Front cover image for Handbook of special education

Handbook of special education

James M. Kauffman (Editor), Daniel P. Hallahan (Editor), Paige C. Pullen (Editor)
"The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education"--Publisher's description
Print Book, English, 2017
Second edition View all formats and editions
Routledge, New York, 2017
Handbooks and manuals
xxii, 942 pages ; 29 cm
9781138699144, 9781138699151, 1138699144, 1138699152
ForewordBook and Section EditorsPrefaceList of ContributorsSection I. Historical and Contemporary Issues in Educating Exceptional LearnersSection Editor, James M. KauffmanSection Editor’s IntroductionChapter 1. A History of Special EducationMichael M. GerberChapter 2. Contemporary IssuesJames M. Kauffman, C. Michael Nelson, Richard L. Simpson, & Devery Mock WardChapter 3. Statistics, Data, and Special Educational Decisions: Basic Links to RealitiesJames M. Kauffman & John Wills LloydChapter 4. Special Education Teacher PreparationMargo Mastropieri, Tom Scruggs, & Clara HauthSection II. Legal Aspects of Special EducationSection Editor, Mitchell L. YellSection Editor’s IntroductionChapter 5. The Individuals with Disabilities Education Act: The Evolution of Special Education LawMitchell L. Yell, Antonis Katsiyannis, & M. Renee BradleyChapter 6. Free Appropriate Public EducationMitchell L. Yell, Jean B. Crockett, James G. Shriner, & Michael RozalskiChapter 7. Individual Education Programs for Children with DisabilitiesBarbara D. BatemanSection III. Research Methods in Special EducationSection Editors, Thomas R. Kratochwill Paige Cullen Pullen Section Editors’ IntroductionChapter 8. Designing Rigorous Group Studies in Special Education: Standards and Quality Indicators for Contemporary Group Design ResearchRussell Gersten, Madhavi Jayanthi, Lana Santoro & Rebecca Newman-GoncharChapter 9. Designing Robust Single-Case Design Experimental StudiesSharlene A. Kiuhara, Thomas R. Kratochwill, Paige Cullen PullenChapter 10. Regression Discontinuity Design for Cross-sectional Data, Longitudinal Data and Intervention Research for Special EducationJi Hoon Ryoo & Paige Cullen PullenChapter 11. Meta-Analysis and Special EducationH. Lee Swanson & Amy C. AllenChapter 12. Research Synthesis and Meta-Analysis of Single-Case DesignsJames E. Pustejovsky & John M. FerronSection IV. The General Education Context of Special EducationSection Editor, Naomi P. ZigmondSection Editor’s IntroductionChapter 13. Responsiveness to Intervention and Multi-Tiered Systems of Support for Reducing Reading Difficulties and Identifying Learning DisabilityRollanda E. O’Connor, Victoria Sanchez, & Joyce J. Kim Chapter 14. Standards-Based Reform and Students with DisabilitiesRachel F. Quenemoen & Martha L. ThurlowChapter 15. Academic Progress MonitoringSheri Berkeley & Paul J. RiccominiChapter 16. Co-Teaching for Students with Disabilities: A Critical and Updated Analysis of the Empirical LiteratureSara Cothren Cook, Kimberly A. McDuffie-Landrum, Linda Oshita, & Bryan G. CookChapter 17. General and Special Education Are (and Should Be) DifferentNaomi Zigmond & Amanda KlooSection V. Special Education CategoriesSection Editors, Paige Cullen Pullen & Daniel P. HallahanSection Editors’ IntroductionChapter 18. Intellectual and Developmental DisabilitiesEdward A. Polloway, Emily C. Bouck, James R. Patton, & Jacqueline LubinChapter 19. Specific Learning DisabilitiesPaige Cullen Pullen, Holly B. Lane, Kristen E. Ashworth, & Shelly P. LovelaceChapter 20. Attention-Deficit/Hyperactivity DisorderKaren J. RooneyChapter 21. Emotional and Behavioral DisordersTimothy J. LandrumChapter 22. Communication DisordersFilip T. LonckeChapter 23. Deaf and Hard of Hearing StudentsGabriel I. Lomas, Jean F. Andrews, & Pamela C. ShawChapter 24. Blind and Low VisionKim T. Zebehazy & Holly LawsonChapter 25. Traumatic Brain InjuryRenee Lajiness-O'Neill and Laszlo A. ErdodiChapter 26. Current Issues and Trends in the Education Children and Youth with Autism Spectrum DisordersJanine P. Stichter, Maureen Conroy, Rose O’Donnell, & Brian ReichowChapter 27. Severe and Multiple DisabilitiesSusan M. Bruce & Sarah E. IvyChapter 28. Special Gifts and TalentsJonathan A. Plucker & Carolyn M. CallahanSection VI. Policy and Leadership in the Administration of Special EducationSection Editor, Jean B. CrockettSection Editor’s IntroductionChapter 29. High-Stakes Testing and AccommodationsJennifer H. LindstromChapter 30. Conceptual Models for Leading and Administrating Special EducationJean B. CrockettChapter 31. Fiscal Policy and Funding for Special EducationThomas Parrish & Jenifer Harr-RobinsChapter 32. Transforming Leadership in Special Education: Converging Policies, Professional Standards, and ScholarshipMary Lynn BoscardinChapter 33. Improving Special Education Teacher Quality and EffectivenessBonnie S. Billingsley & Elizabeth BettiniSection VII. Instructional Issues for Students with High-Incidence DisabilitiesSection Editor, John Wills LloydSection Editor’s IntroductionChapter 34. ReadingPaige Cullen Pullen & Deanna B. CashChapter 35. Writing and Students with Language and Learning DisabilitiesGary A. Troia, Steve Graham, & Karen R. HarrisChapter 36. Intervention to Improve Arithmetic, Word-Problem, and Fraction Performance in Students with Mathematics DisabilitiesLynn S. Fuchs, Amelia M. Malone, Pamela M. Seethaler, Sarah R. Powell, & Douglas FuchsChapter 37. Science and Social StudiesThomas E. Scruggs, Margo A. Mastropieri, Frederick J. Brigham, & Lisa Marshak MilmanChapter 38. Physical EducationLuke E. Kelly, Martin E. Block, & Andrew Colombo-DougovitoChapter 39. The Promise and Problem with Technology in Special Education: Implications for Academic LearningMichael J. Kennedy & Joseph R. BoyleSection VIII. Instructional Issues for Students with Low Incidence DisabilitiesSection Editor, Stacy K. DymondSection Editor’s IntroductionChapter 40. Educating Students with Significant Cognitive Disabilities: Historical Overview and Future ProjectionsFred Spooner & Fredda BrownChapter 41. Systematic Instruction of Students with Significant Cognitive DisabilitiesErik Drasgow, Mark Wolery, Laura C. Chezan, James Halle, & Zahra HajiaghamohseniChapter 42. Instructional ContextsJohn McDonnellChapter 43. Access to General Education Curriculum for Students with Significant Cognitive DisabilitiesMichael L. Wehmeyer & Karrie A. ShogrenChapter 44. Functional Curriculum for Students with Significant Cognitive DisabilitiesStacy K. DymondSection IX. What It Will Mean to TransitionSection Editor, David ScanlonSection Editor’s IntroductionChapter 45. Transition to Postsecondary EducationJoseph W. Madaus, Manju Banerjee, Deborah Merchant, & Walter R. KeenanChapter 46. Career Decision-Making and Preparation, Transition, and Postsecondary Attainment of Work-bound Youth with High Incidence DisabilitiesJay W. Rojewski & Noel GreggChapter 47. Transition to Daily Living for Persons with High Incidence DisabilitiesDavid Scanlon, James R. Patton, & Marshall RaskindSection X. Transition from School to Adulthood for Students with Low Incidence DisabilitiesSection Editor, Katherine J. IngeSection Editor’s IntroductionChapter 48. Preparing Students with Low Incidence Disabilities to Work in the CommunityKatherine J. Inge, Paul Wehman, & Hannah SewardChapter 49. Preparing Students with Low-Incidence Disabilities for Community Living OpportunitiesLauren E. Avellone & Joshua Taylor Section XI. Parent and Family Issues in Special EducationSection Editor, George H. S. SingerSection Editor’s IntroductionChapter 50. Promoting Collaborative Partnerships with FamiliesTracy Gershwin MuellerChapter 51. Resilience in Families of Children with Disabilities: Risk and Protective FactorsGeorge H.S. Singer, Christine Maul, Mian Wang, & Brandy L. EthridgeChapter 52. Promoting Family Outcomes in Early InterventionMelissa Raspa, Siobhan Colgan, Amanda Wylie, & Donald B. Bailey, Jr.Section XII. Early Identification and Intervention in ExceptionalitySection Editor, Maureen A. ConroySection Editor’s IntroductionChapter 53. Contemporary Early Intervention Models, Research and Practicefor Infants and Toddlers with Disabilities and DelaysCarl J. Dunst & Marilyn Espe-SherwindtChapter 54. Early Intervention and Prevention of Disability: PreschoolersKathleen Marshall, William H. Brown, Maureen A. Conroy, & Herman KnopfChapter 55. Frameworks for Guiding Program Focus and Practices in Early InterventionPatricia A. Snyder, Tara W. McLaughlin, & Crystal C. BishopChapter 56. Early Identification and Intervention in Gifted Education: Developing Talent in Diverse LearnersCatherine M. Brighton & Jane M. JarvisSection XIII. Cultural and International Issues in Special EducationSection Editor, Dimitris AnastasiouSection Editor’s IntroductionChapter 57. Minority Disproportionate Representation in Special Education: Politics and Evidence, Issues and ImplicationsDimitris Anastasiou, Paul L. Morgan, George Farkas, & Andrew L. WileyChapter 58. Cross-national Differences in Special Education: A Typological ApproachDimitris Anastasiou & Clayton Keller
"First edition published by Routledge 2011"--Title page verso