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.
List of contributors. Persons with exceptionalities: impacts of legislation and litigation on interventions (D.F. Bateman). Students with cognitive disabilities: implementing effective instructional strategies in classroom settings (C. Utley, F.E. Obiakor). Learning disabilities: from understanding to intervention (A.L. Sorrell). Reflective practice: approaches for teaching learners with behavior disorders (M.E. Franklin et al.). Intervention techniques for learners with speech and language impairments (S. Sparks, K.E. Hale). Urban learners in general and special education programs: revisiting assessment and intervention issues (F.E. Obiakor et al.). Rural students with exceptionalities: methods that work (S.O. Obi, F.E. Obiakor). Teaching students with gifts and talents in inclusive settings (P.A. Grant). Inclusive classroom interventions for children displaying ADHD-type behaviors (S.C. Franklin, J.D. Warshawsky). The school re-entry process for students with traumatic brain injury (J.M. Klomes). Intervention techniques for individuals with autism in inclusive settings (T. Wahlberg). Working with persons with physical and health impairments: the role of service providers (W.J. Blanchett, P.S. Wolfe). Helping parents to maximize the potential of their children with exceptionalities (M.J. Dow, T.A. Mehring). Transitioning exceptional learning into the world of work (L. Owens-Johnson, S. Johnston-Rodeiguez). Promoting acceptance or persons with disabilities in inclusive communities (J.A. Deisinger, S.A. Burkhardt). The comorbidity of learning disabilities and social skills deficits: implications for school intervention (C.L. Gilbert). Future concerns (T. Lovitt).