Index
Viewpoints on Interventions for Learners with Disabilities
ISBN: 978-1-78743-090-7, eISBN: 978-1-78743-089-1
ISSN: 0270-4013
Publication date: 5 June 2018
This content is currently only available as a PDF
Citation
(2018), "Index", Obiakor, F.E. and Bakken, J.P. (Ed.) Viewpoints on Interventions for Learners with Disabilities (Advances in Special Education, Vol. 33), Emerald Publishing Limited, Leeds, pp. 235-243. https://doi.org/10.1108/S0270-401320180000033014
Publisher
:Emerald Publishing Limited
Copyright © 2018 Emerald Publishing Limited
INDEX
NOTE: Page numbers followed by ‘f’ and ‘t’ refers to figures and tables in the text.
Absence seizure (petit mal)
, 204
Academic interventions
curriculum
, 57, 59, 62–64
evidence-based
, 60–61t
mathematics instruction
, 63–64
reading instruction
, 59, 62
science education
, 64
writing instruction
, 62–63
D/HH
for early childhood
, 85–86
for elementary students
, 87–89
for secondary students
, 90–92
Acquired immune deficiency syndrome (AIDS)
, 197, 208
Advocacy groups
, 6
The American Psychiatric Association (APA)
, 128
American Sign Language (ASL)
, 80, 87–88, 90–92
The American Speech-Language-Hearing Association (ASHA)
, 184
Asperger disorder
, 128
Assistive Technology (AT) certification
, 119–120
Asthma
, 206
Ataxic cerebral palsy
, 210
Athetoid cerebral palsy
, 209
Attention deficit hyperactivity disorder (ADHD)
, 172, 174, 180
Augmentative and Alternative Communication (AAC)
, 93–94, 133–134
Aura (warning sensation)
, 205
Autism spectrum disorder (ASD), students with
, 6, 93, 128
evidence-based interventions for
, 130t
language and communication support
, 129, 131–134
AAC
, 133–134
expressive language
, 132–133
receptive language
, 131
restricted patterns of behavior, interests, and activities
, 137–140
repetitive behaviors with anxiety
, 139–140
repetitive motor behaviors
, 139
routines and rituals
, 138–139
self-injury
, 140
special interests
, 137–138
social supports
, 134–137
peer
, 134–135
strategies for inclusive classroom
, 136–137
video modeling
, 135–136
Backtranslation
, 118
Braille Authority of North America (BANA) research project
, 118
Braille code transition
, 117–119
to address well-established problems
, 118–119
changes with braille
, 117–118
changes with print
, 117
Brown v. Board of Education of Topeka (1954) case
, 225
Career education
, 108
Centers for Disease Control and Prevention (CDC)
, 170
Cerebral palsy
, 198, 208–210
Certified Assistive Technology Instructional Specialist (CATIS)
, 120
Classroom-based research
, 8
Classroom-based speech pathology services
, 184
interventions
, 189–194
models
, 187–189
Coached elaboration technique
, 43–44, 45t
Cochlear implants
, 76
Cognitive disabilities
, 5–6
Collaboration for Effective Educator, Development, Accountability, and Reform (CEEDAR) Center
, 82
Collaborative Strategic Reading (CSR)
, 20, 24
Common Core Curriculum
, 121–122
Common Core State Standards (CCSS)
, 121
Communication skill development, D/HH
, 93–94
Community support systems
, 95
Compensatory skills
, 108
Complex partial seizure (psychomotor)
, 204
Computer-based instruction/ interventions
, 67, 134
The Computer Braille Code
, 118
Concussions
, 171–172
Constant time delay intervention
, 59
The Council for Exceptional Children
, 6
Cued Speech
, 80, 88
for American English
, 81f
Culturally and linguistically diverse (CLD) students
, 222–223
Cystic fibrosis
, 207
Deaf/hard of hearing (D/HH)
with additional disabilities
, 93–95
communication skill development
, 93–94
life-skill development
, 94–95
degrees of loss and possible implications
, 77–79t
DWD students
communicating with
, 93
curriculum used with
, 94
vocational training for
, 94
EBPs
, 82
education/educational practices
, 2, 82–83
hearing aids/cochlear implants
, 76
modes of communication
, 80
recommended practices
, 83–92
for early childhood
, 83–86
for elementary students
, 86–89
principles for FCEI
, 85t
for secondary students
, 89–92
Deaf with Disability (DWD)
, 93
Deficit-based diagnostic model
, 149
Diabetes
diabetic coma
, 206
hyperglycemia
, 206
hypoglycemia
, 205–206
Differentiated instruction
, 153
Disability-specific skills
, 108, 112
Duchenne muscular dystrophy (DMD)
, 210–211
Early Hearing Detection and Intervention (EHDI) programs
, 83
Ecological assessment
, 149
Educational literacy interventions
, 62
The Education of All Handicapped Children’s Act (PL 94-142)
, 144, 225
Educators
, 212, 228
ASD
, 138–139
dual responsibility
, 7
explicit instruction
, 22–23
preparation programs
, 230
and professional development providers
, 26
secondary
, 89, 91
TBI. See Traumatic brain injuries (TBIs), role of educators
teacher
, 230
Effective instruction
, 15, 20, 25
Embedded trial instruction
, 59
Emotional and/or behavioral disorders (EBDs)
, 32
achievement and services provided to students with
, 36–37
disappointing outcomes
, 36
other studies
, 37
challenges for completing secondary education
, 39–47
discriminating essential from nonessential information
, 40–41
expressing one’s learning
, 46–47
organizing target information
, 43–46
recalling target information
, 41–43
Endrew F. case implications
, 35–36
government actions
, 34–35
instruction for students in secondary schools
, 37–39
power vs. duties
, 32–33
Emotional disturbance
, 6
Endrew F. v. Douglas County School District case
, 35–36
Epilepsy
, 200, 204–205
Every Student Succeeds Act (2015)
, 155
Evidence-based interventions
, 58–67
academic curriculum
, 57, 59, 62–64
evidence-based
, 60–61t
mathematics instruction
, 63–64
reading instruction
, 59, 62
science education
, 64
writing instruction
, 62–63
life-skills curriculum
, 57
computer-based interventions
, 67
evidence-based
, 66t
self-operated prompting systems
, 65, 67
systematic instruction
, 65
video-based instruction
, 65
visual activity schedules
, 65
Evidence-based practices (EBPs)
, 16, 26, 37, 82
Expanded core curriculum (ECC)
, 110, 112, 115–117
aligning CCSS and
, 121
overview
, 113–114t
working with other school personnel to support
, 115–117, 116t
Explicit instruction
, 22–23
Expressive language
, 132–133
Extensive and pervasive support needs, students with
assessments
, 148–150
data-driven decision-making
, 150
person-centered and strengths-based
, 149–150
general education curriculum
, 147–148, 153–154
IEP
, 150–152
inclusive instruction
, 154–159
context and content
, 154–155
embedded systematic instruction
, 155–156
extracurricular activities
, 157
self-determination
, 156–157
team approach
, 157–159
viewpoints on education of
historic
, 144–145
twenty-first century
, 146–147
Family-centered approach
, 84, 86
Family-centered early intervention (FCEI) programming
, 84
best practice principles for
, 85t
First letter strategies
, 41–42
Free and appropriate public education (FAPE)
, 33
LRE vs.,
, 34
Functional curriculum
, 57, 144
General education curriculum
, 57, 147–148
strategies for assessing
, 153–154
Generalized tonic-clonic seizure (grand mal)
, 204
Graphic organizers
, 46
completing
, 43
provision of
, 41
steps for using
, 40
Hearing loss
, 76, 84
Human immunodeficiency virus (HIV)
, 197, 208
Hyperglycemia
, 206
Hypoglycemia
, 205–206
Incidental learning
, 108
Inclusive classroom, strategies for
, 136–137
Inclusive education
, 8–9, 148, 151–152
Individualized Education Program (IEP)
, 86, 150–152, 176–177
Individualized health care plan (IHCP)
, 216
Individuals with Disabilities Education Act (IDEA)
, 14, 56, 76, 198–199, 226
Individuals with Disabilities Education Improvement Act (IDEIA)
, 145, 155, 177
Instructional components
, 17, 18t, 20
Insulin reaction/diabetic shock
, 205–206
Intellectual disability, students with
, 55–56
educating
, 56–57
evidence-based/research-based interventions.
, See Evidence-based interventions
International Classification of Impairments, Disabilities, and Handicaps (ICIDH)
, 146
Keyword method
, 42–43
Language and communication
ASD
, 129, 131–134
AAC
, 133–134
expressive language
, 132–133
receptive language
, 131
D/HH
for early childhood
, 83–86
for elementary students
, 86–87
language zone
, 92
for secondary students
, 90
Learning disabilities (LD), students with
, 13
characteristics
, 14
ideas about interventions on
, 21–25
attribution and self-regulation components
, 24–25
explicit instruction
, 22–23
practice with feedback
, 24
scaffolded instruction
, 23
systematic approach to task
, 22
instruction
, 25–27
for administrators
, 26–27
for practitioners
, 25–26
for teacher educators/professional development providers
, 26
research on students with
, 6
research summary
, 15–21
meta-analyses
, 17–19
research institutes
, 16–17, 16t
reviews of sustained research programs
, 19–21
state of LD
, 14–15
Least restrictive environment (LRE)
, 32, 145
vs. FAPE
, 34
Life-skills curriculum
, 57
computer-based interventions
, 67
evidence-based
, 66t
self-operated prompting systems
, 65, 67
systematic instruction
, 65
video-based instruction
, 65
visual activity schedules
, 65
Low-tech communication
, 134, 193
Mathematics instruction
, 63–64
Meningocele
, 210
Mental disability, foundation for
, 3–5
Mental Retardation Facilities Construction Act
, 5
Mild intellectual disability
, 56, 58, 63
Mild TBI (mTBI)
, 171–172, 173t, 178
Mills v. Board of Education (1972) case
, 225
Mnemonic strategies
, 41
Mobility devices
, 215–216
Moderate intellectual disability
, 56
Moderate-to-severe TBIs
, 171, 176–177
Modes of communication, D/HH
, 80
Modified schema-based instruction (MSBI)
, 64
Morning Message (MM) strategy
, 92
Multicomponent interventions
, 20, 24
Muscular dystrophy
, 210–211
The National Agenda, goals of
, 109, 111t
National Center for Learning Disabilities (NCLD)
, 14–15
The National Professional Development Center (NPDC)
, 129
Negative rights
, 32–33
Neural tube defects
, 210
Neurodevelopmental disorder
, 128
Neuromotor impairment
, 199
The No Child Left Behind Act (2001)
, 226
Nonacademic interventions, physical and health impairments
, 213–217
animals
, 216
assistive technology
, 215
environmental modifications
, 214–215
medications
, 216–217
mobility devices
, 215–216
seating and positioning
, 216
specialists
, 214
Occupational therapy
, 158
Online, bilingual, multimedia English-ASL dictionary (OBMEAD)
, 90
Online monolingual English dictionary (OMED)
, 90
Opportunistic infections
, 208
Oralism
, 2
Orientation and mobility (O&M) training
, 108, 112
Orthopedic impairment
, 198–199
Other health impairments (OHI)
, 198
children with
, 200, 204–211
asthma
, 206
cystic fibrosis
, 207
diabetes
, 205–206
epilepsy
, 200, 204–205
historical events in education of
, 201–203t
HIV and AIDS
, 208
sickle cell disease
, 207
Panel on Mental Retardation (President’s panel)
, 3–5
Paper English-ASL dictionaries (PBEAD)
, 90
Part-to-whole learning
, 109
Pedagogical approaches
, 7
Peer-mediated instruction and intervention (PMII)
, 134–135
The Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania (1971) case
, 225
Perkins School for the Blind
, 3
Person-centered assessment
, 149–150
Person-centered planning (PCP)
, 95
Person–environment fit model
, 146
Pervasive developmental disorder
, 128
Phonological awareness instruction
, 192
Physical and health impairments, students with
, 197
children
, 200, 204–211
asthma
, 206
cystic fibrosis
, 207
diabetes
, 205–206
epilepsy
, 200, 204–205
historical events in education of
, 201–203t
HIV and AIDS
, 208
sickle cell disease
, 207
educational approaches
, 211–217
academic interventions
, 211–212
nonacademic interventions.
, See Nonacademic interventions, physical and health impairments
Physical therapist (PT)
, 213
Picture Exchange Communication System (PECS)
, 130t
Plegia
, 209
Positive rights
, 33
POW approach
, 47
POW plus TREE strategy
, 47
Precision teaching model
, 7
Principles for remediation
, 20, 24
Profound intellectual disability
, 56
Question Exploration Routine (QER) technique
, 43–44
Raised dot method
, 2–3
Reading comprehension skills
, 19–20
Reading instruction
academic curriculum
, 59, 62
components of
, 87
Real-life skills
, 57
Real-world curriculum
, 57
Receptive language
, 131
Reciprocal teaching
, 20
Remediation, principles for
, 20, 24
Repetitive motor behaviors
, 139
Research
-based interventions.
, See Evidence-based interventions
-based practices
, 2, 7–8
classroom-based
, 8
special education
, 7
Schema-based instruction
, 64
School-based speech pathology services
, 185–189
Secondary education, challenges for completing
, 39–47
discriminating essential from nonessential information
, 40–41
expressing one’s learning
, 46–47
organizing target information
, 43–46
recalling target information
, 41–43
Seizure disorder
, 204
Self-operated prompting systems
, 65, 67
Self-Regulated Strategy Development (SRSD)
, 20, 22, 24, 46–47, 63
Sensory disabilities
, 2–3
Service-delivery model
, 184–185
Severe intellectual disability
, 56
Sickle cell disease
, 207
Sign language
, 2
Simple partial seizure
, 204
Social advocacy movement
, 3–5, 4t
Social–ecological model
, 146–147
Social/emotional relationships, D/HH
for early childhood
, 86
for elementary students
, 89
for secondary students
, 92
Social narratives (SN)
, 130t
Spastic cerebral palsy
, 210
Special education
development of specialized interventions
advocacy groups
, 6
inclusive education movement
, 8–9
for individuals with cognitive disabilities
, 5–6
research-based practices
, 7–8
socially constructed disability categories
, 6
focus on sensory disabilities
, 2–3
interventions
, 222
framework
, 223–224
legal principles and
, 224–226
“specialness” of special education
, 226–227
overview
, 1–3
professionals
, 222
services
, 36
teachers
, 38
Specific learning disability
, 14
Speech-language pathologists (SLPs)
, 183, 190
guiding principles
, 184–185
peer-tutors
, 194
practice areas
, 186t
-trained inclusive secondary school teacher
, 191
Speech pathology services
, 183
classroom-based
, 184
interventions
, 189–194
service models
, 187–189
school-based
, 185–189
Speech therapy
, 158
Spina bifida
, 198, 210
Spoken language
, 80
Spoken language impairment (SLI)
, 192
Standards-based education
, 121
Strategic and Interactive Writing Instruction (SIWI) method
, 91
Strategy instruction
, 62
Strengths-based assessment
, 149–150
The Supporting Success for Children with Hearing Loss website
, 76
Systematic instruction
, 65
Tradition(s)
beyond interventions
, 226–230
discouraging deficit thinking
, 229–230
innovative intervention strategies
, 228
“specialness” of special education
, 226–227
valuing new voice
, 227–228
MSBI
, 64
traditional assessment
, 149–150
Transdisciplinary team approach
, 213
Traumatic brain injuries (TBIs)
affected rates
, 169–170
deaths
, 170
effects of
, 173t
interventions for
, 180
role of educators
, 171–180
accommodations
, 177–179
adaptations vs. modifications
, 179
assessment
, 174–175
disability classification and service delivery
, 176–178
identification
, 172, 174
intervention implementation
, 178–179
progress monitoring
, 179–180
reintegration
, 175–176
in school-aged children
, 170
symptoms
, 171
Treatise on Idiocy,
, 6
Type 1 diabetes (juvenile diabetes/early-onset diabetes)
, 205
Type 2 diabetes
, 205
The Unified English Braille (UEB) Code
, 118
The United States
, 222, 225
ASL in
, 80
babies born deaf in
, 76
chronic medical conditions
, 199
UEB in
, 118
U.S. Constitution
, 32–33
U.S. Office of Education
, 15
Universal Design for Learning (UDL)
, 153–154
Vagabond therapy
, 34
Video-based instruction
, 65
Video modeling, ASD
, 135–136
Visual activity schedules
, 65
Visual impairments, students with
AT certification
, 119–120
current advancements
, 117–119
effective historical advancements
, 109–117
early interventions
, 112
goals of National Agenda
, 110, 111t
introducing ECC
, 110, 112, 113–114t, 115–117
ongoing school-age/transition-age interventions
, 112, 115
principles of learning
, 109–110
working with other school personnel to support
, 115–117, 116t
global braille code transition.
, See Braille code transition
implementing disability-specific interventions
, 120–123
aligning ECC and CCSS
, 121
management of limited resources
, 122–123
variation
, 120–121
incidental learning
, 108
recreation and leisure
, 108
self-determination
, 108, 121
social interaction
, 108, 121
Visual language
, 80
Visual phonics system
, 88
Visual supports (VS) techniques
, 130t, 131–133, 193
Vocabulary interventions for D/HH students
, 88
Vocational education
, 94
Vocational Rehabilitation Act (PL 93-112)
, 225
World Health Organization (WHO)
, 146
Writing instruction
, 62–63
- Prelims
- Viewpoints on Intervention for Learners with Disabilities: An Introduction
- Chapter 1 Viewpoint on Interventions for Students with Learning Disabilities: Instruction Matters
- Chapter 2 Promoting Positive Freedoms for Secondary Students with Emotional and Behavioral Disorders: The Role of Instruction
- Chapter 3 Interventions for Students with Intellectual Disabilities
- Chapter 4 Interventions for Students Who Are Deaf/Hard of Hearing
- Chapter 5 Interventions for Students with Visual Impairments
- Chapter 6 Interventions for Students with Autism
- Chapter 7 Viewpoints on Interventions for Students with Extensive and Pervasive Support Needs
- Chapter 8 Interventions for Learners with Traumatic Brain Injuries
- Chapter 9 An Overview of Classroom-based Speech-Language Pathology Services
- Chapter 10 Interventions for Students with Physical Disabilities and Other Health Impairments
- Chapter 11 Viewpoints on Interventions for Learners with Disabilities Beyond Tradition
- Index