ANNUAL EDITIONS: Educating Children with Exceptionalities 08/09, Nineteenth Edition
UNIT 1 Inclusive EducationNew! 1. Learn about Your New Students, MaryAnn Barnes, Intervention in School and Clinic, September 2005
Dr. Byrnes, a leading expert in inclusive education, gives 20 pointers for beginning the new school year. Each student’s needs will be in their IEPs, and previous year’s files. Collaboration with parents and school personnel to discover what worked, and what challenges to expect, can promote success. New! 2. Using Technology to Teach about Individual Differences Related to Disabilities, Spencer J. Salend, Teaching Exceptional Children, November/December 2005
This article explains how inclusion students can use the Internet to learn about individuals with disabilities. It describes a school project asking classmates to work in collaboration to complete Web Quests and create their own web sites. Students perceived persons with disabilities in diverse and positive ways. The author gives many existing resources, and conveys a desire to help students explore them. New! 3. Large-Scale Assessments, Elizabeth A. Edgemon, Brian R. Jablonski, and John W. Lloyd, Teaching Exceptional Children, January/February 2006
Legislation in the USA requires high stakes testing. Students with disabilities are entitled to accommodations for their instruction and assessments. This article explains what IEP teams can use, and how to decide which accommodation is appropriate. Teachers of inclusion classes and special educators can collaborate to make the school testing as fair as possible. New! 4. Use Authentic Assessment Techniques to Fulfill the Promise of No Child Left Behind, Carol A Layton and Robin H. Lock, Intervention in School and Clinic, January 2007
This article gives 20 ways to make assessments for students with disabilities more appropriate and precise. IEP teams struggle to fulfill the legal mandates of NCLB and IDEA for specific results to guide instructional practices. These suggestions meet the needs for authenticity. UNIT 2 Early Childhood5. Making the Case for Early Identification and Intervention for Young Children at Risk for Learning Disabilities, Marcee M. Steele, Early Childhood Education Journal, October 2004
Preschoolers with Learning Disabilities (LD) can be assessed in early childhood. Strategies for LD identification are given in this article as well as suggestions for teachers. Early intervention makes IEPs, inclusion, and socialization easier in elementary school. New! 6. Collaborative Steps, Amanda Fenlon, Young Children, March 2005
Parents of children with disabilities are anxious about starting inclusion in public schools after supportive early childhood education. This article suggests best practices: collaboration, IEPs, transition goals, and family involvement. While legal processes (IDEA, state mandates) require safeguards, many settings need help bridging the gap between play and academics. 7. Building Relationships with Challenging Children, Philip S. Hall and Nancy D. Hall, Educational Leadership, September 1, 2003
Early childhood is an opportune time to socialize more appropriate behaviors in students with emotional and behavioral disorders in inclusion classrooms. Philip and Nancy Hall illustrate conflict resolution without punishment. They recommend gentle intervention, bonding, support, and targeted instruction for at-risk students. UNIT 3 Learning DisabilitiesNew! 8. Build Organizational Skills in Students with Learning Disabilities, Rita F. Finstein, Fei Yao Yang, and Ráchele Jones, Intervention in School and Clinic, January 2007
Students with learning disabilities often earn disappointing grades due to poor organizational skills. This article suggests 20 ways to support their learning in diverse ways. Among the hints: parental, mentor and peer participation, organization as an IEP goal, multiple types of reminders, and instruction in prioritizing and time management. 9. No More Friday Spelling Tests?, Kelly A. Loeffler, Teaching Exceptional Children, March/April 2005
Students with learning disabilities benefit from a spelling rubric, which teaches the complex cognitive, linguistic aspects of the task, rather than using rote memorization. The author reviews LD literature and explains how rubrics are used both to assess and teach writing skills to elementary, middle, and high school students. New! 10. Addressing the Social and Emotional Needs of Twice-Exceptional Students, Emily Williams King, Teaching Exceptional Children, September/October 2005
Students with learning disabilities and/or giftedness, often suffer low self-esteem. They report not fitting in with their peers. This article describes several of their characteristic behaviors. Dr. King suggests a variety of support services that address their social and emotional needs and nurture their academic strengths. Parents, family and adult mentors play key roles. UNIT 4 Speech and Language ImpairmentsNew! 11. Assessment and Intervention for Bilingual Children with Phonological Disorders, Brian Goldstein and Leah Fabiano, The ASHA Leader, February 13, 2007
Over five million students with limited English proficiency attend USA elementary schools. Many have speech disorders, especially in articulation/phonology. Assessment is complicated. The authors suggest five essential elements. Developing an IEP and providing appropriate inclusive education requires speech language pathologist collaboration and family/cultural considerations. 12. A Speech-Language Approach to Early Reading Success, Adele Gerber and Evelyn R. Klein, Teaching Exceptional Children, July/August 2004
Drs. Gerber and Klein, speech-language pathologists, address many issues involved in communication and reading skills: articulation, phonetic awareness, decoding, hearing the sounds of speech, and discriminating defective production of sounds. A two-stage program with assessment and remediation is described. UNIT 5 Developmental Disabilities/Autistic Spectrum DisordersNew! 13. Filling the Potholes in the Road to Inclusion, Anne B. Bucalos and Amy S. Lingo, Teaching Exceptional Children Plus, March 2005
Students with developmental disabilities have challenges in middle school inclusion due to the more academic nature of the curriculum and legal (IDEIA and NCLB) mandates for achievement accountability. This report provides research-based strategies that help: differentiated and anchored instruction, cooperative and strategic learning, and peer tutoring. 14. Service-Learning Opportunities That Include Students with Moderate and Severe Disabilities, Harold Kleinert et al., Teaching Exceptional Children, November/December 2004
Public law 107-110 (No Child Left Behind Act) of 2001 requires alternative assessments for students with developmental disabilities. High school service-learning projects provide excellent vehicles for assessing language, reading, math, science and other skills. Family involvement and peer tutoring in the service-learning projects provides benefits for those with and without disabilities. New! 15. Fitting In, E. Amanda Boutot, Intervention in School and Clinic, January 2007
Social skills and communication are challenges for students with autistic spectrum disorders. Inclusion is more successful when teachers provide support. Dr. Boutot suggests seven strategies to help children with ASD make and keep friends. Parents, family, and professional collaboration, plus peer preparation, can facilitate the process. UNIT 6 Emotional and Behavioral Disorders16. Psychiatric Disorders and Treatments: A Primer for Teachers, Steven R. Forness, Hill M. Walker and Kenneth A. Kavale, Teaching Exceptional Children, November/December 2003
Severe emotional and behavioral disorders are difficult to assess. They are often treated with both drugs and behavioral therapy. Parent participation and collaboration with teachers are essential. Social skills training is also helpful, especially for conflict resolution. This article describes the more common psychiatric disorders with symptoms and psychopharmacological treatments. 17. I Want to Go Back to Jail, Lynn Olcott, Phi Delta Kappan, December 2004
Teaching culturally diverse students with emotional and behavioral disorders arrested for assaults, selling drugs, and other crimes is not easy. Lynn Olcott is an inspiration for all teachers. She not only taught GED (general education) to jailed adolescent women, but also taught self-advocacy. Her instruction succeeded! New! 18. Classroom Behavior Management, Patricia M. Barbetta, Kathleen Leong Norona, and David F. Bicard, Preventing School Failure, Spring 2005
This commentary on functional behavioral assessment (FBA) explains the antecedent-behavior-consequence (ABC) model of behavior management for students with emotional and behavioral disorders. The authors articulate 12 dos and don’ts, and give references to further information. Parents, peers and schools will find this exceptionally useful for conflict resolution. New! 19. Students with Emotional and Behavioral Disorders Can Manage Their Own Behavior, Beverly Patton, Kristine Jolivette, and Michelle Ramsey, Teaching Exceptional Children, November-December 2006
Students with emotional and behavioral disorders can be taught conflict resolution strategies. Two case studies were used to describe self-monitoring, self-evaluation and self-reinforcement. Self-esteem increased as inappropriate behaviors declined, and students became more independent as they owned their own actions and reactions. Self-management can be used in elementary, middle, and high schools. UNIT 7 Vision and Hearing ImpairmentsNew! 20. The Debate Over Deaf Education, Burton Bollag, The Chronicle of Higher Education, May 12, 2006
This commentary about the education of children with hearing impairments reveals that the average 18-year-old with deafness reads below the 4th grade level. Debates about learning oral-English, versus American Sign Language (ASL), are raging as cochlear implants make oral-English practicable. Cognition is stunted without some language. Educators and IEPs should consider each individuals’ needs. 21. Using Tactile Strategies with Students Who Are Blind and Have Severe Disabilities, June E. Downing and Deborah Chen, Teaching Exceptional Children, November/December 2003
This article describes tactile strategies to support instruction of students who have multiple disabilities and visual impairments. Teachers need creative ways to bypass tactile defensiveness. Collaboration with specialists, family, and peer-tutors can provide ideas. Plans for teaching using touch should be written into individualized education programs in schools. UNIT 8 Multiple Disabilities22. Making Inclusion a Reality for Students with Severe Disabilities, Pamela S. Wolfe and Tracey E. Hall, Teaching Exceptional Children, March/April 2003
Students with multiple disabilities, often mainstreamed only for socialization activities in public schools, can benefit from inclusion in instruction as well. The Cascade of Integration Options, described in this article, explains how. Collaboration and careful IEP planning, are essential. Different goals will be set for the individual with severe disabilities. New! 23. Classroom Interventions for Students with Traumatic Brain Injuries, Julie M. Bowen, Preventing School Failure, Summer 2005
Recovery from a brain injury often leaves a student with multiple disabilities. Careful assessment of medical, physical, cognitive and social-emotional needs, in collaboration with family and therapists is essential for ISP development. The author recommends functional behavioral assessment (FBA), teaching strategies and assistive technology and explains how to use them. 24. Empowering Students with Severe Disabilities to Actualize Communication Skills, Paul W. Cascella and Kevin M. McNamara, Teaching Exceptional Children, January/February 2005
Students with mental retardation and multiple disabilities often find language especially problematic. Their individualized education programs (IEPs) focus on functional communication. This article describes realistic goals such as gestures, augmentative technology, sign language, and interpretation of vocalizations and sounds. UNIT 9 Orthopedic and Health Impairments25. Savior Parents, Elizabeth Weill, Time, Connections, May 2004
There is new hope for some orthopedic and health impairments which in the recent past were incurable. Genetic understanding, family advocacy, and advanced therapies are working miracles. Elizabeth Weill describes progress made in chromosome syndromes, progeria and ataxia-telangiectasia (A-T). Computers and biotechnology, plus a refusal to give up, have made this possible. 26. Accommodations for Students with Disabilities, MaryAnn Byrnes, NASSP Bulletin, February 2000
Legal processes mandate accommodations for students with disabilities, (such as 504 plans) even if they do not require individualized education plans (IEPs) and special education. This article explains what kinds of accommodations are appropriate, where to have them, when, who decides, and why. New! 27. ADHD Among Students Receiving Special Education Services, Connnie Schnoes et al., Exceptional Children, Summer 2006
Results of a longitudinal study place students with ADHD in more than half of services for health impairments and emotional-behavioral disorders. They may require medications, behavioral interventions, and classroom accommodations. Culturally diverse students are disproportionately served. IEPs must plan appropriate services for these students. 28. Finding What Works, Peg Tyre, Newsweek, April 25, 2005
Medications help many students with orthopedic and health impairments, such as attention deficit hyperactive disorder and Asperger Syndrome (an autistic spectrum disorder). Physicians find it hard to know how much and what, to prescribe. Collaboration between parents, school, and specialists is essential. Behavior therapy can reduce medication dosages. UNIT 10 Giftedness29. Understanding the Young Gifted Child, Jennifer V. Rotigel, Early Childhood Education Journal, Summer 2003
Gifted children need early childhood enrichment. Their language proficiency is an assessment “heads-up.” While they benefit from socialization in mixed-ability groups, peer-tutoring, used excessively, leads to problems. Challenging them in their area of creativity and allowing self-acceleration enhances their self-esteem. 30. Read All About It, Bruce Bower, Science News, April 30, 2005
A precociousness in reading, called hyperlexia, has been assessed with technology called functional magnetic resonance imaging (FMRI). This reveals brain development with intense activity in the superior temporal cortex. Other special gifts and talents, and learning disorders, may soon be better understood using FMRI. New! 31. Academic Strategies That Work for Gifted Students with Learning Disabilities, Mary Ruth Coleman, Teaching Exceptional Children, September/October 2005
This report ties three key principles of learning to the teaching of students with both giftedness and learning disabilities. Developing IEPs which emphasize time, structure, support, and complexity for twice-exceptional students helps all students. Lessons are better organized and less rushed. The stress on strengths, facts, and owning achievement (self-monitoring), really works! UNIT 11 Transition32. The Transition from Middle School to High School, Theresa M. Letrello and Dorothy D. Miles, The Clearing House, March/April 2003
The transition from middle to high school requires adjusting to a larger school size, new social interactions, and different academic demands at a time when adolescents are also dealing with puberty and identity issues. This is problematic for students with learning disabilities and other exceptionalities. They need more support from teachers and peers. Extra curricular activity involvement makes moving easier. New! 33. Postsecondary Academies, Mary McGrath Kato et al., Teaching Exceptional Children, September/October 2006
Transition services for high school students with learning disabilities, ADHD, orthopedic impairments, vision and hearing impairments, emotional disorders, autism and traumatic brain injuries can be provided in one-day conferences prior to college. This article gives four key steps for developing and executing such events. The need is great and the results are positive. New! 34. What Happens When They Grow Up, Barbara Kantrowitz and Julie Scelfo, Newsweek, November 27, 2006
Autism, a brain disorder, developmental disorder and language disorder is lifelong. Services mandated by IDEA end at age 21. Health insurance does not apply. The congressional debate over government funding of the billions spent for care of adult’s with autism rages. Independent living is unlikely. Parents want some assurance of care for their adult children with autism after they die.
