This volume has two purposes. The first is to summarize, substantiate, and extend current knowledge on the development of children with high incidence disabilities--most notably, learning disabilities, behavioral disorders, and mild mental retardation. The second is to honor the career of Professor Barbara K. Keogh and her contributions to the developmental study of children with high incidence disabilities. Internationally recognized for her accomplishments, Keogh is esteemed for her originality and clarity of thought. For nearly forty years, she has set an extraordinary model of analytic rigor combined with a kind and generous manner that inspires, supports, and sets an exacting standard of scholarship. The contributing authors to this volume represent only a fraction of the students and scholars touched by her distinguished career.
In conceiving this volume, the editors sought to represent the topics, problems, and issues to which Keogh has devoted herself. They invited chapters that summarize what is known about the high incidence handicapping conditions that her research has mainly addressed and sought to reflect the probing, questioning style that she brings to her own work. Researchers, policymakers, and graduate students in special education and associated disciplines who seek to stay current will find this volume crucial reading.
"…this book aims to summarize what is known about the development of children with high-incidence disabilities and to formulate questions for future research. The editors target a broad audience….At the chapter level, the readings are informative and thought provoking….In publishing this volume, the editors pave the way for researchers and policymakers to build on their pioneering efforts. As an added bonus, readers have the opportunity to join the editors and contributing authors in being inspired by the career of Barbara Keogh."
—APA REVIEW OF BOOKS
Contents: Part I:Developmental Foundations and Extensions. R. Gallimore, Three Parallels Between the Development of Special Education and the Career of Professor Keogh. E.E. Werner, Risk and Protective Factors in the Lives of Children With High Incidence Disabilities. M.K. Rothbart, L.B. Jones, Temperament: Developmental Perspectives. R. Gallimore, L.P. Bernheimer, T.S. Weisner, Family Life Is More Than Managing Crisis: Broadening the Agenda of Research on Families Adapting to Childhood Disability. S. Vaughn, B. Elbaum, The Self-Concept and Friendships of Students With Learning Disabilities: A Developmental Perspective. Part II:Diagnosis, Classification, and Intervention. D.L. MacMillan, D.L. Speece, Utility of Current Diagnostic Categories for Research and Practice. S.R. Forness, K.A. Kavale, H.M. Walker, Identifying Children At Risk for Antisocial Behavior: The Case for Comorbidity. J.K. Torgesen, Reading Disabilities. B.Y.L. Wong, Metacognition in Writing. L.S. Fuchs, D. Fuchs, Performance Assessment Using Complex Tasks: Implications for Children With High-Incidence Disabilities. Part III:Policy. M.J. Kaufman, L.M. Lewis, Confusing Each With All: A Policy Warning. J.J. Gallagher, Knowledge vs. Policy in Special Education. G.R. Lyon, Programmatic Research in Learning Disabilities. Part IV:Biographical. M.S. Faust, C.K. Lindsay, C.E. Smith, A. Tessier, Multiple Perspectives on the Career of Professor Barbara K. Keogh.