After reading Chapter 1, you should be able to:

• Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
   
• Identify the thirteen disability categories recognized by the federal government.
   
• Compare prevalence and incidence.
   
• Describe the historical evolution of services for children and adults with disabilities.
   
• Summarize the related services available to students with disabilities.
   
• Contrast the differences between multi-, inter-, and transdisciplinary team models.
   
• Describe common instructional models of cooperative teaching.
   
• Identify key dimensions of universal design for learning.
   
• Summarize the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.

After reading Chapter 2, you should be able to:

• Identify the court cases that led to the enactment of Public Law 94–142.
   
• Summarize the key components of the Individuals with Disabilities Education Act (IDEA) from 1975 to 2004.
   
• Explain the legislative intent of Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act.
   
• Compare inter- and intraindividual differences.
   
• Describe the difference between norm- and criterion-referenced assessments.
   
• Identify the steps in the referral process for the delivery of special education services.
   
• List the key components of an individualized education program (IEP) and an individualized family service plan (IFSP).
   
• Define mainstreaming, least restrictive environment, regular education initiative, and full inclusion.

After reading Chapter 3, you should be able to:

• Explain how cultural and linguistic diversity is affecting U.S. classrooms.
   
• Define culture, multiculturalism, multicultural education, and bilingual education.
   
• Identify six instructional options for teaching students who are bilingual.
   
• Summarize the issues associated with the disproportionate representation of culturally and linguistically diverse learners in special education.
   
• Describe the challenges confronting educators when assessing students from culturally and linguistically diverse groups.

After reading Chapter 4, you should be able to:

• Discuss the evolution of parent professional partnerships.
   
• Describe the four key elements of a family systems model for understanding the impact of a disability on the family constellation.
   
• Identify the emotional responses associated with the stages of parents’ reaction to their child’s disability.
   
• Summarize the effects of an individual with a disability on family members.
   
• Explain how a family’s cultural and linguistic background influences its reaction to a disability.

After reading Chapter 5, you should be able to:

• Discuss what makes a technology an assistive technology for students with disabilities.
   
• Understand the legal and legislative aspects of assistive technology.
   
• Explain how assistive technology can benefit students with disabilities.
   
• Describe the difference between lowtech, mid-tech, and high-tech assistive technology.
   
• Describe the different purposes of assistive technology.
   
• Identify assistive technology devices that support students with disabilities across content-area instruction.

After reading Chapter 6, you should be able to:

• Summarize the key elements of the AAIDD definitions of intellectual disability from 1961 to 2010.
   
• Describe the concepts of intellectual ability and adaptive behavior.
   
• Explain four ways of classifying individuals with intellectual disability.
   
• Summarize society’s reaction to and treatment of individuals with intellectual disability.
   
• List examples of pre-, peri-, and postnatal causes of intellectual disability.
   
• Identify representative learning and social/behavioral characteristics of persons with intellectual disability.
   
• List the key features of the following instructional strategies: task analysis, cooperative learning, and scaffolding.
   
• Describe the goals of early intervention for young children with intellectual disability.
   
• Discuss contemporary services for adults with intellectual disability.

After reading Chapter 7, you should be able to:

• Summarize the key components of the IDEA definition of learning disabilities.
   
• Discuss the three phases of the development of the field of learning disabilities.
   
• Identify possible causes of learning disabilities.
   
• List representative learning and social emotional characteristics of individuals with learning disabilities.
   
• Explain the concept of response to intervention.
   
• Describe the following instructional approaches: cognitive training, direct instruction, and learning strategies.
   
• Summarize educational services for persons with learning disabilities across the life span.

After reading Chapter 8, you should be able to:

• Define attention deficit hyperactivity disorder (ADHD).
   
• Describe the historical evolution of the concept of ADHD.
   
• List possible etiological factors associated with ADHD.
   
• Identify learning characteristics and social-emotional issues typical of persons with ADHD.
   
• Explain how ADHD is diagnosed.
   
• Discuss instructional and environmental modifications typically used with pupils who have ADHD.
   
• Describe the role of stimulant medication in treating individuals with ADHD.
   
• Summarize the impact of ADHD on adolescents and adults.

After reading Chapter 9, you should be able to:

• Describe the issues surrounding our understanding of emotional or behavioral disorders.
   
• Compare clinically derived and statistically derived systems for classifying emotional or behavioral disorders.
   
• Explain how society has historically dealt with persons with emotional or behavioral disorders.
   
• Identify biological and psychosocial risk factors of emotional or behavioral disorders.
   
• List the learning and social characteristics typical of students who exhibit emotional or behavioral disorders.
   
• Describe contemporary approaches for assessing pupils with emotional or behavioral disorders.
   
• Discuss academic and behavioral interventions often used with individuals with emotional or behavioral disorders.
   
• Summarize educational services for persons with emotional or behavioral disorders across the life span.

After reading Chapter 10, you should be able to:

• Describe the evolution of the definition of autism spectrum disorders.
   
• Identify the key features of the DSM-5 definition of autism spectrum disorders.
   
• Discuss examples of etiological possibilities of autism spectrum disorders.
   
• Summarize the behavioral, social, and communication characteristics typically associated with individuals with autism spectrum disorders.
   
• Explain how autism spectrum disorders are diagnosed.
   
• Describe instructional strategies often used with students with autism spectrum disorders.
   
• Summarize services for young children and adults with autism spectrum disorders.
   
• Explain how low-tech and hightech devices are used to facilitate communication in pupils with autism spectrum disorders.

After reading Chapter 11, you should be able to:

• Define speech, language, and communication.
   
• Identify the five components of language.
   
• List three different types of speech impairments and five forms of language disorders.
   
• Define central auditory processing disorder.
   
• Identify functional and organic causes of speech and language impairments.
   
• Explain the differences between receptive and expressive language impairments.
   
• Describe procedures used for assessing speech and language impairments.
   
• Explain the function of augmentative and alternative communication devices.

After reading Chapter 12, you should be able to:

• Define hearing impairment, deaf, and hard of hearing.
   
• Contrast conductive and sensorineural hearing loss.
   
• Explain the various assessment procedures used to measure hearing loss.
   
• Describe the difference between prelingual and postlingual hearing impairments.
   
• Summarize the historical evolution of educational services for children and youth with hearing impairments.
• List possible causes of hearing loss.
   
• Identify representative academic, social, and language characteristics of individuals with hearing impairments.
   
• Compare among oral, manual, and total communication approaches for instructing students with hearing impairments.
   
• Describe the concept of the Deaf culture.
   
• Summarize educational services for persons with hearing impairments across the life span.
   
• Explain how technology benefits individuals with hearing impairments.

After reading Chapter 13, you should be able to:

• Define legally blind, functionally blind, deaf-blind, and low vision.
   
• Explain the vision process and associated vision disorders.
   
• List the most common visual impairments affecting school-age children.
   
• Summarize the historical evolution of educational services for children and youth with visual impairments.
   
• Discuss observable characteristics of vision difficulties.
   
• Describe how visual acuity is assessed.
   
• Define literacy medium and learning medium.
   
• Summarize educational services for persons with visual impairments across the life span.
   
• Explain how technology benefits individuals with visual impairments.

After reading Chapter 14, you should be able to:

• List the disabilities associated with physical impairments.
   
• Identify disabilities associated with other health impairments.
   
• Define deaf-blindness.
   
• Summarize society’s reaction to and treatment of persons with physical or health impairments.
   
• List examples of common causes of physical disabilities and health impairments.
   
• Identify representative conditions associated with orthopedic impairments, multiple disabilities, traumatic brain injury, other health impairments, and deaf-blindness.
   
• Describe the impact of a physical or health impairment on school performance.
   
• Explain the procedures that teachers and other professionals use to meet the educational needs of pupils with physical/health disabilities and deafblindness.
   
• Summarize educational services for individuals with physical or health impairments across the life span.
   
• Describe how technology benefits individuals with a physical or health disability.

After reading Chapter 15, you should be able to:

• Describe various interpretations of giftedness.
   
• Explain the techniques typically used to assess an individual’s gifts and talents.
   
• Discuss the history of educational services for students with gifts and talents.
   
• List the characteristics of persons who are gifted and talented according to the five dimensions of giftedness.
   
• Summarize the various instructional strategies used by educators to teach pupils who are gifted and talented.
   
• Identify the service delivery options available to students with gifts and talents.
   
• Describe educational opportunities for young children and adolescents who are gifted and talented.
   
• Define twice-exceptional students.
   
• Describe the implications of the Excellence Gap for education in your community and state.
   
• Discuss the challenges confronting girls who are gifted and talented as well as individuals with gifts and talents from culturally diverse backgrounds.