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13 Special Education Classifications: A Comprehensive Guide
Author: Dr. Evelyn Reed, PhD, Professor of Special Education and Inclusive Practices at the University of California, Berkeley. Dr. Reed has over 20 years of experience in researching and teaching special education methodologies, with a particular focus on individualized education programs (IEPs) and effective classroom strategies for diverse learners.
Publisher: Exceptional Needs Publishing, a leading publisher of educational resources for special education professionals and parents. Exceptional Needs Publishing is renowned for its commitment to evidence-based practices and inclusive education.
Editor: Mr. David Miller, M.Ed., a certified special education teacher and editor with over 15 years of experience in developing and reviewing educational materials.
Keyword: 13 special education classifications
Introduction:
Understanding the complexities of special education requires familiarity with the various classifications used to identify and categorize students' unique learning needs. While specific classifications and their criteria may vary slightly across states and countries, a general understanding of the common categories provides a crucial foundation. This article delves into 13 common special education classifications, exploring their defining characteristics, methodologies, and approaches to support students' individual learning journeys. The categorization of students under these 13 special education classifications demands a nuanced and careful assessment process, ensuring accurate identification and appropriate support.
1. Specific Learning Disabilities (SLD): This is arguably the most prevalent category within the 13 special education classifications. SLDs encompass difficulties in areas like reading, writing, mathematics, or reasoning abilities, not attributable to other conditions. Methodologies include differentiated instruction, multi-sensory learning, and assistive technology.
2. Speech or Language Impairments: This classification includes disorders affecting articulation, fluency, voice, language comprehension, or expression. Approaches involve speech therapy, augmentative and alternative communication (AAC) strategies, and modifications to classroom communication.
3. Intellectual Disabilities (ID): Characterized by significant limitations in both intellectual functioning and adaptive behavior, ID requires individualized instruction focusing on functional skills and life skills development. Supported employment and community-based learning are integral parts of the support system.
4. Autism Spectrum Disorder (ASD): A neurodevelopmental disorder impacting social interaction, communication, and behavior, ASD necessitates individualized interventions targeting social skills, communication strategies (e.g., PECS, social stories), and behavioral management techniques (e.g., Applied Behavior Analysis - ABA).
5. Emotional Disturbance (ED): This classification encompasses students exhibiting behavioral or emotional responses that significantly differ from age-appropriate norms. Effective support includes behavioral interventions, counseling, social-emotional learning programs, and a therapeutic classroom environment.
6. Traumatic Brain Injury (TBI): Resulting from an external force impacting the brain, TBI necessitates individualized rehabilitation plans addressing cognitive, physical, and social-emotional needs. Specialized therapies, such as occupational therapy and physical therapy, are often required.
7. Other Health Impairments (OHI): This broad category encompasses chronic or acute health conditions significantly affecting educational performance. Methodologies focus on adapting the learning environment to accommodate the student's health needs, including frequent breaks, individualized pacing, and assistive technology. Asthma, diabetes, and epilepsy are examples that fall under this category within the 13 special education classifications.
8. Visual Impairments (VI): Encompassing blindness and low vision, VI necessitates specialized instruction using Braille, large print, assistive technology, and orientation and mobility training.
9. Deafness and Hearing Impairments (D/HI): Students with deafness or hearing impairments benefit from auditory-verbal therapy, sign language instruction, assistive listening devices, and communication strategies that foster clear and effective communication.
10. Orthopedic Impairments: These are physical disabilities affecting bones, joints, or muscles. Adaptations may include assistive technology, wheelchair accessibility, and modifications to physical activities.
11. Multiple Disabilities: This category refers to students with two or more disabilities, making it crucial to develop highly individualized education programs to meet the complex needs presented within the 13 special education classifications.
12. Deaf-Blindness: This rare classification combines visual and auditory impairments, requiring specialized instruction emphasizing tactile learning, adapted communication methods, and a strong emphasis on sensory integration.
13. Developmental Delay: Used primarily for preschool children, developmental delay indicates delays in one or more areas of development, necessitating early intervention services to support their progress before formal schooling. This falls within the 13 special education classifications and is a crucial intervention point.
Methodologies and Approaches:
The methodologies used to support students within these 13 special education classifications vary significantly. They generally emphasize individualized education programs (IEPs), which are tailored to each student's unique needs and goals. Common approaches include:
Differentiated Instruction: Adapting teaching methods and materials to cater to diverse learning styles and needs.
Assistive Technology: Employing technology to support learning, communication, and access to the curriculum.
Universal Design for Learning (UDL): Creating flexible learning environments that are accessible to all learners.
Positive Behavior Interventions and Supports (PBIS): Implementing proactive strategies to prevent and address challenging behaviors.
Response to Intervention (RTI): A multi-tiered approach to providing support to students experiencing difficulties in the general education setting.
Summary:
This article outlined 13 common special education classifications, detailing their defining characteristics and highlighting the diverse methodologies employed to support students with unique learning needs. Understanding these classifications is fundamental for educators, parents, and other professionals working with students in special education. The overarching theme is the importance of individualized support, tailoring interventions to address the specific needs of each student. The 13 special education classifications provide a framework for understanding the diverse learning needs of students, emphasizing the necessity of individualized support plans and effective interventions. The focus on effective methodologies and evidence-based practices is key to ensuring that all students achieve their full potential.
Conclusion:
Navigating the world of special education requires a deep understanding of the various classifications and the range of methodologies used to support students. The 13 special education classifications discussed in this article represent a broad spectrum of learning needs, highlighting the necessity for individualized education programs and ongoing assessment. By fostering a collaborative environment between educators, parents, and support professionals, students with disabilities can thrive and reach their full potential. The ultimate goal is to provide inclusive and equitable educational opportunities for all learners, regardless of their unique challenges.
FAQs:
1. What is an IEP? An Individualized Education Program (IEP) is a legally mandated document outlining specific educational goals and services for students with disabilities.
2. How are students classified for special education? Classification is a multi-step process involving assessments, observations, and collaboration between educators, parents, and specialists.
3. What is the difference between an IEP and a 504 plan? A 504 plan provides accommodations for students with disabilities who don't require specialized instruction, unlike IEPs.
4. What role do parents play in the special education process? Parents are integral partners, involved in assessments, IEP development, and the monitoring of their child's progress.
5. What are some common assistive technologies used in special education? Examples include text-to-speech software, augmentative and alternative communication devices, and adapted keyboards.
6. How does Response to Intervention (RTI) work? RTI uses a tiered approach to provide increasing levels of support to students struggling academically or behaviorally.
7. What is the role of inclusion in special education? Inclusion emphasizes educating students with disabilities alongside their typically developing peers in the general education classroom whenever possible.
8. How can I find more information about special education resources in my area? Contact your local school district's special education department or state education agency.
9. What are some advocacy groups for children with special needs? Several organizations like the Parent Training and Information Centers (PTICs) and national organizations focused on specific disabilities offer invaluable support and resources.
Related Articles:
1. Understanding Specific Learning Disabilities: A detailed exploration of the various types of SLDs and effective intervention strategies.
2. Autism Spectrum Disorder: Diagnosis and Intervention: A comprehensive guide to understanding ASD, including diagnostic criteria and evidence-based interventions.
3. Effective Strategies for Teaching Students with Intellectual Disabilities: Focusing on practical strategies and adaptive techniques.
4. Assistive Technology for Students with Disabilities: An overview of different assistive technologies and how they can enhance learning.
5. The Role of Parents in Special Education: Empowering parents through information and guidance.
6. Navigating the IEP Process: A step-by-step guide to understanding and participating in the IEP process.
7. Inclusive Education Practices: Best practices for creating inclusive classrooms that meet the needs of all students.
8. Behavior Management Strategies for Students with Emotional Disturbance: Examining effective approaches to address challenging behaviors.
9. Early Intervention Services for Young Children with Developmental Delays: Exploring the importance of early intervention and its impact on long-term outcomes.
| 13 special education classifications: Disability Classification in Education Lani Florian, Margaret J. McLaughlin, 2008-04-03 Makes a strong contribution to the field, illuminating many issues and significant concerns.-Mary Carlson, Special Education TeacherPark Hill K-8 School, Denver, COA unique, timeless collection that raises interesting questions about disability classification internationally.-Wendy Dallman, Special Education TeacherNew London High School, WIPromote equal educational opportunity through improved classification practices!The identification of children for special educational services has long been a topic of debate. Are students classified accurately? Do current classification systems produce adequate education services? Have systems designed to ensure equity instead resulted in discrimination?Disability Classification in Education offers a comprehensive analysis of current classification systems and categorical labels in the United States, the United Kingdom, and other countries. Covering specific national policies from historical, sociological, and legal perspectives, this collection of articles from a group of esteemed educational researchers identifies the disparities between different classification systems and suggests changes based on recent requirements, challenges, and trends. Aligned with NCLB and the reauthorization of IDEA 2004, this edited volume examines:The evolution of special education classification policies The relevance of existing disability classification systemsDilemmas educators face in using current classification proceduresAlternatives for serving learners with special needs Approaches to developing a standardized or universal classification policyIntended to stimulate discussion and spark change, this guide helps school or district administrators and university faculty improve the professional practice of those entrusted with the development and well-being of children with disabilities. |
| 13 special education classifications: The SAGE Handbook of Special Education Lani Florian, 2006-11-16 '[T]his book provides an excellent overview of special education, which will be a valuable resource for teachers, school managers and administrators, parents and indeed anyone with an interest in the development of provision for pupils with special educational needs. It is also likely to be an invaluable source book for researchers and postgraduate students alike' - REACH 'The Handbook offers a range of views on how to empower all learners to transcend their current performance and go beyond the limits' - Journal of Cognitive Education and Psychology `This text makes an important contribution to special education. Perhaps, more significantly, it makes an important contribution to inclusive education, and possibly, even more widely, to education in general...it is a book that has significance for all of us who wish to move education towards a more equitable, democratic, humane, and dignified system for our young people' - Education in the North In recent years there has been increasingly vigorous debate about the nature and purpose of special education, and what might be considered the appropriate responses to pupils who experience difficulties in learning. This Handbook brings together the most up to date knowledge of this area and will serve as the major source book of authoritative information and ideas about current and future directions for special education. It examines the intricate relation between theory, research and practice, and places a particular emphasis on what has been learned about providing for students who experience difficulties in learning, how these understandings can contribute to new conceptualisations of special education and the development of more inclusive schools. This comprehensive, research-based work, brings together scholarship on an international level, and covers topics that transcend national boundaries. It will become essential reading for all professionals and academics with any interest in this important and dynamic field. |
| 13 special education classifications: The Comprehensive Guide to Special Education Law George A. Giuliani, 2012 This useful handbook provides educators with a practical understanding of the laws that are in place to protect the children with special needs that they support. Written in a user-friendly Q and A format, it covers all of the key areas of special education law including Free Appropriate Public Education, related services, and discipline. |
| 13 special education classifications: The General Educator's Guide to Special Education Jody L. Maanum, 2009-03-26 The essential guide for teaching effectively in the inclusive classroom! The third edition of this handbook offers easy-to-implement ideas, recommendations, and answers to questions to help general education teachers provide top-notch support for all students. In addition to an all-new section that outlines the basics of the RTI model and intervention strategies, this resource covers: 13 categories recognized under IDEA 2004 for which students may be eligible to receive special education services A step-by-step explanation of the special education process Accommodations and modifications to help students access the general education curriculum The transition process for students with special needs |
| 13 special education classifications: Education for All Handicapped Children, 1973-74 United States. Congress. Senate. Committee on Labor and Public Welfare. Subcommittee on the Handicapped, 1973 |
| 13 special education classifications: The Assessment of Child and Adolescent Personality Howard M. Knoff, 2002-12-31 Now available in paper for the first time, this volume brings together leading contributors to provide a comprehensive review of theory, research, and practice in child and adolescent personality assessment. Organized for easy reference, the book is divided into four parts. Part I summarizes basic theories, issues, and concepts, setting forth a framework for assessment as a hypothesis- generating, problem-solving process. Part II describes and evaluates a wide range of relevant approaches, tests, and techniques, marshaling the available data and reviewing administration procedures, scoring, and interpretation. In Part III, the process by which personality assessment is translated into effective intervention strategies and programs for children is examined in depth. A summary of major perspectives and recommended practices is presented in Part IV, which also considers future needs and directions for the field. |
| 13 special education classifications: Comprehensive Handbook of Childhood Cancer and Sickle Cell Disease Ronald T. Brown, 2006-04-06 Over recent decades, tremendous advances in the prevention, medical treatment, and quality of life issues in children and adolescents surviving cancer have spawned a host of research on pediatric psychosocial oncology. This important volume fulfills the clear need for an up-to-date, comprehensive handbook for practitioners that delineates the most recent research in the field--the first of its kind in over a decade. Over 60 renowned authors have been assembled to provide a thorough presentation of the state-of-the art research and literature, with topics including: -Neuropsychological effects of chemotherapy and radiation therapy -Bone marrow transplantation -Important issues about quality of life during and following treatment -Collaborative research among child-focused psychologists -Standards of psychological care for children and adolescents -Stress and coping in the pediatric cancer experience -The role of family and peer relationships The Comprehensive Handbook of Childhood Cancer and Sickle Cell Disease represents both multidisciplinary and international efforts, an alliance between physicians and parents, and a combination of research and service. With a wealth of information of great interest to patients and their families, this volume will also be a welcome resource to the psychologists, psychiatrists, pediatricians, oncologists, nurses, and social workers who confront these issues as they help children and their families through the treatment, recovery, and grieving processes. |
| 13 special education classifications: Teaching in Inclusive Classrooms Diane P. Bryant, Deborah D. Smith, Brian R. Bryant, 2023-12-08 Teaching in Inclusive Classrooms uses the research-validated ADAPT framework (Ask, Determine, Analyze, Propose, Test) to help teachers determine how, when, and with whom to use proven academic and behavioral interventions to obtain the best outcomes for students with disabilities. Through clear language and practical examples, authors Diane P. Bryant, Deborah D. Smith, and Brian R. Bryant show how to create truly inclusive classrooms for students who have disabilities and who are gifted through evidence-based practices and hands-on strategies. The Third Edition includes reorganized chapters on Individualized Services and Diverse Learners, new information on the latest court cases and IDEA funds, and revised sections on disabilities. Brand new videos address a wide range of current issues in teaching, including the impacts of COVID on inclusive classrooms. With this guide, educators will be inspired and equipped to effectively teach students with disabilities in inclusive settings. This title is accompanied by a complete teaching and learning package. Contact your Sage representative to request a demo. Learning Platform / Courseware Sage Vantage is an intuitive learning platform that integrates quality Sage textbook content with assignable multimedia activities and auto-graded assessments to drive student engagement and ensure accountability. Unparalleled in its ease of use and built for dynamic teaching and learning, Vantage offers customizable LMS integration and best-in-class support. It′s a learning platform you, and your students, will actually love. Learn more. Assignable Video with Assessment Assignable video (available in Sage Vantage) is tied to learning objectives and curated exclusively for this text to bring concepts to life. Watch a sample video now. LMS Cartridge: Import this title’s instructor resources into your school’s learning management system (LMS) and save time. Don′t use an LMS? You can still access all of the same online resources for this title via the password-protected Instructor Resource Site. Learn more. |
| 13 special education classifications: Working With Students With Disabilities Vicki A. McGinley, Barbara C. Trolley, 2015-09-14 Finally, a book FOR school counselors that specifically addresses the needs of students with disabilities and how we can interface with the team in supporting these students. –Nona Cabral, California Baptist University Working with Students with Disabilities: Preparing School Counselors is an essential tool for all school counselors in training and in practice with the aim to provide a comprehensive approach to working with students with disabilities in a school setting. As more students with disabilities are being included, school counselors need to have a fundamental understanding of the terminology, laws, principles, collaboration, assessment measures, and psycho-social, diversity issues associated with special education. This text continues in the trend of providing sound, evidenced-based knowledge with practical case examples and guided exercises, making the material ′come alive′ and fostering critical thinking. Working with Students with Disabilities: Preparing School Counselors is part of the SAGE Counseling and Professional Identity Series, which targets specific competencies identified by CACREP (Council for Accreditation of Counseling and Related Programs). |
| 13 special education classifications: Teaching Students With Special Needs in Inclusive Classrooms Diane P. Bryant, Brian R. Bryant, Deborah D. Smith, 2019-03-05 Inspire and equip current and future classroom teachers to ADAPT to the needs of all students. Teaching Students with Special Needs in Inclusive Classrooms uses the research-validated ADAPT framework (Ask, Determine, Analyze, Propose, Test) to help teachers determine how, when, and with whom to use proven academic and behavioral interventions to obtain the best outcomes for students with disabilities. Through clear language and practical examples, authors Diane P. Bryant, Brian R. Bryant, and Deborah D. Smith show how to create truly inclusive classrooms through evidence-based practices and hands-on strategies. The Second Edition includes strategically reorganized chapters, a new chapter devoted to differentiated instruction, and new classroom footage and teacher interviews illustrating how readers can implement the strategies discussed in their own classrooms. With the help of this supportive guide, educators will be inspired to teach students with disabilities in inclusive settings and be properly equipped to do so effectively. A Complete Teaching & Learning Package SAGE Premium Video Included in the interactive eBook! SAGE Premium Video tools and resources boost comprehension and bolster analysis. Interactive eBook Your students save when you bundle the print version with the Interactive eBook (Bundle ISBN: 978-1-5443-7037-8), which includes access to SAGE Premium Video and other multimedia tools. SAGE coursepacks SAGE coursepacks makes it easy to import our quality instructor and student resource content into your school’s learning management system (LMS). Intuitive and simple to use, SAGE coursepacks allows you to customize course content to meet your students’ needs. SAGE edge This companion website offers both instructors and students a robust online environment with an impressive array of teaching and learning resources. |
| 13 special education classifications: Concise Encyclopedia of Special Education Cecil R. Reynolds, Elaine Fletcher-Janzen, 2004-03-25 The Concise Encyclopedia of Special Education, Second Edition is a comprehensive resource for those working in the fields of special education research and practice. Featuring reviews of assessment instruments and teaching approaches, legal issues, overviews of specific learning disabilities, dozens of biographies, and more, this complete desk reference is an indispensable guide for professionals, academics, and students alike. Named an American Library Association Top 25 Reference of the Year in its First Edition, The Concise Encyclopedia serves as an important reference for the education of handicapped and other exceptional children. Written and edited by highly regarded and respected experts in the fields of special education and psychology, this authoritative resource guide provides a reference base for educators as well as professionals in the areas of psychology, neuropsychology, medicine, health care, social work and law. Additionally, this acclaimed reference work is essential for administrators, psychologists, diagnosticians, and school counselors, as well as parents of the handicapped themselves. What's new in this edition Comprehensive coverage of new legislation such as Individuals with Disabilities Act (IDEA) and the Americans with Disabilities Act Cultural competence in Special Education, including new material on culturally/linguistically diverse students Many new entries including notable biographies, new service delivery systems, special education laws, new assessment instruments, cross-cultural issues, neuropsychology, and use of the Internet in research and service delivery. Some of the topics covered Academic assessment Achievement tests Addictions Bilingual education Child and adolescent behavior management Counseling with individuals and families with disabilities Early childhood education Gifted education Intelligence tests Mathematics disabilities Psychoeducational methods Rehabilitation Socioeconomic status Special education parent and student rights Traumatic brain injury |
| 13 special education classifications: Personnel Preparation Thomas E. Scruggs, 2008-05-19 Advances in knowledge of effective strategies for the treatment of learning and behavioral disabilities are of little use without highly trained and effective personnel to implement these strategies. This volume discusses a wide range of important issues in the preparation of those personnel. |
| 13 special education classifications: The Global Convergence Of Vocational and Special Education John G. Richardson, Jinting Wu, Douglas M. Judge, 2016-12-01 The global trend in educational participation has brought with it a cross-national consequence: the expansion of students with special needs (SEN) placed in special education and the growth of low achieving students diverted to vocational tracks. This book explores the global expansion of special and vocational education as a highly variable event, not only across nations of considerable economic, political and cultural difference, but between nations with evident similarities as well. The Global Convergence of Vocational and Special Education analyzes how the concept of secular benevolence underscores the divergent and convergent trajectories that vocational and special education have taken across the globe. The authors embrace national differences as the means to observe two dicta of comparative research: similar origins can result in very different outcomes, and similar outcomes can be the result of very different origins. |
| 13 special education classifications: The Politics of Race, Class and Special Education Sally Tomlinson, 2014-05-09 In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Professor Sally Tomlinson brings together 12 of her key writings in one place, including chapters from her best-selling books and articles from leading journals. In this landmark publication she reviews and recounts the history and development of her research and writing over 30 years that is concerned with the politics of education systems, especially special education, and the place of social classes and ethnic and racial minorities in the systems. Social class, race and gender have historically always been essential markers in deciding who would receive a minimum or inferior education and thus fail to obtain whatever were currently acceptable qualifications. Definitions of the ‘less able’ or ineducable were based on beliefs in the biological and cultural inferiority of lower social classes, racial and immigrant groups. Professor Tomlinson’s aim in her work has always been to introduce sociological, historical and political perspectives into an area dominated by psychological, administrative and technical views and to explain how the individual ‘problems’ were connected to wider social structures and policies. This unique collection illustrates the development of Professor Tomlinson’s thinking over the course of her long and esteemed career. |
| 13 special education classifications: Hearings United States. Congress. House. Committee on Education, 1965 |
| 13 special education classifications: The Child who is Hard of Hearing United States. Children's Bureau, 1952 |
| 13 special education classifications: Congressional Record United States. Congress, 1964 |
| 13 special education classifications: Census of the Philippine Islands: Mortality, defective classes, education, and families and dwellings United States. Bureau of the Census, 1905 |
| 13 special education classifications: Hearings United States. Congress. House, 1966 |
| 13 special education classifications: Proceedings of the 13th International Congress on Mathematical Education Gabriele Kaiser, 2017-10-31 This book is open access under a CC BY 4.0 license. The book presents the Proceedings of the 13th International Congress on Mathematical Education (ICME-13) and is based on the presentations given at the 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 brought together about 3.500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. Directly before the congress activities were offered for 450 Early Career Researchers. The proceedings give a comprehensive overview on the current state-of-the-art of the discussions on mathematics education and display the breadth and deepness of current research on mathematical teaching-and-learning processes. The book introduces the major activities of ICME-13, namely articles from the four plenary lecturers and two plenary panels, articles from the five ICMI awardees, reports from six national presentations, three reports from the thematic afternoon devoted to specific features of ICME-13. Furthermore, the proceedings contain descriptions of the 54 Topic Study Groups, which formed the heart of the congress and reports from 29 Discussion Groups and 31 Workshops. The additional important activities of ICME-13, namely papers from the invited lecturers, will be presented in the second volume of the proceedings. |
| 13 special education classifications: Reports and Documents United States. Congress, |
| 13 special education classifications: What Every Principal Needs to Know About Special Education Margaret J. McLaughlin, Victor Nolet, 2004 This book is written as an easily accessible guide for headteachers and other general education administrators who administer and/or interact with special education programmes and services in their schools. The book is designed to provide basic foundational knowledge of special education that every headteacher needs in order to lead effectively, as well as examples for how to create effective special education. In this era of universal accountability for improving student achievement and school wide improvement planning, it is imperative that headteachers understand fully the key components of special education. Headteachers may need basic legal and/or procedural information, but more important are the understandings about who gets into special education as well as current thinking about how to educate children with diverse disabilities. |
| 13 special education classifications: Hearings United States. Congress. Senate. Committee on the District of Columbia, 1966 |
| 13 special education classifications: A Task Force Study of the Public School System in the District of Columbia as it Relates to the War on Poverty Conducted by the Task Force on Antipoverty in the District of Columbia...June 1966.Committee Print 89-2 United States. Congress. House. Education and Labor, 1966 |
| 13 special education classifications: Child and Adolescent Psychopathology for School Psychology Terry Diamanduros, PhD, P. Dawn Tysinger, PhD, NCSP, Jeffrey A. Tysinger, PhD, NCSP, Pamela A. Fenning, PhD, ABPP, 2022-02-23 This is the only text to address child and adolescent psychopathology from the viewpoint of the school psychologist. Integrating, comparing, and distinguishing DSM-5 diagnoses from IDEA disability classifications, it provides a comprehensive overview of mental health conditions in this population. This book addresses the impact of these conditions at school and at home, along with a description of practical, evidence-based educational and mental health interventions that can be implemented in school environments. It addresses the role of the school psychologist and details a variety of educational supports and school-based mental health services as they apply to specific conditions. This resource provides comprehensive coverage of school psychologists' responsibilities, including assessment, educational and skill-based interventions and supports, consulting with key stakeholders, and advocacy. Case studies address classification issues and varied approaches psychologists can use to support students. Chapters provide a variety of features to reinforce knowledge, including quick facts, discussion questions, and sources for additional resources. Instructor's ancillaries include instructor's manual, test questions, and mapping to NASP domains as well as PowerPoints and a test bank. Purchase includes digital access for use on most mobile devices or computers. Key Features: Provides a school psychological approach to addressing a full gamut of child/adolescent mental health problems at school and at home Integrates, compares, and distinguishes DSM-5 diagnoses, IDEA disability classifications and other legal protections (i.e., Section 504) for each disorder Covers the impact of various disorders on a child's ability to learn and function in the classroom Addresses practical, evidence-based educational supports and school-based mental health services suited to specific disorders Includes case studies addressing classification issues and delineating practical student supports |
| 13 special education classifications: Handbook of Developmental Disabilities Samuel L. Odom, Robert H. Horner, Martha E. Snell, 2009-01-21 This authoritative handbook reviews the breadth of current knowledge about developmental disabilities: neuroscientific and genetic foundations; the impact on health, learning, and behavior; and effective educational and clinical practices. Leading authorities analyze what works in intervening with diverse children and families, from infancy through the school years and the transition to adulthood. Chapters present established and emerging approaches to promoting communication and language abilities, academic skills, positive social relationships, and vocational and independent living skills. Current practices in positive behavior support are discussed, as are strategies for supporting family adaptation and resilience. |
| 13 special education classifications: Resources in Education , 1998 |
| 13 special education classifications: Hearings United States. Congress. House. Committee on the District of Columbia, 1966 |
| 13 special education classifications: Journal of the House of Representatives of the United States United States. Congress. House, 1968 Some vols. include supplemental journals of such proceedings of the sessions, as, during the time they were depending, were ordered to be kept secret, and respecting which the injunction of secrecy was afterwards taken off by the order of the House. |
| 13 special education classifications: Handbook of Research in Education Finance and Policy Helen F. Ladd, Margaret E. Goertz, 2014-12-17 Sponsored by the Association for Education Finance and Policy (AEFP), the second edition of this groundbreaking handbook assembles in one place the existing research-based knowledge in education finance and policy, with particular attention to elementary and secondary education. Chapters from the first edition have been fully updated and revised to reflect current developments, new policies, and recent research. With new chapters on teacher evaluation, alternatives to traditional public schooling, and cost-benefit analysis, this volume provides a readily available current resource for anyone involved in education finance and policy. The Handbook of Research in Education Finance and Policy traces the evolution of the field from its initial focus on school inputs and revenue sources used to finance these inputs, to a focus on educational outcomes and the larger policies used to achieve them. Chapters show how decision making in school finance inevitably interacts with decisions about governance, accountability, equity, privatization, and other areas of education policy. Because a full understanding of important contemporary issues requires inputs from a variety of perspectives, the Handbook draws on contributors from a number of disciplines. Although many of the chapters cover complex, state-of-the-art empirical research, the authors explain key concepts in language that non-specialists can understand. This comprehensive, balanced, and accessible resource provides a wealth of factual information, data, and wisdom to help educators improve the quality of education in the United States. |
| 13 special education classifications: Teaching Students With Gifts and Talents Bob Algozzine, Jim Ysseldyke, 2006-03-21 Discover how you can meet the needs of the gifted and talented students in your classroom! Students who are gifted and/or talented are known more for their contributions and potential contributions than any other group of students. Meeting the educational needs of these students, however, can be a tremendous challenge for those who teach them. In Teaching Students With Gifts and Talents, Bob Algozzine and Jim Ysseldyke offer educators helpful information for identifying gifted and talented students, and present effective instructional approaches-enrichment and acceleration-to ensure that these exceptional students are constantly challenged and engaged. Highlights include: A pretest and posttest to help readers assess their understanding of giftedness and how the needs of gifted and talented students are best addressed Cognitive, academic, communicational, physical, and behavioral characteristics that are associated with high-ability learners Effective instructional approaches and activities to keep gifted and talented students motivated and reaching ever-higher levels of achievement Key vocabulary terms |
| 13 special education classifications: Teaching Students With Mental Retardation Bob Algozzine, Jim Ysseldyke, 2006-03-24 Learn what effective teachers do to support students with mental retardation in and out of the inclusive classroom! Students with mental retardation often struggle tremendously to complete the same tasks that many of their peers do without any difficulty-but with special assistance their struggles to learn can be highly successful. In Teaching Students With Mental Retardation, special and general educators will find highly effective strategies for enhancing the academic and social skills of students with mental retardation in their classrooms. Offering a pretest, posttest, and key vocabulary terms, this exceptional resource also discusses: Common causes of mental retardation such as genetic conditions, problems during pregnancy and birth, and health problems Diagnosing mental retardation Cognitive, academic, physical, behavioral, and communication characteristics of mental retardation Methods for improving the functional academic, social, self-care, and work skills of students with mental retardation Instructional approaches for students with severe disabilities Influential trends and issues such as prevention of mental retardation and transitioning from school to work |
| 13 special education classifications: Teaching Students With Communication Disorders Jim Ysseldyke, Bob Algozzine, 2006-03-24 Strengthen the spoken and written expression of students with speech and language disorders! Communication disorders affecting speech and language rank as the second most common reason students receive special education. How can special and general education teachers help these students achieve successful outcomes academically and in their interpersonal relationships? What instructional approaches provide the most beneficial learning experiences, and help build confidence and self-esteem? Teaching Students With Communication Disorders offers tools to help educators identify communication disorders, distinguish speech from language impairments, reduce common communication problems, and eliminate negative stereotypes. Providing a pretest, posttest, key vocabulary terms, and additional resources to help teachers and speech therapists increase their understanding about communication disorders and effective intervention strategies, this valuable resource highlights: Criteria for identifying speech and language disorders Cognitive, academic, physical, behavioral, and communication characteristics of common communication disorders Appropriate teaching and class management strategies Trends and issues influencing instructional approaches and the delivery of speech and language services |
| 13 special education classifications: Census of the Phillipine Islands, 1903 United States. Bureau of the Census, 1905 |
| 13 special education classifications: Educational Trauma Lee-Anne Gray, 2019-10-16 This book deconstructs and analyzes the impact of education-based trauma. Drawing on wisdom from the fields of education, psychology, neuroscience, history, political science, social justice, and philosophy, Gray connects the dots across different forms of education trauma that can occur throughout a student’s life: from bullying and anxiety to social inequity and the school-to-prison pipeline. With respect to learning, memory, social group dynamics, democracy, and mental health, this book serves as a call-to-arms, demanding civil rights for all students and for education to fulfill its ultimate duty as a force for the common good. |
| 13 special education classifications: Medical Bulletin of the European Command , 1968 |
| 13 special education classifications: Encyclopedia of Special Education Cecil R. Reynolds, Elaine Fletcher-Janzen, 2007-01-02 Offers a thoroughly revised, comprehensive A to Z compilation of authoritative information on the education of those with special needs. |
| 13 special education classifications: Special Education in Contemporary Society Richard M. Gargiulo, 2010-12-01 Special Education in Contemporary Society: An Introduction to Exceptionality is designed for use by preservice and inservice teachers who will teach students with special needs in the general classroom. The text provides a rare glimpse into the lives of persons with exceptionalities, including their families and teachers. Focusing on human exceptionalities across the life span, the text employs a traditional organization beginning with four foundations chapters that introduce teachers to special education, followed by 10 categorical chapters each on a different disability. Each categorical chapter features sections on transition, cultural diversity, technology, instructional strategies, and family considerations. |
| 13 special education classifications: Civil Service Preference Retirement, and Salary Classification Laws United States, 1971 |
| 13 special education classifications: Reproducing Gender Madeleine Arnot, 2002-01-17 These essays cover Arnot's early work on gender codes and her critique of Bernstein, her analysis of state educational policy in Britain and her work on theorizing a feminist democratic education and ideal citizenship. |
都说13代、14代酷睿处理器缩肛，具体是什么情况? - 知乎
缩肛是这样的，在第13代、14代处理器在发布之初，Intel很可能未严格进行全面质量测试与参数标定，导致最终用户使用中可靠性与稳定性快速下降。终究自食其果。 造成13代、14代处理器存在不稳定问 …
Trying to understand CHAR (10) and CHAR (13) in SQL Server
Aug 16, 2023 · CR (13) + LF (10) combine to create 1 total carriage return. If you do it in the opposite order, the LF forces the CR to be on a new line, producing 2 carriage returns. It's why in …
2025年运动相机推荐｜Gopro 13、大疆ation 5 Pro、Insta360 运 …
Jan 14, 2025 · Hero 13 Black 配备了新的 HB 系列镜头和 ND 滤镜：推出一款带对焦环的微距镜头、一款超广角镜头、一组四个 ND 滤镜，以及一款将于 2025 年推出的变形镜头。Hero 13 Black 会自动 …
python - Errno 13 Permission denied - Stack Overflow
Jul 16, 2020 · PermissionError: [Errno 13] Permission denied: 'C:\\Users\\****\\Desktop\\File1' I looked on the website to try and find some answers and I saw a post where somebody mentioned …
英特尔的酷睿ultra和i系列CPU有什么区别？哪个好？ - 知乎
如果你关注主流的主机市场，就会发现其实Intel 12、13、14代的i系列处理器才是绝对的主流。 所以简单结论就是，Ultra系列更好，i系列更有性价比。 笔记本端优先考虑Ultra处理器，主机端眼下依然可以 …
What does this format mean T00:00:00.000Z? - Stack Overflow
Aug 26, 2022 · answered Nov 5, 2019 at 13:28. that_developer that_developer. 339 2 2 silver badges 10 10 bronze badges. 3.
Difference between chr (13) and chr (10) - Stack Overflow
Chr(10) is the Line Feed character and Chr(13) is the Carriage Return character. You probably won't notice a difference if you use only one or the other, but you might find yourself in a situation …
What does this regular expression mean /^[a-z]{1}[a-z0-9_]{3,13}$/
Jun 24, 2014 · [a-z0-9_]{3,13} matches 3 to 13 chars. In case-insensitive mode, in many engines it could be replaced by \w{3,13} The $ anchor asserts that we are at the end of the string; Sample …
Upgrading Node.js to the latest version - Stack Overflow
nvm install v22.13.1 Note: you may need to close & re-open your terminal window for nvm command to be available. You should expect to see something like this in your terminal: Now using node …
How to fix "No matching distribution found for {package name}" …
Aug 8, 2019 · I have not use test.pypi.org, but it looks when you install a package from there it only looks for dependencies on test.pypi.org, which does not have all of the same packages, or …
都说13代、14代酷睿处理器缩肛，具体是什么情况? - 知乎
缩肛是这样的，在第13代、14代处理器在发布之初，Intel很可能未严格进行全面质量测试与参数标定，导致最终用户使用中可靠性与稳定性快速下降。终究自食其果。 造成13代、14代处理器 …
Trying to understand CHAR (10) and CHAR (13) in SQL Server
Aug 16, 2023 · CR (13) + LF (10) combine to create 1 total carriage return. If you do it in the opposite order, the LF forces the CR to be on a new line, producing 2 carriage returns. It's why …
2025年运动相机推荐｜Gopro 13、大疆ation 5 Pro、Insta360 运动 …
Jan 14, 2025 · Hero 13 Black 配备了新的 HB 系列镜头和 ND 滤镜：推出一款带对焦环的微距镜头、一款超广角镜头、一组四个 ND 滤镜，以及一款将于 2025 年推出的变形镜头。Hero 13 …
python - Errno 13 Permission denied - Stack Overflow
Jul 16, 2020 · PermissionError: [Errno 13] Permission denied: 'C:\\Users\\****\\Desktop\\File1' I looked on the website to try and find some answers and I saw a post where somebody …
英特尔的酷睿ultra和i系列CPU有什么区别？哪个好？ - 知乎
如果你关注主流的主机市场，就会发现其实Intel 12、13、14代的i系列处理器才是绝对的主流。 所以简单结论就是，Ultra系列更好，i系列更有性价比。 笔记本端优先考虑Ultra处理器，主机端 …
What does this format mean T00:00:00.000Z? - Stack Overflow
Aug 26, 2022 · answered Nov 5, 2019 at 13:28. that_developer that_developer. 339 2 2 silver badges 10 10 bronze badges. 3.
Difference between chr (13) and chr (10) - Stack Overflow
Chr(10) is the Line Feed character and Chr(13) is the Carriage Return character. You probably won't notice a difference if you use only one or the other, but you might find yourself in a …
What does this regular expression mean /^[a-z]{1}[a-z0-9_]{3,13}$/
Jun 24, 2014 · [a-z0-9_]{3,13} matches 3 to 13 chars. In case-insensitive mode, in many engines it could be replaced by \w{3,13} The $ anchor asserts that we are at the end of the string; …
Upgrading Node.js to the latest version - Stack Overflow
nvm install v22.13.1 Note: you may need to close & re-open your terminal window for nvm command to be available. You should expect to see something like this in your terminal: Now …
How to fix "No matching distribution found for {package name}" …
Aug 8, 2019 · I have not use test.pypi.org, but it looks when you install a package from there it only looks for dependencies on test.pypi.org, which does not have all of the same packages, …
