The special educator's book of lists / Roger Pierangelo.

Format:

Book

Author/Creator:

Pierangelo, Roger.

Contributor:

Pierangelo, Roger.

Language:

English

Subjects (All):

Special education--Handbooks, manuals, etc.

Special education.

Special education teachers.

Special education teachers--Handbooks, manuals, etc.

Genre:

Handbooks and manuals.

Physical Description:

xx, 614 pages : illustrations ; 28 cm

Edition:

Second edition.

Place of Publication:

San Francisco : Jossey-Bass, [2003]

Summary:

This is the thoroughly revised edition of the book that offers a unique information source and timesaver for preK-12 special education teachers and any professional or parent involved in special education. This new edition contains useful lists to help you make important decisions about your students and to assist you in every phase of the special education process. Included are a broad range of lists conveniently organized into seven sections and printed in a big 8 1/2 "x 11" format for easy photocopying of any list. Here's just a brief description of the kind of complete and up-to-date information you'll find in each section: Legal Issues in Special Education Nine lists that give an overall view of the most important legal issues from "Landmark Court Cases in Special Education" ... "Parents' Rights in the Special Education Process" ... "Conditions of Public Law 504." Foundations of the Special Education Process Twenty-nine lists of the summarize the preventive and diagnostic measures to help identify students with disabilities such as "How to Examine School Records" ... "Procedures to Follow if You Suspect Child Abuse or Neglect" ... and "Parental Participation in the Assessment Process." Specific Exceptionalities Eighty-one lists offer the information, facts, and suggestions for dealing with more than twenty exceptionalities, including "Criteria Used to Diagnose Autistic Disorder" ... "Approaches to Educational Programming for Gifted Students" ... and "The Braille Alphabet." Special Education Assessment One hundred twenty-five lists take you through the tools and procedures used in diagnosing and identifying special education students for example, "TheWechlser Scales of Intelligence" ... "Analysis for Interpreting Oral Reading" ... and "Overview of Bilingual Assessment." IEP Information Ten lists provide up-to-date information on how to develop an Individualized Education Program, such as a "Related Services Available on the IEP" ... "Sample IEP Form" ... and ... "Student Eligibility and Criteria for Testing Modifications" Eligibility Committee presents thirteen lists such as "Responsibilities of the Eligibility Committee" ... "Agreement to Withdraw an Eligibility Committee Referral" ... and "Procedures for Changing a Students Classification or Placement." Classroom Instruction Techniques for Children with Disabilities features seven lists that cover practical tips and materials including "Alternate Learning Activities" ... "Key Concepts in Behavior Modification" ... and "Subject Areas and Related Goals." Transition Services - contains forty-five lists the provide a complete overview of the transition for a child from school to the adult world, such as "Prevocational Skills." . "The Importance of Travel Training" ... "Checklist for Assessing Colleges for Accessibility." Parent Education - offers practical parenting suggestions including "How to Communicate with Your Children" ... "How to Improve a Child's Self-Esteem" ... and ... "What Parents Need to Know About Retention."

Appendices - features special education, psychological, and medical terminology and definitions as well as a list of key abbreviations in the field of special education.

In short, "The Special Educator's Book of Lists" places in your hands an unparalleled reference packed with valuable informationand materials that might otherwise take years and much effort to acquire!

Contents:

Part 1 Legal Issues in Special Education 1

1.1 Landmark Court Cases in Special Education 2

1.2 Federal Legislation for Individuals with Disabilities 6

1.3 The Individuals with Disabilities Education Act

1997 (IDEA '97) 11

1.4 The Americans with Disabilities Act (P.L. 101-336) 13

1.5 Least Restrictive Educational Placements 14

1.6 Conditions of Public Law 504 17

1.7 Parents' Rights in the Special Education Process 18

1.8 The Concept of Procedural Due Process 20

1.9 Disability Categories Requiring Special Education Services 22

Part 2 Foundations of the Special Education Process 25

Foundational Issues in Special Education

2.1 Questions to Consider When Doing a Classroom Observation 26

2.2 Observation Report Form 28

2.3 How to Interpret and What to Look for in Group Achievement Test Results 29

2.4 How to Examine School Records 33

2.5 Pupil Personnel or Child Study Team Guidelines 35

2.6 Pre-Referral Strategies Recommended by the Child Study Team Prior to Formal Evaluation 37

2.7 Responsibilities and Roles of the Special Education Teacher 40

2.8 Symptomatic Behaviors Exhibited by High-Risk Students 42

2.9 How to Determine the Severity of a Problem 43

2.10 Symptomatic Behaviors Possibly Indicating More Serious Problems 44

2.11 Common Avoidance Behavior Patterns Exhibited by Children with Suspected Learning Problems 45

2.12 Energy Drain and Its Effect on Behavior and Learning 47

2.13 Examples of Structured Referral Forms 49

2.14 Examples of Student Rating Scales 52

2.15 Procedures to Follow If You Suspect Child Abuse or Neglect 54

2.16 Clinical and Behavioral Clues to Possible Child Abuse or Neglect 56

2.17 Example of a Report Form for Suspected Child Abuse or Neglect 58

The Special Education Process

2.18 Steps in the Special Education Process 60

2.19 The Multidisciplinary Team (MDT) 62

2.20 Membership of the Multidisciplinary Team 64

2.21 Formal Referral for a Suspected Disability 66

2.22 Initial Referral to the MDT from the School Staff 67

2.23 Initial Referral to the MDT from the Parent/Guardian 70

2.24 Assessment Plans/Consent for Evaluation 71

2.25 Assessment Options of the MDT 72

2.26 Parental Participation in the Assessment Process 76

2.27 How to Conduct Parent Intakes 78

2.28 Confidentiality 81

2.29 Other Specialists and Their Roles in Helping Children 82

Part 3 Specific Exceptionalities 83

Developmental Information

3.1 Principles of Normal Development 84

3.2 Gross Motor Developmental Milestones 85

3.3 Receptive Language Milestones 86

3.4 Expressive Language Milestones 87

3.5 Milestones for Dressing Skills 88

3.6 Milestones for Eating Skills 89

3.7 Milestones for Toileting and Grooming Skills 90

Autism/Pervasive Development Disability

3.8 Fact Sheet on Autism 91

3.9 Symptoms of Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS) 93

3.10 Criteria Used to Diagnose Autistic Disorder 96

3.11 Interdisciplinary Diagnosis of Autism 98

ADHD

3.12 ADHD Fact Sheet 99

3.13 Teacher's Checklist for ADHD 101

3.14 Treatment Plans for Children with Attention Deficit Disorder 103

3.15 Behavior Management Techniques for Children with ADHD 104

3.16 Tips for Parents of ADHD Children 108

3.17 Tips for Teachers Working with Children with ADHD 109

Gifted

3.18 Evaluation Procedures that Can Be Used to Measure Giftedness 110

3.19 Classroom Activities to Enhance the Development of Thought Processes in the Gifted 112

3.20 Approaches to Educational Programming for Gifted Students 114

3.21 Classroom Applications of Bloom's Taxonomy of the Cognitive Domain 115

3.22 Common Characteristics of Program Management for the Gifted 116

3.23 Some Typical Characteristics of the Gifted and Talented 117

3.24 Teacher Checklist of Classroom Characteristics that May Indicate Giftedness 118

Developmental Disabilities

3.25 Residential Alternatives for the Child with Developmental Disabilities 119

3.26 Essential Services for the Developmentally Disabled 120

3.27 Facts about Down Syndrome 121

Speech and Language Impairments

3.28 Facts about Communication Disorders 123

3.29 Causes of Communication Disorders 125

3.30 Summary of Normal Language Development 126

3.31 Treatment and Remediation of Communication Disorders 128

Learning Disabilities

3.32 Facts about Learning Disabilities 129

3.33 Characteristics of Children with Dyslexia 131

3.34 Characteristics of Children with Learning Disabilities 132

3.35 Teaching Techniques Used to Compensate for Certain Learning Problems 133

3.36 Characteristics of Writing, Mathematical, and Reading Disorders 134

Emotional Disabilities

3.37 Facts about Emotional Disabilities 136

3.38 Common Developmental Disorders 138

3.39 Common Disruptive Behavior Disorders 142

3.40 Common Anxiety Disorders of Childhood 144

3.41 Common Eating Disorders 146

3.42 Other Disorders of Childhood and Adolescence 147

3.43 Specific Personality Disorders 150

Tourette's Syndrome

3.44 Description of Tics in Tourette's Syndrome 152

3.45 Diagnostic Criteria for Tic Disorders 154

3.46 Pharmacotherapy and Tourette's Syndrome 155

3.47 Classroom Strategies for children with Tourette's Syndrome 156

Hearing Impaired

3.48 Facts about Hearing Impairments 157

3.49 Causes of Hearing Impairments 159

3.50 Audiometric Evaluation Measures 160

3.51 Modes of Communication for the Deaf 161

3.52 The Manual Alphabet 162

3.53 Degrees of Hearing Impairment 163

3.54 Examples of Typical Sound Intensities 164

3.55 Cross Section of the Ear 165

Visually Impaired

3.56 Facts about Visual Impairments 166

3.57 Causes of Visual Impairments 168

3.58 The Braille Alphabet 169

3.59 Typical Characteristics of Children with Visual Impairments 170

3.60 Cross Section of the Eye 171

Bilingual and Culturally Disadvantaged

3.61 Variables that May Influence Placement Decisions for Bilingual Children with Disabilities 172

3.62 Basic Elements of an Individualized Education Plan (IEP) for Bilingual Children with Disabilities 173

3.63 Selecting and Adapting Materials for Bilingual Children with Disabilities 174

3.64 Suggested Identification Procedures for Students with Limited English Proficiency (LEP) 175

Physically Disabled

3.65 Causes of Physical Disabilities 177

3.66 Potential Classroom Modifications and Teacher Skills Required for Certain Physical Disabilities 180

3.67 Physical and Occupational Therapy Measurement Areas 182

3.68 Guidelines for a Physical Therapy Evaluation 183

3.69 Areas of Dysfunction Requiring Occupational Therapy and Their Impact on School Performance 185

Traumatic Brain Injury

3.70 Facts about Traumatic Brain Injury (TBI) 191

3.71 Tips for Parents of Children with TBI 193

3.72 Tips for Teachers of Children with TBI 194

Other Special Education Exceptionalities

3.73 Asperger's Syndrome 195

3.74 Fragile X Syndrome 196

3.75 Prader-Willi Syndrome 198

3.76 Turner's Syndrome 200

3.77 William's Syndrome 201

Medication Review

3.78 Psychostimulants and Sedatives 202

3.79 Anti-Psychotic Medications 203

3.80 Anti-Depressant Medications 204

3.81 Anti-Anxiety Medications 205

Part 4 Special Education Assessment 207

Foundations of the Assessment Process

4.1 Scoring Terminology Used in Assessment 208

4.2 Objectives of Intellectual, Educational, and Perceptual Evaluations 210

4.3 Understanding a Student's Behavior During Testing 212

4.4 How to Report Test Results to Parents 216

Assessment of Intelligence

4.5 The Purpose of Intelligence Testing 218

4.6 IQ Range and Classification 219

4.7 The Wechsler Scales of Intelligence 220

4.8 The Stanford-Binet Intelligence Test Scale

Fourth Edition 224

4.9 Kaufman Assessment Battery for Children (K-ABC): Mental Processing Scales 226

4.10 Kaufman Brief Intelligence Test (KBIT) 228

4.11 Columbia

Mental Maturity Scale (CMMS) 229

4.12 McCarthy Scales of Children's Abilities 230

4.13 Slosson Intelligence Test

Revised (SIT-R) 233

4.14 Comprehensive Test of Nonverbal Intelligence (CTONI) 234

4.15 Woodcock-Johnson Tests of Cognitive Abilities

III (WJ-III) 235

4.16 Relationship of IQ Scores to Percentiles 238

Assessment of Academic Achievement

4.17 Overview of Academic Skill Areas 239

4.18 Reading Comprehension Skills 241

4.19 Analysis for Interpreting Oral Reading 243

4.20 Analyzing Oral Reading Miscues 244

4.21 Analyzing Reading Comprehension 245

4.22 Analyzing Word Recognition Skills 246

4.23 Questions to Consider When Doing a Reading Assessment 247

4.24 Gates-MacGinitie Silent Reading Test

Fourth Edition (GMRT) 248

4.25 Gray Oral Reading Test

3 (GORT-3) 249

4.26 Durrell Analysis of Reading Difficulty (DARD) 250

4.27 Gates-McKillop-Horowitz Diagnostic Reading Tests

Fourth Edition 252

4.28 Gilmore Oral Reading Test 254

4.29 Slosson Oral Reading Test

Revised 255

4.30 Spache Diagnostic Reading Scales 256

4.31 Woodcock Reading Mastery Test

Revised (WRMT-R) 257

4.32 Test of Reading Comprehension

Third Edition (TORC-3) 259

4.33 Nelson-Denny Reading Test (NDRT) 260

4.34 Interpreting Handwriting and Written Composition 261

Written Language

4.35 Picture Story Language Test (PSLT) 262

4.36 Test of Early Written Language

2 (TEWL-2) 263

4.37 Test of Written Language

3 (TOWL-3) 264

Mathematics

4.38 Analysis for Interpreting Mathematics Tests 265

4.39 Key Math Diagnostic Arithmetic Test

Revised (KEY MATH-R) 268

4.40 Test of Early Mathematics Ability

2 (TEMA-2) 270

4.41 Test of Mathematical Abilities

2 (TOMA-2) 271

Spelling

4.42 Interpreting Spelling Tests 272

4.43 Spelling Errors Primarily Due to Auditory or Visual Channel Deficits 273

4.44 Diagnostic Word Patterns 274

4.45 Test of Written Spelling

3 (TWS-3) 275

Comprehensive Tests of Educational Achievement

4.46 Brigance Diagnostic Inventory of Basic Skills 276

4.47 Kaufman Tests of Educational Achievement (KTEA) 278

4.48 Peabody Individual Achievement Test

Revised (PIAT-R) 279

4.49 Wechsler Individual Achievement Test

II (WIAT-II) 280

4.50 Wide Range Achievement Test

3 (WRAT-3) 282

4.51 Woodcock-Johnson Tests of Achievement

III (WJ-III) 283

Assessment of Behavior

4.52 Observation Methods Used for the Assessment of Problem Behavior 285

4.53 Interview Methods Used for the Assessment of Problem Behavior 286

4.54 Types of Psychological Tests Used in Assessment of Problem Behavior 287

4.55 Goodenough-Harris Drawing Test (GHDT) 288

4.56 Draw-A-Person: Screening Procedure for Emotional Disturbance (DAP:SPED) 289

4.57 Kinetic-House-Tree-Person Drawings (K-H-T-P) 290

4.58 Children's Apperception Test (CAT) 291

4.59 Thematic Apperception Test (TAT) 292

4.60 Rorschach Psychodiagnostic Test 293

4.61 Politte Sentence Completion Test (PSCT) 294

4.62 Conners' Parent and Teacher Rating Scales (CPRS/CTRS) 295

4.63 Attention Deficit Disorders Evaluation Scale

Revised (ADDES-R) 297

Adaptive Behavior

4.64 Assessment of Adaptive Behavior 298

4.65 AAMR Adaptive Behavior Scale

Residential and Community

2 (ABS-RC-2) 299

4.66 AAMR Adaptive Behavior Scale

School (ABS-S-2) 300

4.67 Adaptive Behavior Evaluation Scale

Revised (ABES-R) 302

4.68 Vineland Adaptive Behavior Scale (VABS) 303

Functional Behavior

4.69 IDEA and Functional Behavioral Assessments 304

4.70 Overview of Functional Behavioral Assessment (FBA) 306

4.71 Role of the Eligibility Committee in the Functional Behavioral Assessment 309

Assessment of Perception

4.72 Overview of Perception 310

4.73 Purpose of Perceptual Evaluations 312

Assessment of Visual Perception

4.74 Visual Perceptual Skills 313

4.75 Diagnostic Symptoms for Visual-Motor Perceptual Disabilities 314

4.76 Developmental Test of Visual Motor Integration

Fourth Edition (VMI-4) 316

4.77 Test of Gross Motor Development

Second Edition (TGMD-2) 317

4.78 Bender Visual-Motor Gestalt Test (BVMGT) 318

4.79 Developmental Test of Visual Perception

2 (DTVP-2) 319

4.80 Motor-Free Visual Perceptual Test

Revised (MVPT-R) 320

Assessment of Auditory Perception

4.81 Overview of Auditory Perception 321

4.82 Diagnostic Symptoms for Auditory Perceptual Disabilities 322

4.83 Goldman-Fristoe-Woodcock Test of Auditory Discrimination 324

4.84 Tests of Auditory Perceptual Skills

Revised (TAPS-R) 325

4.85 Wepman Test of Auditory Discrimination

Second Edition (ADT-2) 326

Comprehensive Measures of Perceptual Ability

4.86 Detroit Tests of Learning Aptitudes

Fourth Edition (DTLA-4) 327

4.87 Slingerland Screening Tests for Identifying Children with Specific Language Disability 329

Early Childhood Assessment

4.88 Assessment and Evaluation Process for Early Intervention 331

4.89 Individualized Family Service Plan (IFSP) 333

4.90 Working with the Family in Early Childhood Assessment 335

4.91 Bayley Scales of Infant Development

Second Edition (BSID-II) 337

4.92 Preschool Language Scale

3 (PLS-3) 339

4.93 Metropolitan Readiness Tests

Fifth Edition (MRT-5) 341

4.94 Boehm Test of Basic Concepts

Revised (BTBC-R) 343

4.95 Bracken Basic Concept Scale (BBCS) 344

4.96 Preschool Evaluation Scales (PES) 346

4.97 Kindergarten Readiness Test (KRT) 347

4.98 Battelle Developmental Inventory (BDI) 348

Other Areas of Assessment

4.99 Assessment Measures Used in the Identification of a Hearing Loss 349

4.100 Auditory Perception Test for the Hearing Impaired (APT/HI) 350

4.101 Carolina Picture Vocabulary Test for Deaf/Hearing Impaired (CPVT) 351

4.102 Hiskey-Nebraska Test of Learning Aptitude 352

4.103 Leiter-R International Performance Scale 354

4.104 Rhode Island Test of Language Structure (RITLS) 356

4.105 Test of Early Reading Ability

2: Deaf or Hard of Hearing (TERA-2, D/HH) 358

4.106 Overview of Occupational Therapy 360

4.107 The Role of the Occupational Therapist 361

4.108 Milani-Comparetti Motor Development Test 362

4.109 Miller Assessment for Preschoolers (MAP) 363

4.110 Quick Neurological Screening Test (QNST) 365

4.111 Sensory Integration and Praxis Test (SIPT) 367

4.112 Purdue Perceptual Motor Survey (PMM) 369

4.113 Overview of Bilingual Assessment 371

4.114 Referral of Culturally and Linguistically Diverse Students 372

4.115 ESL Literacy Scale (ELS) 373

4.116 Language Proficiency Test (LPT) 374

4.117 Matrix Analogies Test (MAT) 375

4.118 Screening Test of Spanish Grammar 376

4.119 Nonstandardized Forms of Assessment 377

Writing a Professional Report

4.120 Overview of Report Writing 381

4.121 Practical Guidelines for Report Writing 382

4.122 Criteria for Writing a Comprehensive Report 383

4.123 Model Report 389

Part 5 IEP Information 395

5.1 New Individualized Education Plan (IEP) Requirements Under IDEA '97 396

5.2 Components to Be Included in the IEP, According to IDEA '97 398

5.3 IDEA '97 and the Development of the IEP 400

5.4 Sample IEP Form 401

5.5 Related Services Available on the IEP 419

5.6 Extended School-Year Programs/Services Criteria 421

5.7 Documentation Required for Supplementary Aids and Services, and Program Modifications or Supports 422

5.8 Considerations for Making Test-Modification Recommendations 425

5.9 Student Eligibility and Criteria for Testing Modifications 426

5.10 Special Education Teacher's Role and Responsibilities for Implementation of Alternate Testing Techniques 428

Part 6 Eligibility Committee 429

6.1 Responsibilities of the Eligibility Committee 430

6.2 Eligibility Committee Presentation Checklist 431

6.3 Annual Review Procedures 433

6.4 Triennial Review Procedures 434

6.5 Triennial Review

Required Materials 435

6.6 Medical Form for the Eligibility Committee 436

6.7 Agreement to Withdraw Eligibility Committee Referral 437

6.8 Eligibility Committee Presentation by the Special Education Teacher as Educational Evaluator 438

6.9 Eligibility Committee Presentation by the Special Education Teacher as the Classroom Teacher 439

6.10 Eligibility Committee Presentation by the Special Education Teacher as Member of the Eligibility Committee 440

6.11 Evaluations that May Be Required for Eligibility Committee Presentations 441

6.12 Other Information and Procedures Required for

Eligibility Committee Presentations 442

6.13 Procedures for Changing a Student's Classification or Placement 443

Part 7 Classroom Instruction Techniques for Children with Disabilities and Special Needs 445

7.3 Key Concepts in Behavior Modification 448

7.4 Working with Children with Learning Disabilities in the Classroom 450

7.5 Working with Children with Emotional Disabilities in the Classroom 452

7.6 Working with Children with Developmental Disabilities in the Classroom 455

7.7 Subject Areas and Related Goals 459

Part 8 Transition Services 461

Foundational Issues in Transition Services

8.1 Overview of Transition Services 462

8.2 Intent of Transitional Services 463

8.3 Importance of Keeping Records During the Transition Process 464

8.4 Individualized Transitional Education Plan (ITEP) 465

8.5 The Role of the Family in the Transition Process 466

8.6 Transition Planning Timeline 467

8.7 Transition Checklist 469

8.8 Sample Transitional IEP 471

Vocational Education Planning

8.9 Vocational Assessments 475

8.10 Prevocational Skills 477

8.11 Prevocational Skills Checklist 478

8.12 Division of Rehabilitation Services (DRS) 479

8.13 Services Provided by DRS Agencies 480

8.14 Other Assessment Options During the Vocational Transition Phase 482

8.15 Training and Work Options 484

8.16 Competitive Employment 486

8.17 Supported Employment 487

8.18 Sheltered Employment Options 489

Living Arrangements

8.19 Centers for Independent Living (CIL) 490

8.20 Residential Models 491

8.21 How to Evaluate Residential Programs 494

8.22 Housing Subsidies 495

8.23 Respite Care 496

Transportation Concerns

8.24 Travel Training 498

8.25 The Importance of Travel Training 500

Recreational/Leisure Options

8.26 Overview of Recreational/Leisure Options for Individuals with Disabilities 501

8.27 Individual Concerns When Faced with Leisure Activities 502

Insurance Concerns

8.28 Exploring Insurance Options for Individuals with Disabilities 503

8.29 Types of Insurance Policies 504

8.30 Overview of Medicare and Medicaid 506

Financial Concerns

8.31 Overview of Supplemental Security Income (SSI) 508

8.32 Criteria for Determining SSI Benefits 509

8.33 How to Sign Up for SSI Benefits 510

8.34 Work Incentives 511

8.35 Overview of Social Security Disability Insurance (SSDI) 512

Social Skill Development

8.36 Helping Individuals with Disabilities Acquire Social Skills 513

8.37 How Families Can Help Children with Disabilities with Social Experiences 515

8.38 Helping Youth with Disabilities Avoid Social Mistakes 516

8.39 Fostering Relationships: Suggestions for Young Adults 517

Communication and Assistive Technology

8.40 Overview of Assistive Technology 518

8.41 Computer-Assistive Technology for the Visually Impaired 519

8.42 Computer-Assistive Technology for the Hearing Impaired 520

8.43 Computer-Assistive Technology for Individuals with Mobility Impairments 521

8.44 Computer-Assistive Technology for Individuals with Speech, Language, and Learning Impairments 523

8.45 Technology and Assistive Technology on the Internet 524

Post-Secondary Educational Options

8.46 College Responsibilities for Accommodations 527

8.47 Disability-Related College Support Services 528

8.48 Issues to Consider When Looking Into Post-Secondary Education 531

8.49 Checklist for Assessing Colleges for Accessibility 532

8.50 College Accommodations for Specific Disabilities 533

Part 9 Parent Education 537

9.1 How to Improve a Child's Self-Esteem 538

9.2 Possible Causes of Learning Problems 540

9.3 How Parents Can Help Their Children with Homework 542

9.4 How to Communicate with Your Children 544

9.5 How Parents Can Use Effective Discipline 546

9.6 How Parents Can Spot Possible Learning Disabilities in Their Children 548

9.7 Frequently Asked Questions about Learning Disabilities 551

9.8 What Parents Need to Know about Retention 553

10.1 Educational Terminology Associated with Special Education 556

10.2 Psychological Terminology Associated with Special Education 560

10.3 Medical Terminology Associated with Special Education 562

10.4 Terminology Associated with Occupational Therapy 567

10.5 Abbreviations Associated with Special Education 571

10.6 Publishers of Books and Videos on Special Needs Issues 573

10.7 Scholarships and Financial Aid Resources for Exceptional Students 576

10.8 Selected Newsletters, Magazines, and Journals on Children with Special Needs 578

Selected Organizations Related to Children with Special Needs

10.9.1 Attention Deficit Disorder 580

10.9.2 Autism/Pervasive Developmental Disability 582

10.9.3 Hearing Impairment 585

10.9.4 Learning Disabilities 590

10.9.5 Mental Health 592

10.9.6 Mental Retardation/Developmental Disabilities 596

10.9.7 Traumatic Brain Injury 599

10.9.8 Visual Impairment 600.

Notes:

Rev. ed. of: The special education teacher's book of lists. c1995.

Includes bibliographical references.

Related Work:

Pierangelo, Roger. Special education teacher's book of lists.

ISBN:

0787965936

OCLC:

51210368