EBOOK Human Exceptionality School Community and Family 12Th Edition Ebook PDF Download Full Chapter PDF Kindle
EBOOK Human Exceptionality School Community and Family 12Th Edition Ebook PDF Download Full Chapter PDF Kindle
EBOOK Human Exceptionality School Community and Family 12Th Edition Ebook PDF Download Full Chapter PDF Kindle
vi
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CHAPTER 3 CHAPTER 4
Inclusion and Multidisciplinary Secondary Education
Collaboration in the Early Childhood and Transition Planning 78
and Elementary School Years 48 A Changing Era in the Lives of People
A Changing Era in the Lives of Students with Disabilities 79
with Disabilities 49 Snapshot Living with NO Boundaries: Meet Hector 79
3-1 Inclusive Education 49 4-1 Research on the Lives of Adults
Snapshot Matt 49 with Disabilities 80
3-2 C
haracteristics of Evidence-Based 4-1a High School Completion and Access to Valued
Inclusive Schools 51 Postschool Outcomes 80
3-2a Diversity, Acceptance, and Belonging 51 4-1b Employment 81
3-2b Formal and Natural Supports 51 4-1c Closing the Gap: Transition
Planning and Services 81
3-2c Age-Appropriate Classrooms
in a Neighborhood School 51 Reflect on This Meet Ellie and Kari and Their “Education
for All” Approach to Teaching Math in a High School
3-3 Multidisciplinary Collaboration 52
Classroom 81
3-3a Parents as Valued Partners 52
4-2 Idea Transition Planning Requirements 82
3-3b Sharing the Responsibility 53
4-2a Other Federal Laws Linked to IDEA
3-3c Multidisciplinary School-Wide Assistance
and Transition Planning 82
Teams 53
3-3d Working Together as a Professional 4-3 Person-Centered Transition Planning 83
and Parent Team 53 4-3a Facilitating Student and Parent
Involvement 83
Reflect on This What’s My Role on the Multidisciplinary
School-Wide Assistance Team? 54 Case Study on Embracing Diversity LoQuisha 83
3-3e Peer Support and Cooperative Learning 55 4-3b Working with Adult Services 85
Learning Through Social Media Is There a Role for Social Learning Through Social Media Reflections on Inclusive
Media in Special Education? 56 Education and Parent Involvement at the Secondary
Level 86
3-4 The Early Childhood Years 56
4-4 Preparing Students for Adult Life: Instructional
Snapshot Yvonne: The Early Childhood Years 57
Focus for College and Career Readiness 87
3-4a Importance of Early Intervention
4-4a Teaching Self-Determination 87
for Young Children and Families 57
4-4b Teaching Academic Skills and Access
3-4b Evidence-Based Instructional
to the General Curriculum 88
Approaches for Preschool-Age Children 58
4-4c Teaching Adaptive and Functional Life
3-5 The Elementary School Years 65 Skills 89
3-5a Meeting Student Needs in an Inclusive 4-4d College Preparation 89
Classroom through a General Education/
Reflect on This Tips and Strategies for Co-Teaching
Special Education Partnership 65
at the Secondary Level 90
Case Study on Embracing Diversity Ricardo 66
4-4e Employment Preparation 90
3-5b Evidence-Based Practices in Inclusive
Elementary School Programs 68 Looking Toward a Bright Future 91
CONTENTS vii
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PART 2 Mastery Activities and Assignments 121
5-4a Language Learning and Schools 102 6-4b Mother–Child Relationships 133
5-4b Poverty and Schools 104 Case Study on Embracing Diversity Halgan 133
5-4c Migrancy and Schools 105 6-4c Father–Child Relationships 134
5-5 Decreasing Disproportionality of Culturally and 6-4d Sibling Relationships 135
Linguistically Diverse Children in Special 6-4e Extended Family Relationships 137
Education 105 6-5 Providing Nurturing and Competent Family
Learning Through Social Media Edutopia on Culturally Support 138
Responsive Teaching 106 6-5a Family-Centered Support, Services, and
5-5a Culturally and Linguistically Responsive Programs 139
Teaching 107 6-5b Early Childhood Years 139
5-5b Increasing Parent Involvement 110 6-5c Elementary School Years 140
5-5c Nondiscriminatory and Multidisciplinary 6-5d Secondary School Years 140
Collaboration 111
6-5e Transition to the Adult Years 141
5-5d Culturally and Linguistically Responsive
6-5f Parents, Families, and Partnerships 141
Assessment 112
6-5g Strengthening Family Supports 141
5-5e Language Acquisition 114
6-5h Positive Behavior Support 141
5-5f Proper Training of Professionals 114
6-5i Elements of Successful Partnerships 142
5-6 Culturally Responsive Special Education 115
6-5j Training for Families 143
Case Study on Embracing Diversity Ana 117
6-5k Training for Siblings, Grandparents, and
Looking Toward a Bright Future 118 Extended Family Members 144
Chapter Review 119 6-5l Training for Professionals 144
Council for Exceptional Children (CEC) Standards 6-5m Cultures and Disability Perspectives
to Accompany Chapter 5 121 for Professionals 144
viii CONTENTS
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Looking Toward a Bright Future 145 Assistive Technology Software for Writing 167
Chapter Review 146 7-6b Adolescent Education and Transition
Council for Exceptional Children (CEC) Standards to Adulthood 168
to Accompany Chapter 6 147 Case Study on Embracing Diversity Alice Revisited 170
Mastery Activities and Assignments 147 7-6c Multidisciplinary Collaboration: Education
and Other Services 171
PART 3 Looking Toward a Bright Future 173
People Who Are Exceptional 148 Chapter Review 174
Council for Exceptional Children (CEC) Standards
CHAPTER 7 to Accompany Chapter 7 175
Learning Disabilities 148
Mastery Activities and Assignments 175
7-1 A Changing Era in the Lives of People
with Learning Disabilities 149 CHAPTER 8
Snapshot Mathew 149 Emotional/Behavioral Disorders 176
7-2 D
efinitions and Classifications of Learning Snapshot Jennifer 177
Disabilities 150 8-1 A Changing Era in the Lives of People with
7-2a Definitions 150 Emotional/Behavioral Disorders 178
7-2b Classification 152 8-2 D
efinitions and Classifications of Emotional/
Reflect on This Redefining Learning Disabilities Using a Behavioral Disorders 178
Response to Intervention Model 153 8-2a Classification Systems 179
7-3 C
haracteristics and Prevalence of Learning 8-2b A Statistically Derived Classification
Disabilities 154 System 180
7-3a Academic Achievement 154 8-2c Clinically Derived Classification Systems 180
Reflect on This Dyslexia: Searching for Causes 156 Learning Through Social Media Bring Change 2 Mind 182
7-3b Intelligence 158 8-3 C
haracteristics and Prevalence of Emotional/
7-3c Learning Characteristics 159 Behavioral Disorders 183
7-3d Social and Emotional Characteristics 160 8-3a Intelligence 183
7-3e Hyperactivity 160 8-3b Social–Adaptive Behavior 183
7-4 Causes of Learning Disabilities 160 8-3c Academic Achievement 186
7-4a Neurological Factors 161 8-4 Causes of Emotional/Behavioral Disorders 187
7-4b Maturational Delay 161 8-5 Identification and Assessment
7-4c Genetic Factors 161 of Emotional/Behavioral Disorders 188
7-4d Environmental Factors 161 8-5a Screening, Pre-Referral Interventions,
and Referral for Assessment 188
7-5 Identification and Assessment of Learning
Disabilities 161 Case Study on Embracing Diversity Leon 192
7-5a Formal and Informal Assessment 161 8-6 Interventions and Treatments
7-5b Screening 162 for Emotional/Behavioral Disorders 193
7-5c Intelligence 163 8-6a Multidisciplinary Collaboration: Systems
7-5d Adaptive Skills 163 of Care 193
7-5e Academic Achievement 163 8-6b Early Childhood Education 194
8-6c Elementary Education 195
7-6 Interventions and Treatments for People
with Learning Disabilities 163 Community Support for Lifelong Inclusion People with
Emotional/Behavioral Disorders (EBD) 196
Snapshot Alice 164
7-6a Elementary Education Programs 164 Reflect on This Henry: Wraparound 200
Learning Through Social Media Teen Use of Social Media 8-6d Adolescent Education and Transition
on the Rise 166 to Adulthood 201
CONTENTS ix
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Assistive Technology SymTrend ADL Activities Case Study on Embracing Diversity Lucy 226
for Daily Living 201 Looking Toward a Bright Future 227
Looking Toward a Bright Future 202 Chapter Review 227
Chapter Review 202 Council for Exceptional Children (CEC) Standards to
Council for Exceptional Children (CEC) Standards to Accompany Chapter 9 229
Accompany Chapter 8 203 Mastery Activities and Assignments 229
Mastery Activities and Assignments 203
CHAPTER 10
CHAPTER 9 Communication Disorders 230
Intellectual and Developmental 10-1 A Changing Era in the Lives of People
Disabilities 204 with Communication Disorders 231
9-1 A Changing Era in the Lives of People with 10-2 Communication Development 231
Intellectual Disabilities 205 Snapshot Trinity 231
Snapshot Actress Lauren Potter 205 10-2a Expressive and Receptive Language 232
9-2 D
efinitions and Classification of Intellectual 10-2b Speech and Language 233
Disabilities 206 10-2c Speech and Language Development 234
9-2a Definition 206 10-3 Language Disorders 236
9-2b Classification 208 10-3a Definitions and Classifications of Language
9-3 C
haracteristics and Prevalence of Intellectual Disorders 237
Disabilities 209 10-3b Characteristics and Prevalence of Language
9-3a Characteristics Common to Children and Youth Disorders 237
with Intellectual Disabilities 209 10-3c Causes and Risk Factors of Language
Learning Through Social Media E-Buddies 210 Disorders 238
10-3d Identification and Assessment of Language
Reflect on This Eunice Kennedy Shriver: A Celebration
Disorders 239
of an Extraordinary Life Dedicated to People with
Intellectual Disabilities 212 10-3e Interventions and Treatments for Language
Disorders 240
9-3b Prevalence of Intellectual
Disabilities 213 Learning Through Social Media Treating Language
Delays 241
9-4 Causes of Intellectual Disabilities 214
Assistive Technology World-Renowned Astrophysicist
9-4a Genetic Conditions 214
Stephen Hawking’s Use of Assistive Technology 242
9-4b Problems during Pregnancy 215
10-4 Speech Sound Disorders 242
9-4c Problems during Birth 216
10-4a Definitions and Classifications of Speech
9-4d Problems after Birth 216
Sound Disorders 242
9-4e Poverty-Related Deprivation 216
10-4b Characteristics and Prevalence of Speech
9-5 Identification and Assessment of Intellectual Sound Disorders 242
Disabilties 217 10-4c Causes and Risk Factors of Speech
9-6 Interventions and Treatments for Intellectual Sound Disorders 243
Disability 217 10-4d Identification and Assessment of Speech
9-6a Early Childhood Education 218 Sound Disorders 245
9-6b Elementary Education 218 10-4e Interventions and Treatments for Speech
Community Support for Lifelong Inclusion People with Sound Disorders 245
Intellectual Disabilities 221 Reflect on This Timothy: “I Think I Talk Okay, Don’ You?” 247
9-6c Adolescent Education and Transition Case Study on Embracing Diversity Emilio 247
to Adulthood 223
10-5 Child Onset Fluency Disorder 248
Assistive Technology Assistive Technology for People with 10-5a Definitions and Classifications of Child Onset
Intellectual Disabilities 224 Fluency Disorder 248
x CONTENTS
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
10-5b Characteristics and Prevalence of Child 11-3 C
haracteristics and Prevalence of Autism
Onset Fluency Disorder 248 Spectrum Disorders 268
10-5c Causes and Risk Factors of Child Onset 11-3a Characteristics of Autism Spectrum
Fluency Disorder 249 Disorders 268
10-5d Identification and Assessment of Child Snapshot Krista: A Girl with Asperger’s Syndrome 269
Onset Fluency Disorder 249 11-3b Other Conditions Associated with Autism
Snapshot Windows to the World: A True Story 250 Spectrum Disorders 271
10-5e Interventions and Treatments for Child Onset 11-3c Unique Strengths 272
Fluency Disorder 251 11-3d Prevalence of Autism Spectrum Disorders 272
10-6 Social (Pragmatic) Communication Disorder 251 Reflect on This Donald T.: First Child Diagnosed with
10-6a Definitions and Classifications of Social Autism 273
(Pragmatic) Communication Disorder 252 Case Study on Embracing Diversity Identifying Culturally
10-6b Characteristics and Prevalence of Social and Linguistically Diverse Children with ASD 274
(Pragmatic) Communication Disorder 252
11-4 C
auses and Risk Factors of Autism Spectrum
10-6c Causes and Risk Factors of Social
Disorders 275
(Pragmatic) Communication Disorder 253
10-6d Identification and Assessment of Social 11-5 Identification and Assessment of Autism
(Pragmatic) Communication Disorder 253 Spectrum Disorders 275
10-6e Interventions and Treatments for Social 11-6 Interventions and Treatments for Autism
(Pragmatic) Communication Disorder 254 Spectrum Disorders 276
10-7 Voice and Resonance Disorders 255 11-6a Early Childhood Education 276
10-7a Definitions and Classifications of Voice 11-6b Elementary Education 277
and Resonance Disorders 255 11-6c Adolescent Education and Transition
10-7b Characteristics and Prevalence of Voice to Adulthood 277
and Resonance Disorders 255 11-6d Evidence-Based Practices 278
10-7c Causes and Risk Factors of Voice Assistive Technology Apps for Autism 280
and Resonance Disorders 256 Learning Through Social Media Assessing and Treating
10-7d Identification and Assessment of Voice ASD 284
and Resonance Disorders 257
Snapshot My Thoughts about the Education of High-
10-7e Interventions and Treatments for Voice
Functioning Individuals with Autism 285
and Resonance Disorders 257
11-6e Psychological and Medical Interventions 286
Community Support for Lifelong Inclusion People with
Communication Disorders 258 Community Support for Lifelong Inclusion People with
Autism Spectrum Disorders (ASD) 287
Looking Toward a Bright Future 259
Looking Toward a Bright Future 289
Chapter Review 259
Chapter Review 290
Council for Exceptional Children (CEC) Standards to Council for Exceptional Children (CEC) Standards to
Accompany Chapter 10 261 Accompany Chapter 11 291
Mastery Activities and Assignments 261 Mastery Activities and Assignments 291
CHAPTER 11 CHAPTER 12
Autism Spectrum Disorders 262 Severe and Multiple Disabilities 292
11-1 A Changing Era in the Lives of People 12-1 A Changing Era in the Lives of People
with Autism Spectrum Disorders 263 with Multiple Disabilities 293
Snapshot Diagnosing “C” 263 Snapshot Sarina 293
11-2 D
efinitions and Classification of Autism 12-2 D
efinitions of People with Severe
Spectrum Disorders 265 and Multiple Disabilities 294
11-2a Definitions of Autism Spectrum Disorders 265 12-2a The IDEA Definitions of Multiple Disabilities 295
11-2b Educational Classification of Autism 12-2b Deaf–Blindness 295
Spectrum Disorders 267 Reflect on This Mat’s Story: Joining the Community 296
CONTENTS xi
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
12-3 Characteristics and Prevalence 296 13-5 Identification and Assessment of Sensory
12-3a Characteristics of Individuals with Severe Disabilities in Children and Youth 331
and Multiple Disabilities 297 13-5a Assessment of Hearing Loss 331
12-3b Prevalence of Multiple Disability 298 13-5b Assessment of Vision Loss 332
12-4 C
auses and Risk Factors Associated 13-6 Interventions and Treatments for
with Multiple Disabilities 298 Sensory Disabilities from Early Childhood
Through Adulthood 334
12-5 Assessment Procedures Used to Identify Severe
and Multiple Disabilities 299 13-6a Intervention Strategies for Youth Who Are
Deaf or Hard of Hearing 334
12-6 Interventions for Children and Youth
with Multiple Disabilities 299 Case Study on Embracing Diversity Xeeb 336
12-6a The Early Childhood Years 300 Learning Through Social Media Experiences of People
12-6b The Elementary School Years 302 with Sensory Impairments 339
Learning Through Social Media Design Challenge: DIY Reflect on This Motor Skill Development for Young
Assistive Game Controllers 303 Children with Vision Loss 340
12-6c The Adolescent Years 304 13-6b Intervention Strategies for Youth Who
12-6d Inclusive Education 305 Are Blind or Have Low Vision 340
Assistive Technology Meet Ashley 305 Looking Toward a Bright Future 347
Case Study on Embracing Diversity Ernesto 306 Community Support for Lifelong Inclusion People with
Hearing and/or Vision Loss 348
Community Support for Lifelong Inclusion People with
Severe and Multiple Disabilities 307 Chapter Review 350
Looking Toward a Bright Future 309 Council for Exceptional Children (CEC) Standards
to Accompany Chapter 13 353
Chapter Review 309
Mastery Activities and Assignments 353
Council for Exceptional Children (CEC) Standards
to Accompany Chapter 12 311
CHAPTER 14
Mastery Activities and Assignments 311 Physical Disabilities and Other Health
Disorders 354
CHAPTER 13
Sensory Disabilities: Hearing and Vision 14-1 A Changing Era in the Lives of People with Physical
Disabilities and Other Health Disorders 355
Loss 312
Snapshot I Have Cerebral Palsy … It Doesn’t Have Me! 355
Snapshot Tamika Catchings of the WNBA 313
14-2 Cerebral Palsy 356
13-1 A Changing Era in the Lives of People
with Sensory Disabilities 314 14-2a Prevalence and Causation 357
14-2b Interventions 357
13-2 D
efinitions and Classifications of Sensory
Disabilities 315 Learning Through Social Media My Life with Cerebral
13-2a Hearing Loss 315 Palsy: Removing the Fence Around Social Barriers One
13-2b Vision Loss 318 Post at a Time 358
xii CONTENTS
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Assistive Technology From Science Fiction to Reality: Snapshot Natalie: Reflections of a Very Talented
Ekso Exoskeletons 365 Communicator and Community Builder 397
14-5a Prevalence and Causation 366 15-1 A Changing Era in the Lives of People Who
14-5b Interventions 366 Are Gifted, Creative, and Talented 398
14-6 H
uman Immunodeficiency Virus (HIV) and Acquired 15-1a Historical Developments 398
Immune Deficiency Syndrome (AIDS) 367 Reflect on This An IQ of 228: Is that Possible? 399
14-6a Prevalence and Causation 367
15-2 D
efinitions and Classifications of People Who
14-6b Interventions 368 Are Gifted, Creative, and Talented 401
14-7 Asthma 369 15-3 C
haracteristics and Prevalence of People Who
14-7a Prevalence and Causation 369 Are Gifted, Creative, and Talented 403
14-7b Interventions 370 15-4 C
auses Associated with People Who
14-8 Seizure Disorders (Epilepsy) 371 Are Gifted, Creative, and Talented 406
14-8a Prevalence and Causation 372 Reflect on This Steve Jobs: “I Will Never Forget that
14-8b Interventions 372 Moment.” 408
14-9 Diabetes 373 15-5 Identification and Assessment of People Who
14-9a Prevalence and Causation 374 Are Gifted, Creative, and Talented 408
14-9b Interventions 375 15-5a Teacher Nomination 409
Case Study on Embracing Diversity Sarah and the “Pump” 375 15-5b Intelligence and Achievement Tests 409
14-10 Cystic Fibrosis 376 15-5c Creativity Tests 410
14-10a Prevalence and Causation 376 15-6 Interventions and Treatment for People
14-10b Intervention 376 Who Are Gifted, Creative, and Talented 411
14-11 Sickle-Cell Disease 377 15-6a Early Childhood Education 411
14-11a Prevalence and Causation 377 15-6b Elementary Education 411
14-11b Interventions 377 Case Study on Embracing Diversity Don-Wook Shin 412
14-12 Traumatic Brain Injuries 379 Community Support for Lifelong Inclusion People Who
14-12a Prevalence and Causation 379 are Gifted, Creative, and Talented 414
14-12b Interventions 380 Learning Through Social Media How Grade Skipping
Reflect on This Reflections from Soldiers 383 Changed Everything 417
Community Support for Lifelong Inclusion People with Assistive Technology Renzulli Learning: Differentiation
Physical Disabilities and Other Health Disorders 387 Engine 418
15-6c Adolescent Education and Transition to
14-13 Attention Deficit/Hyperactivity Disorder 389
Adulthood 419
14-13a Prevalence and Causation 391
15-6d Problems and Challenges of Giftedness 420
14-13b Interventions 391
15-6e Historically Neglected Groups 421
14-13c Adolescence and Adulthood 392
Reflect on This What a Colossal Loss! 421
Looking Toward a Bright Future 393
Chapter Review 393 Looking Toward a Bright Future 424
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Guide to Selected Text Features
The Strategy Tutor 74 A Few Famous People Who Are Differently Abled
Software for Writing 167 (Yet Labeled As Having a Disability) 7
SymTrend ADL Activities for Daily Living 201 One City’s Response to ADA 13
Assistive Technology for People with Intellectual The ADA: 20 Years Later 14
Disabilities 224 What’s My Role on the Multidisciplinary School-
World-Renowned Astrophysicist Stephen Wide Assistance Team? 54
Hawking’s Use of Assistive Technology 242 Meet Ellie and Kari and Their “Education for All”
Apps for Autism 280 Approach to Teaching Math in a High School
Meet Ashley 305 Classroom 81
VGo: The Ultimate School-Based Robot 359 Tips and Strategies for Co-Teaching
From Science Fiction to Reality: Ekso at the Secondary Level 90
Exoskeletons 365 Friday’s Kids Respite 132
Renzulli Learning: Differentiation Engine 418 Redefining Learning Disabilities Using a Response
to Intervention Model 153
Dyslexia: Searching for Causes 156
Henry: Wraparound 200
Case Study on Embracing Diversity
Eunice Kennedy Shriver: A Celebration of an
Extraordinary Life Dedicated to People with
Keani 21 Intellectual Disabilities 212
Yasmeen 42 Timothy: “I Think I Talk Okay, Don’ You?” 247
Ricardo 66 Donald T.: First Child Diagnosed with
Loquisha 83 Autism 273
Ana 117 Mat’s Story: Joining the Community 296
Halgan 133 Motor Skill Development for Young Children with
Alice Revisited 170 Vision Loss 340
Leon 192 What Do You Know About Stem Cells? 364
Lucy 226 Reflections from Soldiers 383
Emilio 247 An IQ of 228: Is that Possible? 399
Identifying Culturally and Linguistically Diverse Steve Jobs: “I Will Never Forget that
Children with ASD 274 Moment.” 408
Ernesto 306 What a Colossal Loss! 421
Xeeb 336
Sarah and the “Pump” 375
Don-Wook Shin 412
xiv
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
learning through
social media SNAPSHOT
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
About the Authors
MICHAEL L. HARDMAN is Distin- M. WINSTON EGAN is professor
guished Professor of Special Edu- emeritus and served as the chair of
cation and Chief Global Officer at the Teacher Education Department
the University of Utah. He served at the David O. McKay School of Ed-
as the University’s Interim Senior ucation, Brigham Young University.
Vice President for Academic Affairs Dr. Egan has taught children of all
(Chief Academic Officer) in 2012–2013 and was previously ages, preschool through high school. He began his special
Dean of the College of Education (2007–2012). Dr. Hardman education career at Utah Boys Ranch. His writings appear in
has numerous experiences within education and public pol- Behavior Disorders, Journal of Teacher Education, Teacher
icy, including appointment as Trustee of the Ensign College Education and Special Education, American Journal of Dis-
of Public Health, Ghana, West Africa; Matthew J. Guglielmo tance Education, Journal of Special Education, Rural Spe-
Endowed Chair at California State University, Los Angeles; cial Education Quarterly, and Teaching and Teacher Educa-
Visiting Senior Scholar at Cambridge University; Senior Ed- tion. He has been honored with several university teaching
ucation Advisor and Kennedy Fellow, the Joseph P. Kennedy, awards including Professor of the Year, Blue Key National
Jr. Foundation; Legislative Staff to the United States Senate; Honor Society, Brigham Young University; and Excellence in
the Governor’s Representative to the California Advisory Teaching Award, College of Education, University of Utah.
Commission on Special Education; University Coordinator He has also been honored as an associate for the National
for the Eunice Kennedy Shriver National Center for Com- Network for Education Renewal (NNER). His interests in-
munity of Caring; President of the Higher Education Con- clude youth development, teacher socialization, education
sortium for Special Education; and a member of the board for democracy, and emotional/behavioral disorders.
of directors for several international organizations. He has
directed or consulted on several international projects on
school improvement for USAID (Bosnia-Herzegovina), the
Organization for Economic Cooperation and Development CLIFFORD J. DREW is professor
(France and Italy), UNICEF (Zanzibar and Tanzania), and emeritus of special education and
the government of Scotland. educational psychology at the Uni-
Dr. Hardman has published widely in national and inter- versity of Utah since 1971, and was
national journals in the field of education and has authored a faculty member at the University
ten college textbooks of which two, Human Exceptionality of Texas at Austin and Kent State
and Intellectual Disabilities Through the Lifespan, are in University prior to coming to Utah. He has also served as
their 12th and 9th editions, respectively. As a researcher, associate dean for research and outreach in the College of
he has directed numerous national and international dem- Education, and as director of academic outreach and con-
onstration projects in the areas of educational policy and tinuing education at the University of Utah. He received his
reform, teacher quality and professional development, master’s degree from the University of Illinois and his PhD
inclusive education, and preparing tomorrow’s leaders in from the University of Oregon. He has published numerous
education. articles in education and related areas including intellectual
disabilities, research design, statistics, diagnostic assess-
ment, cognition, evaluation related to the law, and informa-
tion technology. His most recent book is Adolescent Online
Social Communication and Behavior (IGI Global, 2010). His
professional interests include research methods in educa-
tion and psychology, human development and disabilities,
applications of information technology, and outreach in
higher education.
xvii
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
JAYNE MCGUIRE is an associate professor of Recreation GORDON S. GIBB is associate professor of special education
Administration at Humboldt State University. She teaches at Brigham Young University and serves as coordinator of
courses in the Recreation Administration, Special Educa- undergraduate special education. Dr. Gibb taught students
tion, and College Faculty Preparation programs. Dr. McGuire with mild/moderate disabilities for 16 years while earning
is passionate about inclusion in the classroom and in the his master’s of education at Brigham Young University and
community. During her career, she has as served as a high doctoral degree at the University of Utah. As a teacher educa-
school special education teacher, a therapeutic recreation tor, Dr. Gibb focuses on effective reading and math instruc-
specialist, an executive director of an accessible adventure tion for students with learning disabilities and students for
organization, a Special Olympics coach and researcher, and whom English is a second language. His research includes
an assistant professor of special education. Dr. McGuire has Tier 2 elementary reading instruction, first-generation im-
published articles, book chapters, and presented nationally migrant parent and student knowledge and understanding
and internationally on inclusion of people who experience learning disabilities, and the IEP process. He has authored
disability, universal design for learning, and self-determi- and co-authored peer-reviewed publications, books, and
nation. She is actively involved with faculty development at book chapters that address effective classroom practice, par-
Humboldt State University and regularly collaborates with ent understanding of special education, and the IEP process.
the Office of Diversity and Inclusion, the College of eLearn-
ing and Extended Education, and the Student Disability Re-
source Center. Dr. McGuire was honored as the 2009 recipient
for Outstanding Faculty Award through the Humboldt State CAROL HAWKINS SOLOMON is the manager of TESOL K–12
University Student Disability Resource Center. teaching minor in the David O. McKay School of Education at
Brigham Young University. She also coordinates a national
professional development grant focused on the preparation
of in-service and preservice teachers to support the academic
TINA TAYLOR DYCHES is a professor of special education language and content development of emergent bilingual
at Brigham Young University and serves as an associate learners in public schools. She earned her master’s and under-
dean in the David O. McKay School of Education. Dr. Dyches graduate degrees at Western Oregon State College and Brigham
earned her doctoral, master’s, and undergraduate degrees at Young University. She also earned a K–12 administrator/
Illinois State University, Utah State University, and Brigham superintendent certification from Portland State University.
Young University, respectively. She has worked with indi- Her professional experience includes 23 years in these roles:
viduals with disabilities and their families for 30 years as a special education teacher and district coordinator, Title 1A
special educator, consultant, professor, and administrator, teacher and district coordinator, ESL district coordinator, and
and has received numerous awards including the Council elementary principal. For four years, she also served as an
for Exceptional Children’s Burton Blatt Humanitarian Award adjunct professor and grant coordinator in the Counseling
and the Autism Society of America’s Autism Professional of Psychology and Special Education Department at Brigham
the Year Award. Her academic interests include adaptation of Young University. Her professional life has been shaped pro-
families raising children with disabilities, children’s litera- foundly by experiences with family members with disabilities
ture that includes characters with disabilities, multicultural and diverse cultural and linguistic backgrounds.
issues affecting children with autism and their families, and
provision of appropriate services to students with disabili-
ties. She has published over 70 book chapters and refereed
articles and has made over 190 professional presentations on
topics related to individuals with disabilities. Dr. Dyches has
co-authored several books, the most recent of which is IEPs:
Writing Quality Individualized Education Programs (2015).
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface
The realization that we are all basically the same human beings, who seek happiness
and try to avoid suffering, is very helpful in developing a sense of brotherhood and
sisterhood; a warm feeling of love and compassion for others.
— Dalai Lama
xix
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
student’s learning experience. In this new edition, 12th edition of Human Exceptionality provides the
many of the chapters highlight new and updated on- most current sources available on the lives of people
line blogs and social media sites by and for people who who are exceptional.
are exceptional, the purpose of which is to use this
ever-changing technology to promote greater inclu- Pedagogical Features and Student
sion in schools, families, and communities. Learning System
In addition to providing you with current and informative
●● The features that have been so popular with our read-
content, we are committed to making your experience with
ers in past editions, including Reflect on This, Case
this textbook, interesting, enjoyable, and productive. To
Study on Embracing Diversity, and Assistive Technol-
this end, each chapter in this 12th edition contains new
ogy, continue to appear in the 12th edition. Many of
and continuing features that will significantly enhance your
these have been updated and expanded to provide the
desire to learn more about human exceptionality.
most accurate and current information available in
both the professional literature and the popular press. Learning Objectives and Chapter Review
●● We continue to update and expand our unique topical At the beginning of each chapter, we have provided tools
coverage of multidisciplinary and collaborative ap- to assist you in locating and more effectively learning and
proaches to education, health care, and social services retaining key content. A set of learning objectives opens
with the Community Support for Lifelong Inclusion each chapter and serves as an advanced organizer for your
feature (formerly Inclusion and Collaboration through reading. Learning objectives are directly linked to first-
the Lifespan) that you’ll find in Chapters 7 through order headings within the chapter narrative. For example,
15. The change in this feature’s title is reflective of Learning Objective 4-3 at the beginning of Chapter 4 reads:
the increasing emphasis on the important role the en- ●● Identify the purpose of person-centered transition
tire community plays in supporting social and aca- planning and the basic steps in its formulation.
demic inclusion throughout the life of a person who
The first-order heading that corresponds with Learning
is exceptional.
Objective 4-3 can easily be found in chapter narrative
●● The content of this new 12th edition corresponds with since it has the same numbering (4-3) as its corresponding
the 2012 Council for Exceptional Children (CEC) Stan- learning objective.
dards as highlighted in the margin icons within every Each chapter concludes with a Chapter Review that re-
chapter. The Standards Correlation Chart at the end iterates the chapter’s learning objectives, summarizing key
of the book details where specific standards are ad- concepts and content.
dressed in the book.
●● MindTap for Education is a first-
of-its-kind digital solution with
an integrated e-portfolio that pre-
pares teachers by providing them
with the knowledge, skills, and
competencies they must demon-
strate to earn an education degree
and state licensure, and to begin
a successful career. Through ac-
tivities based on real-life teach-
ing situations, MindTap elevates
students’ thinking by giving them
experiences in applying concepts,
practicing skills, and evaluating
decisions, guiding them to become
reflective educators.
●● We are also very proud of the
fact that the 12th edition con-
tains nearly 1,200 citations from
sources that have been published
within the last decade and many
of which have been published
within the last two years. As authors, we are very
comfortable in saying to you, our readers, that the
xx PREFACE
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Snapshot
Snapshot features are personal insights into the lives of
real people. These insights may come from teachers, fam-
ily members, friends, peers, and professionals, as well as
from people who are exceptional. Each chapter in the
12th edition opens with a narrative Snapshot of people
who are exceptional, their family members, or teachers. We
believe you will find Snapshots to be one of the most enrich-
ing aspects of your introduction to human exceptionality.
For example, you’ll learn about:
●● Tara Hillegas’s eight tips for new Special Education
Teachers (Chapter 2)
●● Jennifer and Linea and their unique mental health
challenges (Chapter 8)
●● Actress Lauren Potter from TV’s Glee (Chapter 9)
●● Trinity, a 7th grader with a fluency disorder (Chapter 10)
●● Diagnosing “C”, a mother’s reflection on her son being
diagnosed with autism (Chapter 11)
●● Sarina’s experiences in her neighborhood junior high
school (Chapter 12)
Reflect on This
Every chapter includes one or more Reflect on This boxes.
Each box highlights additional interesting and relevant in-
formation beyond the chapter narrative that will add to your
learning and enjoyment of the topic, such as:
●● “What’s My Role on the Multidisciplinary School-Wide
Assistance Team?” (Chapter 3)
●● “Redefining Learning Disabilities Using a Response
to Intervention Model” (Chapter 7)
PREFACE xxi
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Assistive Technology
The 12th edition offers new information on the expanding
use of technology for people who are exceptional. Assis-
tive Technology features highlight important innovations
in computers, biomedical engineering, and instructional
systems. The following are examples of Assistive Technol-
ogy features:
●● “Assistive Technology for People with Intellectual
Disabilities” (Chapter 9)
●● “Apps for Autism” (Chapter 11)
●● “VGo: The Ultimate School-Based Robot” (Chapter 14)
●● “From Science Fiction to Reality: Ekso Exoskeletons”
(Chapter 14)
●● “Renzulli Learning: Differentiation Engine” (Chapter 15)
End-of-Chapter Features
In addition to the Chapter Review mentioned earlier, other
end-of-chapter features include a list of Council for Excep-
tional Children standards (updated in 2012) addressed in
the chapter and Mastery Activities and Assignments.
xxii PREFACE
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Supplement Package ●● Applying concepts through mini-case scenarios—
students analyze typical teaching and learning situ-
MindTap™: The Personal Learning ations, and then create a reasoned response to the
Experience issue(s) presented in the scenario; and
MindTap for Hardman/Egan/Drew, Human Exceptionality: ●● Reflecting about and justifying the choices they made
School, Community, and Family, 12th edition, represents a within the teaching scenario problem.
new approach to teaching and learning. A highly person-
MindTap helps instructors facilitate better outcomes by
alized, fully customizable learning platform with an inte-
evaluating how future teachers plan and teach lessons in
grated e-portfolio, MindTap helps students elevate thinking
ways that make content clear and help diverse students
by guiding them to:
learn, assessing the effectiveness of their teaching prac-
●● Know, remember, and understand concepts critical to tice, and adjusting teaching as needed. MindTap enables
becoming great teachers; instructors to facilitate better outcomes by:
●● Apply concepts, create curriculum and tools, and dem- ●● Making grades visible in real time through the Student
onstrate performance and competency in key areas Progress App so students and instructors always have
in the course, including national and state education access to current standings in the class.
standards;
●● Using the Outcome Library to embed national edu-
●● Prepare artifacts for the portfolio and eventual state cation standards and align them to student learning
licensure, to launch a successful teaching career; and activities, and also allowing instructors to add their
●● Develop the habits to become reflective practitioners. state’s standards or any other desired outcome.
As students move through each chapter’s Learning Path, ●● Allowing instructors to generate reports on students’
they engage in a scaffolded learning experience, designed performance with the click of a mouse against any
to move them up Bloom’s taxonomy, from lower- to higher- standards or outcomes that are in their MindTap
order thinking skills. The Learning Path enables preservice course.
students to develop these skills and gain confidence by: ●● Giving instructors the ability to assess students on
●● Engaging them with chapter topics and activating state standards or other local outcomes by editing
their prior knowledge by watching and answering existing or creating their own MindTap activities,
questions about authentic videos of teachers teach- and then by aligning those activities to any state or
ing and children learning in real classrooms; other outcomes that the instructor has added to the
●● Checking their comprehension and understand- MindTap Outcome Library.
ing through Did You Get It? assessments, with var- MindTap for Hardman/Egan/Drew, Human Exceptional-
ied question types that are autograded for instant ity: School, Community, and Family, 12th edition, helps
feedback; instructors easily set their course because it integrates
into the existing Learning Management System and saves
instructors time by allowing them to fully customize any
aspect of the learning path. Instructors can
MindTap Moves change the order of the student learning ac-
Students Up Create tivities, hide activities they don’t want for
Bloom’s Revised the course, and—most importantly—create
Taxonomy custom assessments and add any standards,
Evaluate outcomes, or content they do want (e.g., You-
Tube videos, Google docs). Learn more at www
.cengage.com/mindtap.
Analyze
Online Instructor’s Manual with
Test Bank
Apply An online Instructor’s Manual accompanies
this book. It contains information to assist
instructors in designing the course, including
Understand sample syllabi, discussion questions, teach-
ing and learning activities, field experiences,
learning objectives, and additional online re-
Remember & Know sources. For assessment support, the updated
test bank includes true/false, multiple-choice,
Anderson, L. W., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching, and matching, short-answer, and essay questions
assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman. for each chapter.
PREFACE xxiii
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PowerPoint Lecture Slides Dyches, Gordon S. Gibb, and Carol Hawkins Solomon from
These vibrant Microsoft PowerPoint lecture slides for each Brigham Young University in Provo, Utah, for their major
chapter assist you with your lecture by providing concept contributions to this new edition.
coverage using images, figures, and tables directly from As authors, we are certainly grateful for the commitment
the textbook. and expertise of the Cengage editorial and production team
in bringing to fruition the highest-quality text possible.
Cognero This team has sought to consistently improve the readabil-
Cengage Learning Testing Powered by Cognero is a flexible ity, utility, and appearance of this book. We want to thank
online system that allows you to author, edit, and manage Senior Product Manager Mark D. Kerr. This is our second
test bank content from multiple Cengage Learning solutions; opportunity to work with Mark and we appreciate his vision,
create multiple test versions in an instant; and deliver tests insights, and patience with us while consistently supporting
from your LMS, your classroom, or wherever you want. this text and its enhanced narrative and features.
A very special thank you to Julia White, associate con-
Acknowledgments tent developer, who provided invaluable and substantive
We begin with a very big thank you to our colleagues from insight into both the content and writing style of the new
across the country and around the world who provided such edition. Julia kept us focused and on track, attending not
in-depth and constructive feedback on the 11th edition of only to the quality of the content but also ensuring that
Human Exceptionality, including the following: the book maintains its strong, user-friendly approach to
instruction. Julia’s attention to detail and in-depth editing
Glenda Baca, Montgomery College of the manuscript has been critical in presenting a new edi-
Deborah Anne Banker, Angelo State University tion of which we are all very proud. Thanks also to Joshua
Richard Carney, Community College of Allegheny County Taylor, associate content vendor services manager, for co-
Katherine Ellis-Donner, Erie Community College ordinating the supplements. Our thanks to Jill Traut, project
Daniella Errett, Pennsylvania Highlands Community manager for MPS, for her patience and expertise in leading
College the process for reviewing the copyedited pages, as well as
Cheryl Every-Wurtz, Suffolk County Community College the final page proofs for this text. The photo researcher for
Peter Griswold, William Paterson University this book, Manojkiran Chander, did an outstanding job of
Laura Lane-Worley, Lee College locating photos that brought to life the text’s printed word.
Alfred Longo, Ocean County College Under Manojkiran’s direction, we have included the most
Victoria Page-Voth, University of Maryland recent photographs from general education classes, includ-
Stacey Pistorova, Terra State Community College ing school systems throughout the country that work with
Edward Schultz, Midwestern State University the inclusion model, and current photos of families with
Joan Silver, St. Joseph’s College children and adults with disabilities.
Brenda-Jean Tyler, Radford University To those professors who have chosen this book for adop-
Barbara Wilson, Bloomsburg University of Pennsylvania tion, and to those students who will be using this book as
Special thanks to the people with disabilities and their fami- their first information source on people with differences,
lies who participated in the Snapshot, Case Study on Em- we hope our 12th edition of Human Exceptionality meets
bracing Diversity, and Assistive Technology features for this your expectations.
book. These are the people who make up the heart of what A loving thank you to our families who have always
this book is all about. Throughout the writing and produc- been there during the past three decades of writing and
tion of this book, they made us keenly aware that this book rewriting this text. We have strived “oh so hard” to produce
is first and foremost about people. a book of which you can be proud.
We are very proud that four outstanding author contribu-
tors are joining us for this new 12th edition. Our deep grati- Michael L. Hardman
tude to chapter contributors Jayne McGuire from Humboldt M. Winston Egan
State University in northern California, and Tina Taylor Clifford J. Drew
xxiv PREFACE
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Human twelfth edition
Exceptionality
School, Community, AND Family
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Part 1 ● Through the Lifespan
CHAPTER 1
Understanding Exceptionalities
in the 21st Century
Jim West/Alamy
Learning Objectives
After you complete this chapter, you will be able to:
1-1 Describe why we continue to label of inclusion and support in the
people even when we know it may 21st century.
have a negative effect on an
1-4 Identify the catalyst, effects, and
individual.
provisions of the Americans with
1-2 Identify three approaches to describe Disabilities Act.
human differences.
1-5 Describe the role of health care,
1-3 Explain how societal views on people psychology, and social services
with disabilities changed from professionals in meeting the needs
widespread discrimination to an era of people with disabilities.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
snapshot "Disabled or Differently Abled"
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
A Changing Era in the Lives of People
with Disabilities
In our opening Snapshot, Joe Dolson, an Internet accessibility consultant, emphasizes the
point that “disability is not an absolute.” Yet, for good or bad, labeling is the fundamental
way society chooses to describe human difference. The purpose of a label is to communicate
specific differences in people who vary significantly from what is considered “typical or
normal.” Sociologists use labels to describe people who do not follow society’s expectations
(e.g., sociopath); educators and psychologists use labels to identify and provide services
for students with learning, physical, and behavioral differences (e.g., autistic); and physi-
cians use labels to distinguish the sick from the healthy (e.g., diabetic). Governments label
people to identify who is eligible for, or entitled to, publicly funded services and supports
Disorder (e.g., disabled).
A disturbance in normal function-
ing (mental, physical, or
psychological).
Impairment 1-1 Why Label People?
A state of being diminished, weak-
ened, or damaged, especially We use many labels, including disorder, impairment, disability, and handicap, to describe
mentally or physically. people who are different. These terms are not synonymous. Disorder, the broadest of the
Disability three terms, refers to a general abnormality in mental, physical, or psychological function-
A condition resulting from a loss of ing. Impairment goes one step further to indicate that the disorder creates a barrier to
physical functioning; or, difficulties typical functioning. A disability is more specific than an impairment and is associated
in learning and social adjustment
with a loss of physical functioning (e.g., loss of sight, hearing, or mobility), or a challenge
that significantly interfere with
normal growth and development. in learning and social adjustment that significantly interferes with typical growth and
development. A handicap is a limitation imposed on an individual by demands in the en-
Handicap
A limitation imposed on a person vironment and is related to the individual’s ability to adapt or adjust to those demands. For
by the environment and the example, Franklin Roosevelt, the 32nd president of the United States, used a wheelchair
person’s capacity to cope with that because of a physical disability—the inability to walk—that resulted from having polio as
limitation. a child. He used a wheelchair to move from place to place. When the environment didn’t
Exceptional accommodate his wheelchair (such as a building without ramps that was accessible only
An individual whose physical, by stairs), his disability created a handicap. Historically, handicap has taken on a very
mental, or behavioral performance negative connotation and is seldom used in today’s society. The word handicapped literally
deviates so substantially from the
means “cap in hand”; it originates from a time when people with disabilities were forced to
average (higher or lower) that addi-
tional support is required to meet beg in the streets merely to survive. For President Roosevelt, his advisers took great pains
the individual’s needs. to disavow his “handicap” because many people in the 1930s and 1940s viewed it as a sign
Gifts and talents of weakness. However, there is hope that such negative attitudes are changing in the United
Extraordinary abilities in one or States today. The national monument in Washington, D.C. that honors President Roosevelt
more areas. includes a life-size bronze statue of him sitting in a wheelchair.
Learning disabilities Exceptional is a comprehensive label. It describes an individual whose physical, intel-
A condition in which one or more lectual, or behavioral performance differs substantially from what is typical (or normal),
of an individual’s basic psychologi- either higher or lower. People described as exceptional include those with extraordinary
cal processes in understanding or abilities (such as gifts and talents) and/or disabilities (such as learning disabilities or
using language are deficient.
intellectual disabilities). People who are exceptional, whether gifted, disabled, or both,
Intellectual disabilities benefit from individualized assistance, support, or accommodations in school and com-
Substantial limitations in function- munity settings.
ing, characterized by significantly
subaverage intellectual functioning Labels are only rough approximations of characteristics. Some labels, such as deaf,
concurrent with related limitations might describe a permanent characteristic—loss of hearing; others, such as overweight,
in two or more adaptive skills. Intel- describe what is often a temporary condition. Some labels are positive, and others are
lectual disability is manifested prior negative. Labels communicate whether a person meets the expectations of the culture.
to age 18. A given culture establishes criteria that are easily exceeded by some but are unreach-
Deaf able for others. For example, one society may value creativity, innovation, and imagi-
Individuals who have hearing nation, and will reward those who have such attributes with positive labels, such as
losses greater than 75 to 80 dB,
bright, intelligent, or gifted. Another society, however, may brand anyone whose ideas
have vision as their primary input,
and cannot understand speech significantly exceed the limits of conformity with negative labels, such as radical,
through the ear. extremist, or rebel.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Moreover, the same label may have different meanings within a culture. Let’s take the
example of Ellen who is labeled by her high school teachers as a high achiever because
she always follows the rules and produces quality work. From the teachers’ point of view,
this is a positive characteristic, but to Ellen’s peer group, it could be negative. She may be
described by her high school classmates as an overachiever or teacher’s pet.
As emphasized in our opening Snapshot, labels are not absolutes and are often based
on perception and not fact. As such, what are the possible consequences of using labels to
describe people? Although labels have always been the basis for developing and provid-
Standard 6
ing services to people, they have also promoted stereotyping, discrimination, and exclu-
Professional Learning and
sion. Some researchers suggest that the practice of labeling people has perpetuated and Ethical Practice
reinforced both the label and the stereotypical behaviors associated with it (Hardman &
McDonnell, 2008; Mooney, 2007; Shifrer, 2013).
If labels may have negative consequences, why is labeling used so extensively? One
reason is that many social services and educational programs for people who are excep-
tional require the use of labels to distinguish who is eligible for services and who is not.
Discussing the need to label students who have special educational needs, Woolfolk (2013)
suggested that labeling may actually help protect a child with learning differences from
a class bully who, knowing the child has an “intellectual disability,” may be more willing
to accept the learning differences. Others (Hardman & McDonnell, 2008; Rose, Swearer,
& Espelage, 2012) argue that labeling a child often has just the opposite effect—the child
becomes more vulnerable to discrimination and abuse.
As Woolfolk suggests, however, the fact remains that being “labeled” in today’s society
still opens doors to special programs, useful information, special technology and equip-
ment, or financial assistance. To illustrate, Antonio, a child with a hearing loss, must be
assessed and labeled as having a “hearing impairment” before specialized educational or
social services can be made available to him in his school. Another reason for the continued
use of labels is the “useful information” they provide to professionals in communicating
effectively with one another; they also provide a common ground for evaluating research
findings. Labeling helps people to identify the specific needs of a particular group of in-
dividuals. Labeling can also help people to determine degrees of needs or to set priorities
for services when societal resources are limited.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Figure 1.1 Three Approaches
to Describing Human
Developmental
Differences Approach
1-2c Self-Labeling
Everyone engages in a process of self-labeling that may not be recognized by others with
whom they interact. Thus, self-imposed labels reflect how we perceive ourselves, not how
others see us. Conversely, a person may be labeled by society as different, but the individual
does not recognize or accept the label. Such was the case with Thomas Edison. In school,
young Thomas Edison was described as “addled,” unable to focus, terrible at mathematics,
a behavior problem, dyslexic, and unable to express himself in a coherent manner (difficulty
with speech). Although the schools imposed many negative labels on young Thomas Edison,
he eventually recognized that he was an individualist, ignored the labels, and pursued his
own interests as an inventor. (See the nearby Reflect on This feature, and take a quiz on
other famous people with disabilities.)
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
reflect on this
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
1-2d The Effects of Being Labeled
Reactions to a label differ greatly from one person to another but can often be negative
(Hardman & McDonnell, 2008; Rose, Swearer, & Espelage, 2012; Woolfolk, 2013). In a
study of the reactions of family members, professionals, and the general public to the com-
monly used label mental retardation, researchers found the label generated a more negative
reaction than the more current terminology of “intellectual disabilities” (see Chapter 9)
(Schroeder et al., 2002).
Separating the Person and the Label Once a label has been affixed to an
individual, the two may become inseparable. For example, Becky has been labeled as having
autism. The tendency is to refer to Becky and her condition as one in the same—Becky is
autistic. She is described by a disability label, causing people to lose sight of the fact that she
is first and foremost a person, and that her exceptional characteristics (intellectual and social
differences) are only a small part of who she is as an individual. To treat Becky as a label
rather than someone who is differently abled is discrimination, and an injustice, not only to
Becky, but to everyone else as well.
The use of person-first language, putting the person before the disability, can offset
the potentially hurtful effects of labels. As an example of person-first language, a teacher
could say “this student has a learning disability,” rather than “this is a learning disabled
student.” Snow (2005) emphasizes that inappropriate use of labels perpetuate negative
stereotypes and potentially reinforce attitudinal barriers.
LEARNING THROUGH
SOCIAL MEDIA
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Contextual Bias The context in which we view someone can clearly influence our
perceptions of that person. In a classic study from 1973, psychologist David Rosenhan in-
vestigated this premise by having himself and seven other “sane” individuals admitted to a
number of state-run hospitals that treat mental illness across the United States. Once ad-
mitted to the hospitals, these subjects behaved as they normally would. The question was
whether the staff would perceive them as people who were mentally healthy instead of as
patients who experienced mental illness. Rosenhan reported that the eight pseudopatients
were never detected by the hospital staff but were recognized as imposters by several of the
legitimate patients. Throughout their hospital stays, the pseudopatients were incorrectly
labeled and treated as though they had schizophrenia. Rosenhan’s investigation demon-
strated that the context in which the observations are made could bias the perception of
what is normal.
Another example of contextual bias can be seen in the peer-to-peer treatment of stu-
dents with disabilities who are taught in self-contained special education classrooms
compared to those who are taught in inclusive classrooms. Rose, Swearer, and Espelage
(2012) found that children taught in segregated settings report being targets of bullying
more frequently than peers in inclusive settings, suggesting that the context has an effect
on the perceptions of classmates.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Another random document with
no related content on Scribd:
DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.