Special Education in Contemporary Society: An Introduction to Exceptionality

by Richard M. Gargiulo, Emily C. Bouck

Overview

Special Education in Contemporary Society: An Introduction to Exceptionality, Seventh Edition offers a comprehensive, engaging, and readable introduction to the dynamic field of special education. Grounded in research and updated to reflect the most current thinking and standards of the field, this book provides readers with the knowledge, skills, attitudes, and beliefs that are crucial to constructing learning environments that allow all students to reach their full potential. Authors Richard M. Gargiulo and Emily C. Bouck encourage a deep awareness and understanding of the “human” side of special education, providing readers with a look into the lives of exceptional students and their families, as well as the teachers that work with exceptional persons throughout their lives.

Also available as a digital option (courseware). Learn more about Special Education in Contemporary Society-Vantage Digital Option, Seventh Edition [ISBN: 978-1-0718-2599-0]

Product Details

ISBN-13:	9781544373652
Publisher:	SAGE Publications
Publication date:	01/24/2020
Edition description:	Seventh Edition
Pages:	656
Product dimensions:	8.30(w) x 10.80(h) x 0.90(d)

About the Author

I have always desired to be an educator. I guess I am a rarity in that I never changed my undergraduate major or left the field of education. My undergraduate education began at Hiram Scott College in Scottsbluff, Nebraska. Three years later, I was teaching fourth graders in the Milwaukee public schools while working toward my master’s degree in intellectual disability at the University of Wisconsin–Milwaukee. At the conclusion of my first year of teaching, I was asked to teach a class of young children with intellectual disability. I jumped at the opportunity and for the next three years essentially became an early childhood special educator. It was at this point in my career that I decided to earn my doctorate. I resigned my teaching position and moved to Madison, where I pursued a Ph D in the areas of human learning, child development, and behavioral disabilities. Upon receiving my degree, I accepted a faculty position in the Department of Special Education at Bowling Green State University (Ohio), where for the next eight years I was a teacher educator. In 1982, I moved to Birmingham, Alabama, and joined the faculty of the University of Alabama at Birmingham (UAB), where, until my retirement, I served as a professor in the Department of Curriculum and Instruction. In November 2014, I was awarded professor emeritus status by the board of trustees of the University of Alabama system.

I have enjoyed a rich and rewarding professional career spanning more than four decades. During the course of this journey, I have had the privilege of twice serving as president of the Alabama Federation, Council for Exceptional Children (CEC); serving as president of the Division of International Special Education and Services (DISES), CEC; and serving as president of the Division on Autism and Developmental Disabilities (DADD), CEC. I mostly served as the Southeast representative to the board of directors of DADD. I have lectured abroad extensively and was a Fulbright Scholar to the Czech Republic in 1991. In 2007, I was invited to serve as a Distinguished Visiting Professor at Charles University in Prague, Czech Republic.

Teaching has always been my passion. In 1999, I was fortunate to receive UAB’s President’s Award for Excellence in Teaching. In 2007, I received the Jasper Harvey Award from the Alabama Federation of CEC in recognition of being named the outstanding special education teacher educator in the state.

With a background in both educational psychology and special education, my research has appeared in a wide variety of professional journals including Child Development, Journal of Educational Research, Journal of Learning Disabilities, American Journal of Mental Deficiency, Childhood Education, Journal of Visual Impairment and Blindness, British Journal of Developmental Psychology, Journal of Special Education, Early Childhood Education Journal, International Journal of Clinical Neuropsychology, and International Journal of Special Education, among a host of others.

In addition to the present text, I have authored or coauthored more than ten books, several enjoying multiple editions, ranging in topics from counseling parents of children with disabilities to child abuse, early childhood education, teaching in inclusive classrooms, and, most recently, instructional strategies for students with intellectual disability.

Emily Bouck is an Associate Professor of Special Education in the Department of Counseling, Educational Psychology, and Special Education at Michigan State University. She received her doctorate in special education from Michigan State University. Dr. Bouck is the author of numerous peer-reviewed journal articles and chapters relating to her two main areas of research: mathematics education for students with disabilities and functional life-skills education for students with disabilities with a central theme of assistive technology throughout both areas. Dr. Bouck is a Past President of the Division on Autism and Developmental Disabilities of the Council for Exceptional Children and has also been active in the Technology and Media Division of the Council for Exceptional Children. Dr. Bouck taught courses on assistive technology; social, legal, and ethical issues in special education; special education methods; and doctoral seminars. She has experience working with a range of students with disabilities in school-settings from preschool through age 26.

Table of Contents

Special Features
Preface
Acknowledgments
A Special Thank-You to Our Filming Participants
About the Contributors
About the Authors
PART 1 • FOUNDATIONS OF SPECIAL EDUCATION
Chapter 1 • Special Education in Context: People, Concepts, and Perspectives
Definitions and Terminology
Categories and Labels
Prevalence of Children and Young Adults With Disabilities
A Brief History of the Development of Special Education
Cooperative Teaching
Universal Design for Learning
Exceptionality Across the Life Span
Chapter 2 • Policies, Practices, and Programs
Litigation and Legislation Affecting Special Education
Educational Reform: Standards-Based Education
Civil Rights Legislation
Identification and Assessment of Individual Differences
Referral and Assessment for Special Education
Designing Individualized Instructional Programs
Service Delivery Options: Where a Special Education Is Provided
Chapter 3 • Cultural and Linguistic Diversity and Exceptionality
Cultural Diversity: The Changing Face of a Nation
Multicultural Education, Bilingual Education, and Student Diversity
Disproportionate Representation of Minority Students in Special Education Programs
Issues in Assessing Students From Culturally and Linguistically Diverse Groups
Educational Programming for Students With Exceptionalities Who Are Culturally and Linguistically Diverse
Chapter 4 • Parents, Families, and Exceptionality
Parent–Professional Relationships: Changing Roles
A Family Systems Approach
The Effects of a Child’s Disability on Parents and the Family
Stages of Parental Reaction to Disability
Disability and the Family
Working With Families Who Are Culturally and Linguistically Diverse
Cultural Reactions to Disability
Suggestions for Facilitating Family and Professional Partnerships
Chapter 5 • Assistive Technology
Technology in Education
Assistive Technology
History and Legislation of Assistive Technology
Assistive Technology Decision Making
Assistive Technology and the IEP
Assistive Technology Categorization
Devices and Tools
Issues With Assistive Technology
Assistive Technology Future Trends
PART 2 • A STUDY OF INDIVIDUALS WITH EXCEPTIONALITIES
Chapter 6 • Individuals With Intellectual Disability
Defining Intellectual Disability: An Evolving Process
Assessing Intellectual Ability and Adaptive Behavior
Classification of Individuals With Intellectual Disability
A Brief History of the Field
Prevalence of Intellectual Disability
Etiology of Intellectual Disability
Characteristics of Individuals With Intellectual Disability
Educational Considerations
Technology and Individuals With Intellectual Disability
Services for Young Children With Intellectual Disability
Transition Into Adulthood
Adults With Intellectual Disability
Family Issues
Issues of Diversity
Trends, Issues, and Controversies
Chapter 7 • Individuals With Learning Disabilities
Defining Learning Disabilities
A Brief History of the Field
Prevalence of Learning Disabilities
Etiology of Learning Disabilities
Characteristics of Individuals With Learning Disabilities
Assessment of Learning Disabilities
Educational Considerations
Technology and Individuals With Learning Disabilities
Services for Young Children With Learning Disabilities
Transition Into Adulthood
Adults With Learning Disabilities
Family Issues
Issues of Diversity
Trends, Issues, and Controversies
Chapter 8 • Individuals With Attention Deficit Hyperactivity Disorder
Defining Attention Deficit Hyperactivity Disorder
A Brief History of the Field
Prevalence of Attention Deficit Hyperactivity Disorder
Etiology of Attention Deficit Hyperactivity Disorder
Characteristics of Individuals With Attention Deficit Hyperactivity Disorder
Assessment of Attention Deficit Hyperactivity Disorder
Educational Considerations
Technology and Individuals With Attention Deficit Hyperactivity Disorder
Adolescents and Adults With Attention Deficit Hyperactivity Disorder
Issues of Diversity
Chapter 9 • Individuals With Emotional or Behavioral Disorders
Defining Emotional or Behavioral Disorders
Classification of Individuals With Emotional or Behavioral Disorders
A Brief History of the Field
Prevalence of Emotional or Behavioral Disorders
Etiology of Emotional or Behavioral Disorders
Prevention of Emotional or Behavioral Disorders
Characteristics of Children and Youth With Emotional or Behavioral Disorders
Assessing Students With Emotional or Behavioral Disorders
Educational Considerations
Technology and Individuals With Emotional or Behavioral Disorders
Services for Young Children With Emotional or Behavioral Disorders
Transition Into Adulthood
Adults With Emotional or Behavioral Disorders
Family-Centered Interventions
Issues of Diversity
Trends, Issues, and Controversies
Chapter 10 • Individuals With Autism Spectrum Disorders
Defining Autism Spectrum Disorders: An Evolving Process
A Brief History of the Field
Prevalence of Autism Spectrum Disorders
Etiology of Autism Spectrum Disorders
Characteristics of Individuals With Autism Spectrum Disorders
Assessment of Autism Spectrum Disorders
Educational Considerations
Technology and Individuals With Autism Spectrum Disorders
Services for Young Children With Autism Spectrum Disorders
Transition Into Adulthood
Adults With Autism Spectrum Disorders
Family Issues
Issues of Diversity
Trends, Issues, and Controversies
Chapter 11 • Individuals With Speech and Language Impairments
The Nature of Speech, Language, and Communication
Defining Speech and Language Impairments
Classifying Speech and Language Impairments
Historical Perspectives
Prevalence of Speech and Language Impairments
Etiology of Speech and Language Impairments
Prevention of Speech and Language Impairments
Characteristics of Individuals With Speech and Language Impairments
Assessing Speech and Language Impairments
Educational Considerations
Technology and Individuals With Speech and Language Impairments
Services for Young Children With Speech and Language Impairments
Adolescents and Adults With Speech and Language Impairments
Family Issues
Issues of Diversity
Trends, Issues, and Controversies
Chapter 12 • Individuals With Hearing Impairments
Definitions and Concepts of Hearing Impairment
A Brief History of the Field
Prevalence of Hearing Impairment
Etiology of Hearing Impairment
Characteristics of Individuals With Hearing Impairments
Assessment of Individuals With Hearing Impairments
Educational Considerations
Technology and Individuals With Hearing Impairments
Services for Young Children With Hearing Impairments
Transition and Individuals With Hearing Impairments
Services for Adults With Hearing Impairments
Family Issues
Issues of Diversity
Trends, Issues, and Controversies
Chapter 13 • Individuals With Visual Impairments
Defining Visual Impairments
The Eye and How It Works
Classification of Visual Impairments
A Brief History of Visual Impairments
Prevalence of Visual Impairments
The Vision Process and Etiology of Visual Impairments
Prevention of Visual Impairments
Characteristics of Individuals With Visual Impairments
Assessment of Students With Visual Impairments
Educational Considerations
Orientation and Mobility
Technology and Individuals With Visual Impairments
Young Children With Visual Impairments
Transition Into Adulthood
Adults With Visual Impairments
Family Issues
Issues of Diversity
Trends, Issues, and Controversies
Chapter 14 • Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities
Defining Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities
A Brief History of the Field
Prevalence of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities
Etiology of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities
Characteristics of Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities
Assessment of Students With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities
Educational Considerations
Technology and Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities
Services for Young Children With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities
Transition Into Adulthood
Adults With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities
Family Issues
Issues of Diversity
Trends, Issues, and Controversies
Chapter 15 • Individuals Who Are Gifted and Talented
Defining Giftedness: Refining the Meaning
Assessing Giftedness and Talent
Differences Among Children Who Are Gifted and Talented
A Brief History of the Field of Gifted and Talented Education
Prevalence of Giftedness and Talent
Etiology of Giftedness and Talent
Characteristics of Individuals Who Are Gifted and Talented
Educational Considerations
Technology and Individuals Who Are Gifted and Talented
Services for Young Children Who Are Gifted and Talented
Adolescents Who Are Gifted and Talented
Family Issues
Issues of Diversity
Trends, Issues, and Controversies
Postscript
Appendix A: Federal Definitions of Disabilities
Appendix B: Professional Standards: Council for Exceptional Children
Glossary
References
Author Index
Subject Index

Editorial Reviews

Special Education in Contemporary Society is a well-organized introductory textbook for education and non-education majors who may work with children with exceptionalities. A definite resource textbook for those just beginning in the field.”

Brian Littleton

Introductory texts in special education have a monumental task. They must provide a full overview of the field, which continues to grow in breadth and depth, while remaining accessible to students who are new to the field. Special Education in Contemporary Society provides the right combination and balance so that students understand the complexity of the field and feel energized and ready to take the next steps in their journey.”

Beverly Barkon

Special Education in Contemporary Society is very 21st Century Learner friendly. It contains the pertinent information needed to provide preservice teachers with an extensive overview of special education while providing a wealth of supplemental materials for both the instructor and the student.”

Katrina Jordan

Special Education in Contemporary is the quintessential text for an introduction to special education course. The authors and publisher have taken great care to understand the needs of the students. Special Education is a vast topic and this text delivers the information necessary to engage today’s learners. An instructor or teacher using this text has everything they need to successfully deliver, assess, and understand special education.”

Kelly Brooksher

"I found your text very impressive, useful, and comprehensive. Furthermore, this semester (with your textbook) was the first time I found the majority of students bringing their textbooks to class. That also impressed me regarding the quality and usefulness of your book."

Kathleen M. Chinn

Comprehensive and insightful approach to special education.

Jill Merritt

It's easy to read. Love the student support website.

Teresa Gardner

This is a well-written, comprehensive, well-organized text. It is obvious that much thought has been put into the supplementary materials and features.

Jenny Fererro

This is an excellent introduction to special education text. It does a thorough job of defining and describing each disability area.

Linda Lind

My SAGE Rep, Ian Boys, REALLY sold us on this text. The capacity for using this text for online course delivery is just phenomenal! We will be using it for a new course that we just developed for Spring 2012, and we are really excited to be using a text with such great online support.

Jerry Neal