
3-4 Finding Young Children Who Need Early Intervention Support
3-5 Children with or At-Risk for Developmental Delays
3-6 Educational Responses for Children Needing Early Intervention
3-7 Navigating Transitions in Early Childhood
Summary
Future Challenges
Chapter 4: Children and Youth with Intellectual Disabilities
4-1 A Brief History of the Field of Intellectual Disabilities
4-2 Characteristics of Children with Intellectual Disabilities
4-3 Defining Intellectual Disabilities
4-4 Biological and Environmental Causes of ID
4-5 The Information Processing Model and Students with ID
4-6 Educational Responses for Students with Intellectual Disabilities
4-7 Transitions to Post-Secondary School, Work, and Adult Life
Summary
Future Challenges
Chapter 5: Children and Youth with Autism Spectrum Disorders
5-1 History of Autism Spectrum Disorders
5-2 Characteristics of Children and Youth with Autism Spectrum Disorders
5-3 Defining and Identifying Autism Spectrum Disorders
5-4 Genetic and Environmental Causes of ASD
5-5 The Information Processing Model
5-6 Educational Responses for Students with Autism Spectrum Disorders
5-7 The Role of Families and Communities in Supporting Individuals with ASD
Summary
Future Challenges
Chapter 6: Children and Youth with Learning Disabilities
6-1 A Brief Historical Overview of Learning Disabilities
6-2 Characteristics of Children with Learning Disabilities
6-3 Defining and Identifying Learning Disabilities and Looking at Causes
6-4 Appropriate Identification of Bilingual Children
6-5 Using the Information Processing Model to Understand Learning Disabilities
6-6 Educational Responses for Students with Learning Disabilities
6-7 Families of Children with Learning Disabilities
6-8 Transitions to Postsecondary Life for Individuals with Learning Disabilities
Summary
Future Challenges
Chapter 7: Children and Youth with Attention Deficit/Hyperactive Disorders (ADHD)
7-1 History of the Field of ADHD
7-2 Characteristics of Children with ADHD
7-3 ADHD Definition, Identification, and Causes
7-4 Comorbidity: ADHD and Other Areas of Disability or Concern
7-5 Using Medication for ADHD Symptoms
7-6 Educational Responses for Children with ADHD
7-7 Families of Children with ADHD
7-8 Transition to Post-secondary and Adult Life for Individuals with ADHD
Summary
Future Challenges
Chapter 8: Children and Youth with Emotional and Behavior Disorders
8-1 History of the Field of Emotional and Behavior Disorders
8-2 Characteristics of Students with EBD
8-3 Emotional and Behavior Disorders: A Slippery Definition
8-4 Causation of Emotional and Behavior Disorders
8-5 Information Processing Model for Students with EBD
8-6 Educational Responses for Students with Emotional and Behavior Disorders
8-7 The Role of Family and Community
Summary
Future Challenges
Chapter 9: Children and Youth with Communication, Language, and Speech Disorders
9-1 History of Communication, Language,and Speech Disorders
9-2 Characteristics of Students with and Definitions of Communication, Language, and Speech Disorder
9-3 Typical and Atypical Language Development
9-4 Importance of the Child’s Cultural and Linguistic Context
9-5 Disability Areas and Problems with Communication, Language, and Speech
9-6 Educational Responses for Children with Communication, Speech, and Language Disorders
9-7 Family and Lifecourse Issues
Summary
Future Challenges
Chapter 10: Children and Youth with Gifts and Talents
10-1 How the Field of Gifted and Talented Education Evolved and Why It Is Important
10-2 Characteristics of Students with Special Gifts and Talents and How the Information Processing M
10-3 How Do We Define “Gifts and Talents” and Identify Students
10-4 Continued Underrepresentation of Gifted Students from Racially, Ethnically, Socioeconomically D
10-5 Educational Responses for Students with Gifts and Talents
10-6 Family and Lifecourse Issues
Summary
Future Challenges
Part 3: Low-Incidence Exceptionalities
Chapter 11: Children and Youth Who Are Deaf or Hard of Hearing
11-1 History of Education for Individuals Who Are Deaf or Hard of Hearing
11-2 Characteristics of Children and Definitions of Deaf/Hard of Hearing
11-3 Causes and Detection of Hearing Loss in Children and the Importance of Early Intervention
11-4 Communication, Cognitive, Academic, and Social Development of Children Who Are Deaf or Hard of
11-5 The Deaf Culture or Community and Bilingual Approaches to Deafness
11-6 Educational Responses for Children Who Are Deaf or Hard of Hearing
11-7 Family and Lifespan Issues
Summary
Future Challenges
Chapter 12: Children and Youth with Visual Impairments
12-1 Brief History of the Field of Visual Impairments
12-2 Definitions, Causes, and Identification of Visual Impairments
12-3 Characteristics of Children with Visual Impairments
12-4 Early Intervention for Children with Visual Impairments and the Importance of Family Support
12-5 Culturally and Linguistically Diverse Children with Visual Impairments
12-6 Educational Responses for Students with Visual Impairments
12-7 Transition to Independent Living and Work
Summary
Future Challenges
Chapter 13: Children and Youth with Physical Disabilities, Health Impairments, and Multiple Disabili
13-1 History of Special Education for Children and Youth with Physical Disabilities, Health Impairme
13-2 Characteristics of Children and Youth with Physical Disabilities, Health Impairments, or Multip
13-3 Definitions of Physical Disabilities, Health Impairments, and Multiple Disabilities
13-4 Assessment of Children with Physical Disabilities, Health Impairments, and Multiple Disabilitie
13-5 Educational Responses for Children and Youth with Physical Disabilities, Health Impairments, an
13-6 Family and Lifespan Issues
13-7 Transition for Students with Multiple and/or Severe Disabilities
Summary
Future Challenges
Glossary
References
Subject Index
Name Index

Samuel Kirk, who wrote the first several editions of EDUCATING EXCEPTIONAL CHILDREN, was a pioneer and “forefather” within the fields of special education and learning disabilities.

James J. Gallagher is internationally respected for his research in the areas of giftedness, mental retardation and policy development, among other topics in special education. He was the first director of what was initially called the “Office for the Handicapped” within the Department of Education in Washington DC. Dr. Gallagher is the author of numerous scholarly articles and his work has provided a strong foundation for future advancements in special education. He earned his Ph.D. from Pennsylvania State University.

Mary Ruth Coleman joined the author team of EDUCATING EXCEPTIONAL CHILDREN on the 11th Edition. She is the author of numerous scholarly and practitioner-focused articles as well as curriculum and assessment materials. Dr. Coleman served as president of the Council for Exceptional Children in 2007. She earned her Ph.D. in special education and literacy studies from the University of North Carolina at Chapel Hill.

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