Educating Exceptional Children

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Cengage Learning, Sep 25, 2008 - Business & Economics - 544 pages
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Educating Exceptional Children is a comprehensive survey program that introduces students to each disability category as well as covering the needs of children who are gifted and talented. The Twelfth Edition continues to focus on the strengths previous editions, providing practical applications on adapting teaching methods, curriculum, and settings, and also offering analysis of ecological factors that influence the exceptional child in and out of the classroom. This edition features cutting-edge coverage of the new Response to Intervention Model, comprehensive and up-to-date descriptions of the strengths and weaknesses associated with each disability, the most current teaching techniques for each category, and helpful references to available resources.
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Here is my view on this book. This book is okay to mediocre at best. This book is very dry. Theirs way too many features and stuff in it thats completely uncessary. It has way too much reading and alot of unecessary details. It basically is a very time consuming and overrated textbook that needs a competitor that can produce a more reader friendly text than this. If you don't need this for your class, don't bother getting it, I love to read, and even this book I cringe reading. It feels like a decade has passsed when you're done. Don't get this overpriced book if you don't need to.  

Contents

Introduction History and Social Forces in Special Education
1
HighIncidence Exceptionalities
71
LowIncidence Exceptionalities
321
Glossary
449

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About the author (2008)

Mary Ruth Coleman joined the author team of EDUCATING EXCEPTIONAL CHILDREN in the twelfth edition. Well known in the field, Dr. Coleman served as President of the Council for Exceptional Children. She earned her Ph.D. in 1990 at the University of North Carolina at Chapel Hill in Special Education and Literacy Studies.

Nicholas J. Anastasiow is a retired Professor of Special Education at Hunter College. He received his Ph. D. from Stanford University, and his diverse background includes degrees in child development, counseling psychology and administration, and supervision in the schools. Former Director of the Institute for Child Study at Indiana University, he is a widely respected researcher and has served as teacher and administrator in a variety of settings. A dedicated and prolific researcher and writer, Dr. Anastasiow has published both theoretical works and practical curriculum designs.

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