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• ISBN 10:0134801741

• ISBN 13: 9780134801742

• Author:Marilyn Friend  

 Special Education
Contemporary Perspectives for School Professionals

Special Education Contemporary Perspectives for School Professionals 5th Table of contents:

 1 Understanding Special Education
Learning Outcomes
Concepts That Define Special Education
Special Education
Related Services
Supplementary Aids and Services
Development of the Special Education Field
Early History
The Beginnings of Today’s Education System
Discrimination and a Call for Change
Research and Rethinking of Assumptions
Litigation for the Rights of Students with Disabilities
A Federal Response: Protecting Students with Disabilities
Early Laws for Students with Disabilities
Refinements to the Law
Special Education as a Continuing Story
Laws Affecting Students with Disabilities
Individuals with Disabilities Education Act (IDEA) of 2004
Zero Reject
Free Appropriate Public Education
Least Restrictive Environment
Nondiscriminatory Evaluation
Parent and Family Rights to Confidentiality
Procedural Safeguards
Other Legislation Related to Special Education
Section 504 of the Rehabilitation Act of 1973
Americans with Disabilities Act of 1990
Students Who Receive Special Education
Prevalence of Students with Disabilities
Special Education for Young Children
Students with Special Needs Not Specifically Included in IDEA
Students Who Are Gifted or Talented
Students with Attention Deficit–Hyperactivity Disorder
Students at Risk for School Failure
Parent and Family Roles in the Education of Children with Disabilities
Parents and Their Children with Disabilities
Parent Participation in Special Education
Barriers to Parent Participation
Strategies to Encourage Parent Participation
Critical Topics Influencing Special Education
Inclusive Practices and Access to the General Curriculum
Formal and Informal Definitions
The Debate About Inclusion
Research on Inclusive Practices
Inclusive Practices in This Text
Collaboration
Collaboration Definition
Easier Said Than Done
Accessible and Effective Instruction
Rigor and Accountability
Evidence-Based Practices
Prevention Through Response to Intervention and a Multi-Tiered System of Support
Assistive and Instructional Technology
Positive Behavior Supports
Summary
2 The Personnel and Procedures of Special Education
Learning Outcomes
The Professionals Who Work in Special Education
Special Education Teachers
Bilingual Special Educator
Early Childhood Special Educator
Adapted Physical Educator
Related Services Professionals
Speech-Language Pathologist
School Psychologist
School Counselor
School Social Worker
School Nurse
Educational Interpreter
Occupational Therapist
Physical Therapist
Others Who Work in Special Education
General Education Teacher
Paraeducator
Parents
Additional Service Providers
Determining Student Eligibility for Special Education Services
Initial Consideration of Student Problems
General Education Interventions
Response to Intervention
Multi-Tiered Systems of Support
Screening
Special Education Referral and Assessment
Parents’ Rights
Assessment Components
Assessment Procedures
Decision Making for Special Education
Preparing the IEP
Deciding About Placement
Monitoring for Students with Disabilities
Annual Review
Three-Year Reevaluation
Understanding the Individualized Education Program
Members of the IEP Team
Required Components of the IEP
Present Level of Performance
Annual Goals
Short-Term Objectives or Benchmarks
Special Education and Related Services
Supplementary Aids and Services
Assistive Technology
Participation with Peers Who Do Not Have Disabilities
Accommodations for State and District Testing
Dates and Places
Transition Service Needs and Transition Services to Be Provided
Age of Majority
Measurement of Progress
Other Considerations
Placement Options for Students with Disabilities
The Continuum of Special Education Placements
General Education
Resource Class
Separate Class
Separate School
Residential Facility
Additional Placement Settings
Changes in Placement
Resolving Disagreements Regarding Special Education
Dispute Resolution
Mediation
Due Process Hearing
Issues Related to Special Education Professionals and Procedures
Special Education Teacher Changing Roles and Responsibilities
Response to Intervention and Multi-Tiered Systems of Support: Issues in Implementation
Summary
3 Multicultural Perspectives
Learning Outcomes
Understanding Culture
Elements of Culture
Macroculture and Microculture
Culture and Race
Culture and Learning
The Content of Instruction
Cognitive Styles
Field Independence
Field Sensitivity
Effects of Cultural Dissonance
Academic Challenges
Behavior Challenges
Diversity in Special and Gifted Education
Representation in Special Education
Continuum of Placements
Why Disproportionality Matters
Representation in Gifted Education
Factors Contributing to Disproportionate Representation
Poverty
Systemic Bias
Recommended Practices for Diverse Students with Special Needs
Promising Practices in Referral and Identification
Redesigning the Prereferral and Intervention Process
Alternative Assessment Strategies
Universal Screening and Early Intervention
Promising Practices in Instruction
Differentiated Instruction
Universal Design for Learning
Multicultural Education
Instruction for English Language Learners
Bilingual Education
English as a Second Language
Sheltered English
Putting It All Together
Parents and Families of Diverse Students with Disabilities
Parents of Diverse Learners and Participation in Their Children’s Education
Factors That Educators Directly Influence
Factors Beyond the Direct Influence of Educators
Developing Collaborative Relationships
Issues and Trends Affecting Diverse Exceptional Learners
Geography as an Element of Diversity
Urban Education
Equity issues
School choice programs
Teachers and their preparation
Rural Education
Disability Identification and Access to Services
Teaching Conditions
Sexual Orientation
Summary
4 Collaboration in Special Education
Learning Outcomes
Understanding Collaboration
Characteristics of Collaboration
Collaboration Is Voluntary
Collaboration Is Based on Parity
Collaboration Requires a Mutual Goal
Collaboration Involves Shared Responsibility for Key Decisions
Collaboration Includes Shared Accountability for Outcomes
Collaboration Requires Sharing Resources
Collaboration Is Emergent
Collaboration in the Context of IDEA
Essential Elements of Collaboration
Personal Belief System
Communication Skills
Effective Communication Strategies
Communication Habits to Avoid
Interaction Processes
Create a Climate for Problem Solving
Identify the Problem
Generate Alternatives
Assess the Potential Solutions and Select One or More for Implementation
Implement the Intervention
Evaluate the Intervention Outcome and Decide Next Steps
Additional Considerations for Problem Solving
Programs and Services
Supportive Context
Applications of Collaboration for Schools
Teams
Understanding Team Concepts
Team Effectiveness
Special Education Teams
Co-Teaching
One Teach, One Observe
Parallel Teaching
Station Teaching
Alternative Teaching
Teaming
One Teach, One Assist
Selecting a Co-Teaching Approach
Other Co-Teaching Considerations
Consultation
Collaboration with Parents and Families
Families and Collaboration
Building Partnerships with Parents
Issues Related to Collaboration in Special Education
Working with Paraeducators
Time for Collaboration
The Effectiveness of Collaboration
Summary
5 Students with Specific Learning Disabilities
Learning Outcomes
Understanding Learning Disabilities
Development of the Learning Disabilities Field
Definitions of Learning Disabilities
Federal Definition
Alternative Definitions
Essential Dimensions of a Definition of Learning Disabilities
Prevalence of Learning Disabilities
Causes of Learning Disabilities
Physiological Causes
Curriculum and Environmental Contributors
Characteristics of Individuals with Learning Disabilities
Cognitive Characteristics
Attention
Perception
Memory
Information Processing
Academic Characteristics
Reading
Oral Language
Written Language
Mathematics
Social and Emotional Characteristics
Social Perception and Social Competence
Motivation
Behavior Characteristics
Identifying Learning Disabilities
Traditional Approach to Assessment for Learning Disabilities
Formal Assessments
Classroom Assessments
Criteria for Eligibility
RTI for Identifying Students Who Have Learning Disabilities
Three-Tiered Models in Response to Intervention
Criteria for Eligibility
Patterns of Strengths and Weaknesses
Educating Students with Learning Disabilities
Early Childhood
Elementary and Secondary School Services
Inclusive Practices
Transition and Adulthood
Transition Planning
Model Transition Practices
Recommended Educational Practices for Students with Learning Disabilities
Direct Instruction
Strategy Instruction
Parent and Family Perspectives
Parents as Partners
Trends and Issues Affecting the Field of Learning Disabilities
Issues Related to Response to Intervention
Transition to Post-Secondary Options for Students with Specific Learning Disabilities
Summary
6 Students with Attention Deficit–Hyperactivity Disorder
Learning Outcomes
Understanding Attention Deficit–Hyperactivity Disorder
Development of the ADHD Field
Terminology Related to ADHD
Definition of Attention Deficit–Hyperactivity Disorder
Prevalence of Attention Deficit–Hyperactivity Disorder
Prevalence Based on Gender
Prevalence Based on Race and Poverty
Causes of Attention Deficit–Hyperactivity Disorder
Physiological Factors
Environmental Factors
Characteristics of Individuals with Attention Deficit–Hyperactivity Disorder
Cognitive Characteristics
Academic Characteristics
Social and Emotional Characteristics
Self-Esteem
Social Functioning
Behavior Characteristics
Comorbidity with Other Disorders
Identifying Attention Deficit–Hyperactivity Disorder
Initial Referral
Assessment
Medical Assessment
Continuous Performance Tests
Parent Assessment
Teacher and School Assessment
Additional Considerations for IDEA Eligibility
ADHD or Gifted
Eligibility
Educating Students with Attention Deficit–Hyperactivity Disorder
Early Childhood
Elementary and Secondary School Services
Transition and Adulthood
Recommended Educational Practices for Students with Attention Deficit–Hyperactivity Disorder
Medication
Parent and Professional Education
Parent Education
Professional Education
Environmental Supports
Behavior Interventions
Rewards
Low-Involvement Strategies
Token Economy
Instructional Interventions
What Are the Perspectives of Parents and Families?
Parenting Children with ADHD
Supporting Students by Supporting Parents
Trends and Issues Affecting the ADHD Field
Young Children with ADHD
The Ethical and Professional Dilemma
ADHD in Adolescents and Adults
Outcomes for Adults Diagnosed as Children
Identification of ADHD in Adolescents and Adults
The Knowledge Base on Treatment for ADHD
Summary
7 Students with Emotional and Behavior Disorders
Learning Outcomes
Understanding Emotional and Behavior Disorders
Development of the Field of Emotional and Behavior Disorders
Definitions of Emotional and Behavior Disorders
Federal Definition
Criticism of the Federal Definition of Emotional Disturbance
Other Considerations in Defining Emotional and Behavior Disorders
Prevalence of Emotional and Behavior Disorders
Prevalence by Gender
Causes of Emotional and Behavior Disorders
Biological Factors
Psychosocial Factors
Making Sense of the Factors Contributing to Emotional and Behavior Disorders
Characteristics of Individuals with Emotional and Behavior Disorders
Behavior Characteristics
Emotional Characteristics
Social Characteristics
Cognitive and Academic Characteristics
The Question of Cause and Effect
Emotional and Behavior Disorders and Comorbidity
Identifying Emotional and Behavior Disorders
Assessment
Formal Assessments
Classroom Assessments
Other Assessment Strategies
Medical Information
Strengths-Based Assessment
Eligibility
Eligibility Criteria
Educating Learners with Emotional and Behavior Disorders
Early Childhood
Elementary and Secondary School Services
Inclusive Practices
Transition and Adulthood
Recommended Educational Practices for Students with Emotional and Behavior Disorders
The Importance of Prevention
Early Intervention
Positive Behavior Supports
The Effectiveness of Collaboration
Requirements for Interventions in IDEA
Functional Behavior Assessment
Behavior Intervention Plan
Examples of Specific Interventions
Peer-Mediated Instruction
Teacher-Led Instruction
Perspectives of Parents and Families
The Impact of Having a Child with an Emotional or Behavior Disorder
Building Positive Relationships
Parent Education
Support Groups
Trends and Issues Affecting the Field of Emotional and Behavior Disorders
The Problem of Access
Creating a Promising Future
Use of Restraints and Seclusion
Summary
8 Students with Intellectual and Developmental Disabilities
Learning Outcomes
Understanding Intellectual Disabilities
Development of the Field of Intellectual Disabilities
Definitions of Intellectual Disabilities
Federal Definition
American Association on Intellectual and Developmental Disabilities (AAIDD) Definition
Diagnostic and Statistical Manual Definition
Prevalence of Intellectual Disabilities
Other Prevalence Considerations
Causes of Intellectual Disability
Prenatal Causes of Intellectual Disabilities
Down Syndrome
Fragile X Syndrome
Prader-Willi Syndrome
Fetal Alcohol Spectrum Disorders (FASD)
Phenylketonuria
Toxoplasmosis
Perinatal Causes of Intellectual Disability
Postnatal Causes of Intellectual Disability
Encephalitis
Lead Poisoning
Brain Injury
Characteristics of Individuals with Intellectual Disabilities
Cognitive and Academic Characteristics
Cognitive Functioning
Memory
Generalization
Metacognition
Motivation
Language
Academic Skills
Social, Behavioral, and Emotional Characteristics
Social Characteristics
Adaptive Behavior Characteristics
Additional Behavior Characteristics
Emotional Characteristics
Physical and Medical Characteristics
Identifying Intellectual Disabilities
Assessment
Assessment of Intellectual Functioning
Assessment of Adaptive Behavior
Assessment of Medical Factors
Eligibility
How Learners with Intellectual Disabilities Receive Their Education
Early Childhood
Elementary and Secondary School Services
Inclusive Practices
Transition and Adulthood
Recommended Educational Practices for Students with Intellectual Disabilities
Task Analysis
Peer-Mediated Instruction
Perspectives of Parents and Families
Parents’ Reactions to Having a Child with an Intellectual Disability
Parent’s Concerns
Professionals’ Interactions with Parents of Children with Intellectual Disabilities
Trends and Issues Affecting the Field of Intellectual Disabilities
Students with Intellectual Disabilities in Today’s Schools
Which Curriculum?
The Dilemma of High-Stakes Testing
Postsecondary Education for Students with Intellectual Disabilities
Summary
9 Students with Speech and Language Disorders
Learning Outcomes
Understanding Speech and Language Disorders
Development of the Study of Speech and Language Disorders
Emergence of a Profession
Contemporary Practices
Definition of Speech and Language Disorders
Concepts to Describe Speech and Language Disorders
Elements of Language
Language Disorders
Elements of Speech
Speech Disorders
Prevalence of Speech and Language Disorders
Distinguishing Between Speech and Language Prevalence Data
Other Prevalence Considerations
Causes of Speech and Language Disorders
Biological Causes
Environmental Causes
Making Sense of the Factors Contributing to Speech and Language Disorders
Characteristics of Individuals with Speech and Language Disorders
Cognitive and Academic Characteristics
Academic Characteristics
Speech and Language Disorders and Reading
Social and Emotional Characteristics
Behavior Characteristics
Speech and Language Disorders and Other Disabilities
Identifying Speech and Language Disorders
Assessment
Speech Assessments
Language Assessments
Assessment for Students Whose First Language Is Not English or Whose Use of English Is Nonstandard
Eligibility
How Learners with Speech and Language Disorders Receive Their Education
Early Childhood
The Importance of Early Intervention
Approaches for Early Speech and Language Intervention
Elementary and Secondary School Services
Inclusive Practices
Transition and Adulthood
Recommended Educational Practices for Students with Speech and Language Disorders
Speech-Language Services and Literacy Instruction
Communication Using Technology
Augmentative and Alternative Communication
Technology for Language Practice
Perspectives of Parents and Families
Helping Parents to Develop Children’s Language Skills
Diversity and Speech and Language Interventions
Trends and Issues Affecting the Field of Speech and Language Disorders
Differences versus Disorders in a Multicultural Society
Language Differences
Other Cultural Influences on Communication
The Use of Evidence-Based Practices
Summary
10 Students with Autism Spectrum Disorder
Learning Outcomes
Understanding Autism Spectrum Disorder
Development of the Field of Autism Spectrum Disorder
Refining Understanding
Definitions of Autism Spectrum Disorder
Federal Definition
Definition of the American Psychiatric Association
Making Sense of the Definitions
Prevalence of Autism Spectrum Disorder
Other Prevalence Considerations
Causes of Autism Spectrum Disorder
Biological Factors
Autism Spectrum Disorder and the Brain
Environmental Factors
Autism and Immunizations
Characteristics of Individuals with Autism Spectrum Disorder
Cognitive and Academic Characteristics
Rote Memory
Theory of Mind
Problem Solving
Social and Emotional Characteristics
Language Disorders
Other Language Problems
Immaturity
Communicative Intent
Behavior Characteristics
Self-Stimulatory Behaviors
Generalization Difficulties
Sensory Issues
Identifying Autism Spectrum Disorder
Assessment Related to Characteristics of Autism
Cognitive Ability, Academic Achievement, and Adaptive Skills
Developmental Measures
Behavior Assessment
Eligibility
How Learners with Autism Spectrum Disorder Receive Their Education
Early Childhood
Elementary and Secondary School Services
Inclusive Practices
Exploring the Autism Inclusion Collaboration Model
Transition and Adulthood
Recommended Educational Practices for Students with Autism Spectrum Disorder
Environmental Supports
Visual Supports
Home Base
Assistive Technology
Instructional Practices
Priming
Discrete Trial Interventions
Prompting
Social Skills Supports
Instruction
Social Stories
SOCCSS
Perspectives of Parents and Families
Family Needs for Information and Support
The Roles of Siblings
Trends and Issues Affecting the Field of Autism Spectrum Disorder
Assessment, Diagnosis, and Prevalence
Evidence-Based Interventions
Training and Support
Summary
11 Students with Deafness and Hearing Loss
Learning Outcomes
Understanding Deafness and Hearing Loss
Development of the Field of Deaf Education
Definitions of Deafness and Hearing Loss
Federal Definitions
Additional Information on Definitions
Deaf Culture
Prevalence of Hearing Loss
Hearing Loss and Other Disabilities
Causes of Hearing Loss
Prelingual Causes of Hearing Loss
Postlingual Causes of Hearing Loss
Types of Hearing Loss
Degree of Hearing Loss
Characteristics of Individuals Who Are Deaf or Hard of Hearing
Hearing Loss and Child Development
Impact on Communication
Experiential Learning
Cognitive Characteristics
Academic Characteristics
Language
Reading
Written Language
Mathematics
Social and Emotional Characteristics
Behavior Characteristics
Identifying a Hearing Loss
Audiological Evaluation
Other Assessments
Determination of Eligibility
How Learners Who Are Deaf or Hard of Hearing Receive Their Education
Early Childhood
Elementary and Secondary School Services
General Education Classroom
General Education Classroom with Supplementary Instruction
Separate Class for Students Who Are Deaf or Hard of Hearing
Other Settings
Inclusive Practices
Transition and Adulthood
Recommended Educational Practices for Students Who Are Deaf or Hard of Hearing
Integrated Vocabulary and Concept Development
Experiential Ladder of Learning
Visual Teaching Strategies
Accommodations for Students Who Are Deaf or Hard of Hearing
Perspectives of Parents and Families
The Voices of Parents
Trends and Issues Affecting the Field of Deaf Education
Universal Newborn Hearing Screening
Cochlear Implants
Bilingual–Bicultural Approach
Summary
12 Students with Visual Impairments
Learning Outcomes
Understanding Visual Impairments
Development of the Visual Impairment Field
Early Thinking and Services
Residential Schools in the United States
The Emergence of Public School Programs
Other Historical Developments
Definitions of Visual Impairment
Functional Definitions
IDEA Definition
Clinical Definitions
Prevalence
Other Prevalence Information
Causes of Visual Impairment
Structure of the Eye and How It Works
Additional Examples of Visual Impairments
Characteristics of Individuals with Visual Impairments
Cognitive Characteristics
Academic Characteristics
Braille Literacy Skills
Print Literacy Skills
Social and Emotional Characteristics
Behavior Characteristics
Identifying Visual Impairment
Assessment
Eligibility
How Learners with Visual Impairments Receive Their Education
Early Childhood
Elementary and Secondary School Services
Consultant Model
Itinerant Teaching Model
Resource Model
Special Classes and Schools
Inclusive Practices
Transition and Adulthood
Recommended Educational Practices for Students with Visual Impairments
Instruction in the Expanded Core Curriculum
Principles of Special Methods
Need for Concrete Experiences
Need for Unifying Experiences
Need for Learning by Doing
Perspectives of Parents and Families
Parent Perspectives
Trends and Issues Affecting the Field of Visual Impairment
Shortage of Fully Prepared Personnel
Limited Continuum of Placement Options
Summary
13 Students with Orthopedic Impairments, Traumatic Brain Injury, and Other Health Impairments
Learning Outcomes
Understanding Physical and Health Disabilities
Development of the Field of Physical and Health Disabilities
Increasing Attention for an Ignored Group
Looking at the Big Picture
Key Concepts for Understanding Physical and Health Disabilities
Understanding Orthopedic Impairments
Federal Definition
Neurological Disorders
Cerebral palsy
Spina bifida
Spinal cord injury
Musculoskeletal Disorders
Duchenne muscular dystrophy
Juvenile idiopathic arthritis
Understanding Traumatic Brain Injury
Federal Definition
Types of Traumatic Brain Injury
The Effects of Traumatic Brain Injury
Prevalence and Causes
Understanding Other Health Impairments
Federal Definition
Examples of Health Impairments
Asthma
Epilepsy
HIV and AIDS
Cancer
Sickle cell disease
Diabetes
Characteristics of Individuals with Orthopedic Impairments, Traumatic Brain Injury, and Other Health Impairments
Cognitive and Academic Characteristics
Behavior, Emotional, and Social Characteristics
Behavior Characteristics
Emotional Characteristics
Social Characteristics
Physical and Medical Characteristics
Identifying Physical and Health Disabilities
Assessment
Assessment of Medical Condition and Physical Functioning
Assessment of Intellectual Functioning, Academic Achievement, Language, and Related Areas
Assessment of Behavior
Eligibility
How Learners with Physical and Health Disabilities Receive Their Education
Early Childhood
Elementary and Secondary School Services
Inclusive Practices
Transition and Adulthood
Postsecondary Education
Practical Matters of Adulthood
Career Choice
Recommended Educational Practices for Students with Physical and Health Disabilities
Access to Education
Aids for Posture and Mobility
Aids for Communication
Aids for Learning
Related Services
Factors Related to the Illness, Injury, Condition, or Disorder
School Reentry
Responding to Emergencies
Perspectives of Parents and Families
Parent Experiences
Advice to School Professionals
Trends and Issues Affecting the Fields of Orthopedic Impairments, Traumatic Brain Injury, and Other Health Impairments
Professionals Prepared to Work with Students with Physical Disabilities
Access to Technology
Summary
14 Students with Severe and Multiple Disabilities
Learning Outcomes
Understanding Severe or Multiple Disabilities
Development of the Field of Severe and Multiple Disabilities
A Changing Climate and Advocacy
Definitions of Severe and Multiple Disabilities
Federal Definitions
TASH Definition
Prevalence of Students with Severe and Multiple Disabilities
Causes of Severe and Multiple Disabilities
Labels and Their Limitations
Characteristics of Individuals with Severe and Multiple Disabilities
Cognitive Characteristics
Educational Implications
Academic Characteristics
Literacy
Oral Language
Mathematics
Social and Emotional Characteristics
Behavior Characteristics
Challenging Behaviors
Assessment of Students with Severe and Multiple Disabilities
Assessment for Instruction
Standardized Assessment
Authentic Forms of Assessment
Person-Centered Approach
Functional–Ecological Assessment
Portfolio Assessment
How Learners with Severe and Multiple Disabilities Receive Their Education
Early Childhood
Elementary and Secondary Education
Inclusive Practices
Partial Participation
Paraprofessional Support
Transition and Adulthood
Supported Employment
Community-Based Instruction
Recommended Educational Practices for Students with Severe and Multiple Disabilities
Meaningful and Individualized Curriculum
Making the Core Curriculum Meaningful
Collaborative Approaches for Education
Active Family Involvement
Collaboration on the Team
Positive Behavior Supports
Inclusive Education
Perspectives of Parents and Families
Family Members’ Views of Their Children
Considering Cultural Diversity
Trends and Issues Affecting the Field of Severe and Multiple Disabilities
Accountability of Academic Performance for All Students
The Status of Alternate Assessment
Integrated Delivery of Related Services
Summary
15 Students Who Are Gifted and Talented
Learning Outcomes
Understanding Giftedness
Development of the Field of Giftedness
Emergence of a Profession
Recent Changes in the Field
Definition of Giftedness
Alternative Conceptualizations of Giftedness
A Final Word on Definitions
Prevalence
Prevalence, Race, and Gender
Determining Factors
Characteristics of Individuals Who Are Gifted and Talented
Cognitive Characteristics
Ability to Manipulate Abstract Symbol Systems
Power of Concentration
Unusually Well Developed Memory
Early Language Interest and Development
Curiosity
Preference for Independent Work
Multiple Interests
Ability to Generate Original Ideas
Academic Characteristics
Social and Emotional Characteristics
Sense of Justice
Altruism and Idealism
Sense of Humor
Emotional Intensity
Perfectionism
High Level of Energy
Strong Attachments and Commitments
Aesthetic Sensitivity
Identifying Students Who Are Gifted and Talented
Considerations for Identifying Giftedness
Underlying Principles of Effective Assessment
Two-Stage Assessment Process
Measures to Match Programs
Other Considerations
Equity
Authentic Assessment
Dynamic Assessment
Spatial Ability
Eligibility
Response to Intervention and Students Who Are Gifted and Talented
How Learners Who Are Gifted and Talented Receive Their Education
Early Childhood Education
The Debate on Early Intervention
Elementary and Secondary Education
Grouping
Full-Time and Part-Time Separate Classes
Special Schools
Homeschooling
Inclusive Practices
Transition and Adulthood
Special Challenges
Supporting Adolescents Who Are Gifted and Talented
Recommended Educational Practices for Students Who Are Gifted and Talented
Curriculum Compacting
Acceleration
High School Variations on Acceleration
Enrichment
Differentiation

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