964 Pages
    by Routledge

    964 Pages
    by Routledge

    The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education.


    Book and Section Editors


    List of Contributors

    Section I.  Historical and Contemporary Issues in Educating Exceptional Learners

    Section Editor, James M. Kauffman

    Section Editor’s Introduction

    Chapter 1. A History of Special Education

    Michael M. Gerber

    Chapter 2. Contemporary Issues

    James M. Kauffman, C. Michael Nelson, Richard L. Simpson, & Devery Mock Ward

    Chapter 3. Statistics, Data, and Special Educational Decisions: Basic Links to Realities

    James M. Kauffman & John Wills Lloyd

    Chapter 4. Special Education Teacher Preparation

    Margo Mastropieri, Tom Scruggs, & Clara Hauth

    Section II. Legal Aspects of Special Education

    Section Editor, Mitchell L. Yell

    Section Editor’s Introduction

    Chapter 5. The Individuals with Disabilities Education Act: The Evolution of Special Education Law

    Mitchell L. Yell, Antonis Katsiyannis, & M. Renee Bradley

    Chapter 6. Free Appropriate Public Education

    Mitchell L. Yell, Jean B. Crockett, James G. Shriner, & Michael Rozalski

    Chapter 7. Individual Education Programs for Children with Disabilities

    Barbara D. Bateman

    Section III. Research Methods in Special Education

    Section Editors, Thomas R. Kratochwill Paige Cullen Pullen

    Section Editors’ Introduction

    Chapter 8. Designing Rigorous Group Studies in Special Education: Standards and Quality Indicators for Contemporary Group Design Research

    Russell Gersten, Madhavi Jayanthi, Lana Santoro & Rebecca Newman-Gonchar

    Chapter 9. Designing Robust Single-Case Design Experimental Studies

    Sharlene A. Kiuhara, Thomas R. Kratochwill, Paige Cullen Pullen

    Chapter 10. Regression Discontinuity Design for Cross-sectional Data, Longitudinal Data and Intervention Research for Special Education

    Ji Hoon Ryoo & Paige Cullen Pullen

    Chapter 11. Meta-Analysis and Special Education

    H. Lee Swanson & Amy C. Allen

    Chapter 12. Research Synthesis and Meta-Analysis of Single-Case Designs

    James E. Pustejovsky & John M. Ferron

    Section IV. The General Education Context of Special Education

    Section Editor, Naomi P. Zigmond

    Section Editor’s Introduction

    Chapter 13. Responsiveness to Intervention and Multi-Tiered Systems of Support for Reducing Reading Difficulties and Identifying Learning Disability

    Rollanda E. O’Connor, Victoria Sanchez, & Joyce J. Kim

    Chapter 14. Standards-Based Reform and Students with Disabilities

    Rachel F. Quenemoen & Martha L. Thurlow

    Chapter 15. Academic Progress Monitoring

    Sheri Berkeley & Paul J. Riccomini

    Chapter 16. Co-Teaching for Students with Disabilities: A Critical and Updated Analysis of the Empirical Literature

    Sara Cothren Cook, Kimberly A. McDuffie-Landrum, Linda Oshita, & Bryan G. Cook

    Chapter 17. General and Special Education Are (and Should Be) Different

    Naomi Zigmond & Amanda Kloo

    Section V. Special Education Categories

    Section Editors, Paige Cullen Pullen & Daniel P. Hallahan

    Section Editors’ Introduction

    Chapter 18. Intellectual and Developmental Disabilities

    Edward A. Polloway, Emily C. Bouck, James R. Patton, & Jacqueline Lubin

    Chapter 19. Specific Learning Disabilities

    Paige Cullen Pullen, Holly B. Lane, Kristen E. Ashworth, & Shelly P. Lovelace

    Chapter 20. Attention-Deficit/Hyperactivity Disorder

    Karen J. Rooney

    Chapter 21. Emotional and Behavioral Disorders

    Timothy J. Landrum

    Chapter 22. Communication Disorders

    Filip T. Loncke

    Chapter 23. Deaf and Hard of Hearing Students

    Gabriel I. Lomas, Jean F. Andrews, & Pamela C. Shaw

    Chapter 24. Blind and Low Vision

    Kim T. Zebehazy & Holly Lawson

    Chapter 25. Traumatic Brain Injury

    Renee Lajiness-O'Neill and Laszlo A. Erdodi

    Chapter 26.  Current Issues and Trends in the Education Children and Youth with Autism Spectrum Disorders

    Janine P. Stichter, Maureen Conroy, Rose O’Donnell, & Brian Reichow

    Chapter 27. Severe and Multiple Disabilities

    Susan M. Bruce & Sarah E. Ivy

    Chapter 28. Special Gifts and Talents

    Jonathan A. Plucker & Carolyn M. Callahan

    Section VI. Policy and Leadership in the Administration of Special Education

    Section Editor, Jean B. Crockett

    Section Editor’s Introduction

    Chapter 29. High-Stakes Testing and Accommodations

    Jennifer H. Lindstrom

    Chapter 30. Conceptual Models for Leading and Administrating Special Education

    Jean B. Crockett

    Chapter 31. Fiscal Policy and Funding for Special Education

    Thomas Parrish & Jenifer Harr-Robins

    Chapter 32. Transforming Leadership in Special Education: Converging Policies, Professional Standards, and Scholarship

    Mary Lynn Boscardin

    Chapter 33. Improving Special Education Teacher Quality and Effectiveness

    Bonnie S. Billingsley & Elizabeth Bettini

    Section VII. Instructional Issues for Students with High-Incidence Disabilities

    Section Editor, John Wills Lloyd

    Section Editor’s Introduction

    Chapter 34. Reading

    Paige Cullen Pullen & Deanna B. Cash

    Chapter 35. Writing and Students with Language and Learning Disabilities

    Gary A. Troia, Steve Graham, & Karen R. Harris

    Chapter 36. Intervention to Improve Arithmetic, Word-Problem, and Fraction Performance in Students with Mathematics Disabilities

    Lynn S. Fuchs, Amelia M. Malone, Pamela M. Seethaler, Sarah R. Powell, & Douglas Fuchs

    Chapter 37. Science and Social Studies

    Thomas E. Scruggs, Margo A. Mastropieri, Frederick J. Brigham, & Lisa Marshak Milman

    Chapter 38. Physical Education

    Luke E. Kelly, Martin E. Block, & Andrew Colombo-Dougovito

    Chapter 39. The Promise and Problem with Technology in Special Education: Implications for Academic Learning

    Michael J. Kennedy & Joseph R. Boyle

    Section VIII. Instructional Issues for Students with Low Incidence Disabilities

    Section Editor, Stacy K. Dymond

    Section Editor’s Introduction

    Chapter 40. Educating Students with Significant Cognitive Disabilities: Historical Overview and Future Projections

    Fred Spooner & Fredda Brown

    Chapter 41. Systematic Instruction of Students with Significant Cognitive Disabilities

    Erik Drasgow, Mark Wolery, Laura C. Chezan, James Halle, & Zahra Hajiaghamohseni

    Chapter 42. Instructional Contexts

    John McDonnell

    Chapter 43. Access to General Education Curriculum for Students with Significant Cognitive Disabilities

    Michael L. Wehmeyer & Karrie A. Shogren

    Chapter 44. Functional Curriculum for Students with Significant Cognitive Disabilities

    Stacy K. Dymond

    Section IX. What It Will Mean to Transition

    Section Editor, David Scanlon

    Section Editor’s Introduction

    Chapter 45. Transition to Postsecondary Education

    Joseph W. Madaus, Manju Banerjee, Deborah Merchant, & Walter R. Keenan

    Chapter 46. Career Decision-Making and Preparation, Transition, and Postsecondary Attainment of Work-bound Youth with High Incidence Disabilities

    Jay W. Rojewski & Noel Gregg

    Chapter 47. Transition to Daily Living for Persons with High Incidence Disabilities

    David Scanlon, James R. Patton, & Marshall Raskind

    Section X. Transition from School to Adulthood for Students with Low Incidence Disabilities

    Section Editor, Katherine J. Inge

    Section Editor’s Introduction

    Chapter 48. Preparing Students with Low Incidence Disabilities to Work in the Community

    Katherine J. Inge, Paul Wehman, & Hannah Seward

    Chapter 49. Preparing Students with Low-Incidence Disabilities for Community Living Opportunities

    Lauren E. Avellone & Joshua Taylor

    Section XI. Parent and Family Issues in Special Education

    Section Editor, George H. S. Singer

    Section Editor’s Introduction

    Chapter 50. Promoting Collaborative Partnerships with Families

    Tracy Gershwin Mueller

    Chapter 51. Resilience in Families of Children with Disabilities: Risk and Protective Factors

    George H.S. Singer, Christine Maul, Mian Wang, & Brandy L. Ethridge

    Chapter 52. Promoting Family Outcomes in Early Intervention

    Melissa Raspa, Siobhan Colgan, Amanda Wylie, & Donald B. Bailey, Jr.

    Section XII. Early Identification and Intervention in Exceptionality

    Section Editor, Maureen A. Conroy

    Section Editor’s Introduction

    Chapter 53. Contemporary Early Intervention Models, Research and Practice

    for Infants and Toddlers with Disabilities and Delays

    Carl J. Dunst & Marilyn Espe-Sherwindt

    Chapter 54. Early Intervention and Prevention of Disability: Preschoolers

    Kathleen Marshall, William H. Brown, Maureen A. Conroy, & Herman Knopf

    Chapter 55. Frameworks for Guiding Program Focus and Practices in Early Intervention

    Patricia A. Snyder, Tara W. McLaughlin, & Crystal C. Bishop

    Chapter 56. Early Identification and Intervention in Gifted Education: Developing Talent in Diverse Learners

    Catherine M. Brighton & Jane M. Jarvis

    Section XIII. Cultural and International Issues in Special Education

    Section Editor, Dimitris Anastasiou

    Section Editor’s Introduction

    Chapter 57. Minority Disproportionate Representation in Special Education: Politics and Evidence, Issues and Implications

    Dimitris Anastasiou, Paul L. Morgan, George Farkas, & Andrew L. Wiley

    Chapter 58. Cross-national Differences in Special Education: A Typological Approach

    Dimitris Anastasiou & Clayton Keller


    James M. Kauffman (Ed.D., University of Kansas) is Professor Emeritus of Education at the Curry School of Education at the University of Virginia, where he had been a faculty member of the Curry School of Education since 1970. He received the Research Award from the Council for Exceptional Children in 1994 and the Outstanding Leadership Award from the Council for Children with Behavioral Disorders (of which he is a past president) in 2002. He has served as editor of several journals in special education and been a member of several editorial boards. He is the author or co-author of many books, chapters, and articles in special education.

    Daniel P. Hallahan (Ph.D., University of Michigan) is Professor Emeritus of Education at the University of Virginia, where he had been a faculty member in the Curry School of Education since 1971. He was the inaugural editor of Exceptionality and has served on numerous editorial boards, including Learning Disabilities Research and Practice, Learning Disability Quarterly, The Journal of Special Education, and Exceptionality. He is a past president of the Division for Learning Disabilities of CEC and in 2000 received the CEC Career Research Award. He is the author or co-author of many books, chapters, and articles in special education.

    Paige Cullen Pullen (Ph.D., University of Florida) is Research Professor in the College of Education and Director of Research and Program Development—Early Childhood, Learning Disabilities, and Reading in the Lastinger Center at the University of Florida. She has been principal investigator on federally funded projects and has co-authored books, book chapters, and articles on evidence-based reading instruction. She is a frequent conference presenter, a fellow of the International Academy for Research on Learning Disabilities, and has received multiple teaching and mentoring awards. Her work has been not only with in-service teachers and pediatric residents in the US, but also in Zambia and Botswana. She is also the editor of Exceptionality and serves on the editorial board of other journals.