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.
Foreword (E.L. Meyen). Foundations of Special Education. Transforming the teaching-learning process in general and special education (F.E. Obiakor). The federal role in transforming general and special education (C.A. Utley, M. Simon). Transforming general and special education in urban schools (D. Ferguson et al.). Learners with Exceptionalities. Educating students with cognitive disablities (C.A. Utley, F.E. Obiakor). Students with learning disabilities (K.J. Mitchem, A. Richards). Restructuring service delivery for students with emotional and behavioral disorders (S. Hampton, E. Hess-Rice). Students with attention deficit/hyperactivity disorder (M. Montague). Guiding principles for the education of children and youth with severe and multiple disabilities (E. Rose et al.). Students with speech and language disorders (J.R. Wegner, K. Grosche). Students with autistic spectrum disorders (T. Wahlberg et al.). Students with hearing loss (D. Stryker, B. Luetke-Stahlman). Visual impairment (W. Sapp). Educating children and youth with serious medical conditions (J. Fleitas). Students with traumatic brain injury (J. Tyler, R.C. Savage). Students with gifts and talents (V.I. Daniels). Life Span Issues and Special Populations. Early childhood special education (V.C. Correa, H.A. Jones). Transitions to adulthood for youth with disabilities (M.E. Morningstar, K. Mutua). The myth of socioeconomic dissonance: working with the homeless students in special education contexts (L. Wilder, F.E. Obiakor). Family and school partnerships: building bridges in general and special education (J.A. Summers et al.). Multicultural learners with exceptionalities in general and special education settings (H. Grossman et al.). Summary comments (C.R. Greenwood).