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Exceptional Learners is an outstanding introduction to the characteristics of exceptional learners and their education, emphasizing classroom practices as well as the psychological, sociological, and medical aspects of disabilities and giftedness. In keeping with this era of accountability, all discussions and examples of educational practices are grounded in a sound research base.

With over 600 new references added to the 11^th edition, the authors are committed to bringing the most current and credible perspectives to bear on the ever-increasing complexity of educating students with special needs in today’s schools. The authors believe firmly that responsible instruction can help all students to maximize their potential, and they offer practical suggestions for ways in which educators can meet the educational needs of students with special needs and diverse abilities in collaborative environments that include families, other professionals, and the community.

Responsive Instruction: Meeting the Needs of Students

Boxed features located throughout the eleven categorical chapters (Chapter 5—15) offer a variety of sound, research-based strategies (e.g., mnemonics, self-monitoring and group contingency, classwide peer tutoring, computer-based video instruction, functional behavioral assessment, testing accommodations) for teaching students with disabilities. In an era of accountability, these features stress teaching practices that have a sound research base.

Success Stories: Special Educators at Work
Each of the eleven categorical chapters (Chapters 5—15) includes an example of a special educator’s work with an individual student and shows readers the wide range of challenges they face, the dynamic nature of their positions, and the competent, hopeful practice of special education. Each feature concludes with questions for students that relate to CEC Standards.

Making it Work: Collaboration and Co-Teaching

Boxed features in all categorical chapters (Chapter 5—15) are devoted to co-teaching and collaboration among special and general education teachers, families, and other professionals. Each provides relevant information about Council for Exceptional Children (CEC) in its Performance-Based Professional Standards (2001), as well as research-based instructional practices and descriptions of successful collaborations in real classrooms.

Focus on Concepts

Boxed features throughout the text focus on a variety of special topics of interest and importance to all educators to stimulate critical thinking about current research, issues, and events.

Personal Perspectives

Boxed features throughout the text present the human side of having a disability, showing how text topics affect the personal lives of students, teachers, parents, and others.

Casebook Reflections/Cases for Reflection and Analysis

At several points in each chapter, margin boxes make connections between text content and the companion Cases for Reflection and Analysis, a casebook that accompanies every new copy of this text, pinpointing the specific ways in which special education theories, concepts, and practices play out in the lives and education of real students, their teachers, and their families.

Misconceptions about Exceptional Learners: Myths and Facts Boxes

Each chapter is introduced with a list of myths and facts about the subject of the chapter. This popular feature, familiar to longtime users of previous editions, serves as an excellent advance organizer for the material to be covered.

CEC Standards and INTASC Principles.

The Council for Exceptional Children (CEC) Knowledge and Skills Standards and the Interstate New Teacher Assessment and Support Consortium (INTASC) Core Principles provide a framework for all general and special educators. The specific relevance of these standards and principles is highlighted in every chapter via the following features, which together serve as a great reference for students to keep as future teachers and use in preparation for licensure exams such as PRAXIS II.

Understanding the Standards and Principles. Margin notes throughout the text ask questions that highlight key connections between text discussions and standards and principles.

Standards and Principles in This Chapter. Each chapter concludes with a review of CEC Standards (the responsibilities of special educators) and INTASC Principles (the responsibilities of all educators) that are most relevant to the preceding chapter.

Applying the Standards and Principles. Readers are asked to apply their understanding of chapter material with questions and activities meant to show the practical relevance of the standards.

Standards Appendix. This appendix at the end of the book is an easy reference to the CEC Core Content Standards and INTASC Principals.

1. Exceptionality and Special Education.

Getting Oriented to Exceptionality and Special Education.

Educational Definition of Exceptional Learners.

Prevalence of Exceptional Learners.

Definition of Special Education.

Providing Special Education.

Teachers’ Roles.

History and Origins of Special Education.

Council for Exceptional Children (CEC) and Development of the Profession

Parents and Other Professional Organizations

Legislation and Litigation.

The Intent of Legislation: Individualized Education for Students with Disabilities.

Our Perspective on the Progress of Special Education.

Summary

2. Current Trends and Issues.

Integration of People with Disablities into the Larger Society.

Inclusion in Schools

Early Intervention.

Transition to Adulthood and Employment

Zero Tolerance, PBS, PBIS, and Other Issues of Discipline

Concluding Thoughts Regarding Trends and Issues

3. Multicultural and Bilingual Aspects of Special Education.

America and Multiculturalism

Multicultural and Bilingual Special Education

Assessment.

Instruction in Multicultural and Bilingual Special Education

Teaching Tolerance and Appreciation

Working with Families

Improving Instruction for Language Minority Students

Adopting Effective Teaching Practices

Identifying and Implementing Effective Reading Instruction.

4. Parents and Families.

Professionals’ Changing Views of Parents.

The Effects of a Child with a Disability on the Family.

Family Involvement in Treatment and Education.

5. Learners with Intellectual and Developmental Disabilities.

What’s in a Name? Mental Retardation Vs. Intellectual and Developmental Disabilities.

Definition.

Prevalence.

Causes.

Identification.

Psychological and Behavioral Characteristics.

Educational Considerations.

Functional Behavioral Assessment and Positive Behavioral Intervention and Support

Service Delivery Models.

Assessment of Academic Progress, Adaptive Behavior, and Quality of Life for Students with Intellectual or Developmental Disabilities

Early Intervention.

Transition to Adulthood.

6. Learners with Learning Disabilities.

Definition.

Identification

Prevalence.

Causes.

Psychological and Behavioral Characteristics.

Educational Considerations.

Assessment

Early Intervention.

Transition to Adulthood.

7. Attention Deficit Hyperactivity Disorder (ADHD).

Brief History.

Definition.

Prevalence.

Identification

Causes.

Psychological and Behavioral Characteristics.

Educational Considerations.

Medication Considerations.

Assessment

Early Intervention.

Transition to Adulthood.

8. Learners with Emotional or Behavioral Disorders.

Terminology.

Definition.

Classification.

Prevalence.

Causes.

Identification.

Psychological and Behavioral Characteristics.

Educational Considerations.

Assessment

Early Intervention.

Transition to Adulthood.

9. Learners with Communication Disorders.

Definitions.

Prevalence.

Communication Variations.

Language Disorders.

Speech Disorders.

Educational Considerations.

Assessment of Language Development and Academic Progress for Students with Communication Disorders

Early Intervention.

Transition to Adulthood.

10. Learners Who Are Deaf or Hard of Hearing.

Definition and Classification.

Prevalence.

Anatomy and Physiology of the Ear.

Measurement of Hearing Ability.

Causes.

Psychological and Behavioral Characteristics.

Educational Considerations.

Oral Approach: Auditory-Verbal Approach and Auditory-Oral Approach.

Assessment of Academic Progress for Students Who Are Deaf or Hard of Hearing

Early Intervention.

Transition to Adulthood.

11. Learners with Blindness or Low Vision.

Definition and Classification.

Prevalence.

Anatomy and Physiology of the Eye.

Identification of Visual Impairment

Psychological and Behavioral Characteristics.

Assessment of Progress in Academic and Functional Skills

Testing Accommodations for Students with Visual Impairments

Early Intervention.

Transition to Adulthood.

12. Learners with Autism Spectrum Disorders.

Historical Context: Kanner’s and Asperger’s Papers.

Definition of Autism Spectrum Disorders.

Prevalence.

Causes.

Identification

Psychological and Behavioral Characteristics

Educational Considerations.

Assessment

Early Intervention.

Transition to Adulthood.

13. Learners with Low Incidence, Multiple, and Severe Disabilities.

Definition and Prevalence

Traumatic Brain Injury.

Deaf-Blindness.

Considerations for Many Students with Low Incidence, Multiple, and Severe Disabilities.

14. Learners with Physical Disabilities and Other Health Impairment.

Definition and Classification.

Prevalence and Need.

Neuromotor Impairments.

Orthopedic and Musculoskeletal Disorders.

Other Conditions Affecting Health or Physical Ability.

Prevention of Physical Disabilities.

Psychological and Behavioral Characteristics

Prosthetics, Orthotics, and Adaptive Devices for Daily Living.

Educational Considerations.

Early Intervention.

Transition to Adulthood.

15. Learners with Special Gifts and Talents.

Definition.

Prevalence.

Origins of Giftedness.

Identification of Giftedness.

Psychological and Behavioral Characteristics.

Cultural Values Regarding Student with Special Gifts or Talents and Their Education.

Neglected Groups of Students with Special Gifts or Talents.

Educational Considerations.

Early Intervention.

Transition to Adulthood.