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Unit 1. Inclusive education. Standards for diverse learners / Paula Kluth and Diana Straut ; Trends in the special education teaching force : do they reflect legislative mandates and legal requirements? / Elizabeth Whitten and Liliana Rodriguez-Campos ; Attitudes of elementary school principals toward the inclusion of students with disabilities / Cindy L. Praisner ; An interview with Dr. Marilyn Friend / Mary T. Brownell and Chriss Walther-Thomas -- Unit 2. Early childhood. Music in the inclusive environment / Marcia Earl Humpal and Jan Wolf ; Building relationships with challenging children / Philip S. Hall and Nancy D. Hall ; The itinerant teacher hits the road : a map for instruction in young children's social skills / Faith Haertig Sadler -- Unit 3. Learning disabilities. Providing support for student independence through scaffolded instruction / Martha J. Larkin ; Reading disability and the brain / Sally E. Shaywitz and Bennett A. Shaywitz ; Successful strategies for promoting self-advocacy among students with LD : the LEAD group / Al Pocock [and others] ; Group intervention : improving social skills of adolescents with learning disabilities / Deborah Court and Sarah Givon -- Unit 4. Speech and language impairments. Language differences or learning difficulties / Spencer J. Salend and AltaGracia Salinas ; Young African American children with disabilities and augmentative and alternative communication issues / Phil Parette, Mary Blake Huer, and Toya A. Wyatt -- Unit 5. Developmental disabilities. The secrets of autism / J. Madeleine Nash ; Citizenship and disability / Michael Bérubé ; Inscrutable or meaningful? : understanding and supporting your inarticulate students / Robin M. Smith -- Unit 6. Emotional and behavioral disorders. Psychiatric disorders and treatments : a primer for teachers / Steven R. Forness, Hill M. Walker, and Kenneth A. Kavale ; Making choices, improving behavior, engaging in learning / Kristine Jolivette [and others] ; The importance of teacher self-awareness in working with students with emotional and behavioral disorders / Brent G. Richardson and Margery J. Shupe ; Classroom problems that don't go away / Laverne Warner and Sharon Lynch -- Unit 7. Vision and hearing impairments. A half-century of progress for deaf individuals / McCay Vernon ; Using tactile strategies with students who are blind and have severe disabilities / June E. Downing and Deborah Chen -- Unit 8. Multiple disabilities. Making inclusion a reality for students with severe disabilities / Pamela S. Wolfe and Tracey E. Hall ; Training basic teaching skills to paraeducators of students with severe disabilities / Marsha B. Parsons and Dennis H. Reid ; Using technology to construct alternate portfolios of students with moderate and severe disabilities / Anne Denham and Elizabeth A. Lahm -- Unit 9. Orthopedic and health impairments. Mobility training using the MOVE curriculum : a parent's view / Keith W. Whinnery and Stacie B. Barnes ; Accommodations for students with disabilities : removing barriers to learning / MaryAnn Byrnes ; Trick question / Michael Fumento -- Unit 10. Giftedness. Understanding the young gifted child : guidelines for parents, families, and educators / Jennifer V. Rotigel ; Cultivating otherwise untapped potential / Deborah Smith ; Teaching strategies for twice-exceptional students / Susan Winebrenner -- Unit 11. Transition. Transition planning for students with severe disabilities : policy implications for the classroom / Christy Holthaus Stuart and Stephen W. Smith ; The transition from middle school to high school / Theresa M. Letrello and Dorothy D. Miles ; Choosing a self-determination curriculum / David W. Test .. [et al.]

Includes bibliographical references (p. 557-597) and indexes

Includes bibliographical references (p. 557-597) and indexes

Includes bibliographical references (p. 557-597) and indexes

Includes bibliographical references (p. 557-597) and indexes

The digest briefly summarizes the characteristics and current trends in special education programing for exceptional children. Exceptional children are described as having physical, mental, or behavioral handicaps and ranging in age from birth to 21. Requirements of basic federal legislation (The Education for All Handicapped Children Act) and recent amendments are briefly described. Incidence information as well as a listing of program options are provided for gifted students, children with physical handicaps, children with mental handicaps, children with behavior disorders, children with speech and language disabilities, children with learning disabilities, and children with specialized health care needs. Two trends in special education are also identified. First, children with disabilities are receiving special education services earlier and second, a change in the public's attitude toward employment of people with handicaps has led to more instruction in vocational skills and assistance in the transition from school to community life and work. Three references are included. (DB)

This article presents the case of Khyber Pakhtunkhwa (KP), Pakistan's former North-West Frontier Province, and its provincial educational assessment policies and practices. These policies and practices affect millions of Culturally Linguistically Diverse and Exceptional (CLDE) children who live in rural and remote areas, and areas afflicted by conflict and insurgency. The article raises questions about political interference, ethical conduct, and fairness in the administration and marking of the assessments. It discusses efforts for systematic administration and collection of learning assessment data, teacher professional development programs to improve assessment practices, policies which address the educational needs of the diverse students in the province, and challenges and barriers to province-wide sustainable education development. In conclusion, the author offers suggestions and recommendations for policy makers and education stakeholders towards capacity building and improvement of assessment practices for all learners while it attempts to shed light and dispel misconceptions about KP and its people.

This article presents the case of Khyber Pakhtunkhwa (KP), Pakistan's former North-West Frontier Province, and its provincial educational assessment policies and practices. These policies and practices affect millions of Culturally Linguistically Diverse and Exceptional (CLDE) children who live in rural and remote areas, and areas afflicted by conflict and insurgency. The article raises questions about political interference, ethical conduct, and fairness in the administration and marking of the assessments. It discusses efforts for systematic administration and collection of learning assessment data, teacher professional development programs to improve assessment practices, policies which address the educational needs of the diverse students in the province, and challenges and barriers to province-wide sustainable education development. In conclusion, the author offers suggestions and recommendations for policy makers and education stakeholders towards capacity building and improvement of assessment practices for all learners while it attempts to shed light and dispel misconceptions about KP and its people.

This article presents the case of Khyber Pakhtunkhwa (KP), Pakistan's former North-West Frontier Province, and its provincial educational assessment policies and practices. These policies and practices affect millions of Culturally Linguistically Diverse and Exceptional (CLDE) children who live in rural and remote areas, and areas afflicted by conflict and insurgency. The article raises questions about political interference, ethical conduct, and fairness in the administration and marking of the assessments. It discusses efforts for systematic administration and collection of learning assessment data, teacher professional development programs to improve assessment practices, policies which address the educational needs of the diverse students in the province, and challenges and barriers to province-wide sustainable education development. In conclusion, the author offers suggestions and recommendations for policy makers and education stakeholders towards capacity building and improvement of assessment practices for all learners while it attempts to shed light and dispel misconceptions about KP and its people.

Includes bibliographies

Includes bibliographies

Includes bibliographies

Includes bibliographies

Includes bibliographies

Includes bibliographies

415 p. 25 cm

415 p. 25 cm

This document presents statistical information on children with special needs, their education, and the professionals who serve them. Graphs, tables, and charts are used to illustrate: (1) the number of children receiving special education services from 1989 to 1999; (2) the incidence of different disabilities; (3) the growth of students in the four most commonly occurring disability areas; (4) the number of children served in general education 40 percent or more of the school day; (5) the number of infants, toddlers, and young children receiving special education services; (6) conditions under which students with disabilities left school; (7) percentage of infants and toddlers served in different environments; (8) percentage of preschool children served in different educational environments; (9) racial and ethnic backgrounds of children served; (10) the cost of special education; (11) the need for certified teachers to fill special education positions; (12) annual attrition from the special education workforce; (13) women and men in special education teaching programs and their ethnic backgrounds; (14) the number and percentage of students in gifted and talented programs; (15) gifted education funding by state; and (16) federal funding of gifted education. Milestones in special education are noted and a list of resources is included. (CR)

This document presents statistical information on children with special needs, their education, and the professionals who serve them. Graphs, tables, and charts are used to illustrate: (1) the number of children receiving special education services from 1989 to 1999; (2) the incidence of different disabilities; (3) the growth of students in the four most commonly occurring disability areas; (4) the number of children served in general education 40 percent or more of the school day; (5) the number of infants, toddlers, and young children receiving special education services; (6) conditions under which students with disabilities left school; (7) percentage of infants and toddlers served in different environments; (8) percentage of preschool children served in different educational environments; (9) racial and ethnic backgrounds of children served; (10) the cost of special education; (11) the need for certified teachers to fill special education positions; (12) annual attrition from the special education workforce; (13) women and men in special education teaching programs and their ethnic backgrounds; (14) the number and percentage of students in gifted and talented programs; (15) gifted education funding by state; and (16) federal funding of gifted education. Milestones in special education are noted and a list of resources is included. (CR)

This document presents statistical information on children with special needs, their education, and the professionals who serve them. Graphs, tables, and charts are used to illustrate: (1) the number of children receiving special education services from 1989 to 1999; (2) the incidence of different disabilities; (3) the growth of students in the four most commonly occurring disability areas; (4) the number of children served in general education 40 percent or more of the school day; (5) the number of infants, toddlers, and young children receiving special education services; (6) conditions under which students with disabilities left school; (7) percentage of infants and toddlers served in different environments; (8) percentage of preschool children served in different educational environments; (9) racial and ethnic backgrounds of children served; (10) the cost of special education; (11) the need for certified teachers to fill special education positions; (12) annual attrition from the special education workforce; (13) women and men in special education teaching programs and their ethnic backgrounds; (14) the number and percentage of students in gifted and talented programs; (15) gifted education funding by state; and (16) federal funding of gifted education. Milestones in special education are noted and a list of resources is included. (CR)

This document presents statistical information on children with special needs, their education, and the professionals who serve them. Graphs, tables, and charts are used to illustrate: (1) the number of children receiving special education services from 1989 to 1999; (2) the incidence of different disabilities; (3) the growth of students in the four most commonly occurring disability areas; (4) the number of children served in general education 40 percent or more of the school day; (5) the number of infants, toddlers, and young children receiving special education services; (6) conditions under which students with disabilities left school; (7) percentage of infants and toddlers served in different environments; (8) percentage of preschool children served in different educational environments; (9) racial and ethnic backgrounds of children served; (10) the cost of special education; (11) the need for certified teachers to fill special education positions; (12) annual attrition from the special education workforce; (13) women and men in special education teaching programs and their ethnic backgrounds; (14) the number and percentage of students in gifted and talented programs; (15) gifted education funding by state; and (16) federal funding of gifted education. Milestones in special education are noted and a list of resources is included. (CR)

This document presents statistical information on children with special needs, their education, and the professionals who serve them. Graphs, tables, and charts are used to illustrate: (1) the number of children receiving special education services from 1989 to 1999; (2) the incidence of different disabilities; (3) the growth of students in the four most commonly occurring disability areas; (4) the number of children served in general education 40 percent or more of the school day; (5) the number of infants, toddlers, and young children receiving special education services; (6) conditions under which students with disabilities left school; (7) percentage of infants and toddlers served in different environments; (8) percentage of preschool children served in different educational environments; (9) racial and ethnic backgrounds of children served; (10) the cost of special education; (11) the need for certified teachers to fill special education positions; (12) annual attrition from the special education workforce; (13) women and men in special education teaching programs and their ethnic backgrounds; (14) the number and percentage of students in gifted and talented programs; (15) gifted education funding by state; and (16) federal funding of gifted education. Milestones in special education are noted and a list of resources is included. (CR)

This document presents statistical information on children with special needs, their education, and the professionals who serve them. Graphs, tables, and charts are used to illustrate: (1) the number of children receiving special education services from 1989 to 1999; (2) the incidence of different disabilities; (3) the growth of students in the four most commonly occurring disability areas; (4) the number of children served in general education 40 percent or more of the school day; (5) the number of infants, toddlers, and young children receiving special education services; (6) conditions under which students with disabilities left school; (7) percentage of infants and toddlers served in different environments; (8) percentage of preschool children served in different educational environments; (9) racial and ethnic backgrounds of children served; (10) the cost of special education; (11) the need for certified teachers to fill special education positions; (12) annual attrition from the special education workforce; (13) women and men in special education teaching programs and their ethnic backgrounds; (14) the number and percentage of students in gifted and talented programs; (15) gifted education funding by state; and (16) federal funding of gifted education. Milestones in special education are noted and a list of resources is included. (CR)

This document presents statistical information on children with special needs, their education, and the professionals who serve them. Graphs, tables, and charts are used to illustrate: (1) the number of children receiving special education services from 1989 to 1999; (2) the incidence of different disabilities; (3) the growth of students in the four most commonly occurring disability areas; (4) the number of children served in general education 40 percent or more of the school day; (5) the number of infants, toddlers, and young children receiving special education services; (6) conditions under which students with disabilities left school; (7) percentage of infants and toddlers served in different environments; (8) percentage of preschool children served in different educational environments; (9) racial and ethnic backgrounds of children served; (10) the cost of special education; (11) the need for certified teachers to fill special education positions; (12) annual attrition from the special education workforce; (13) women and men in special education teaching programs and their ethnic backgrounds; (14) the number and percentage of students in gifted and talented programs; (15) gifted education funding by state; and (16) federal funding of gifted education. Milestones in special education are noted and a list of resources is included. (CR)