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

section 1|52 pages

Historical and Contemporary Issues in Educating Exceptional Learners

chapter 1|13 pages

A History of Special Education

Edited ByMichael M. Gerber

chapter 2|13 pages

Contemporary Issues

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

chapter 3|11 pages

Statistics, Data, and Special Educational Decisions

Basic Links to Realities
ByJames M. Kauffman, John Wills Lloyd

chapter 4|13 pages

Special Education Teacher Preparation

ByMargo A. Mastropieri, Thomas E. Scruggs, Clara Hauth

section 2|52 pages

Legal Aspects of Special Education

chapter 5|16 pages

The Individuals with Disabilities Education Act

The Evolution of Special Education Law
ByMitchell L. Yell, Antonis Katsiyannis, M. Renee Bradley

chapter 6|16 pages

Free Appropriate Public Education

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

chapter 7|18 pages

Individual Education Programs for Children with Disabilities

ByBarbara D. Bateman

section 3|82 pages

Research Methods in Special Education

chapter 8|9 pages

Designing Rigorous Group Studies in Special Education

Standards and Quality Indicators for Contemporary Group Design Research
ByRussell Gersten, Madhavi Jayanthi, Lana Santoro, Rebecca Newman-Gonchar

chapter 9|21 pages

Designing Robust Single-Case Design Experimental Studies

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

chapter 11|17 pages

Meta-Analysis and Special Education Research

ByH. Lee Swanson, Amy C. Allen

chapter 12|19 pages

Research Synthesis and Meta-Analysis of Single-Case Designs

ByJames E. Pustejovsky, John M. Ferron

section 4|75 pages

The General Education Context of Special Education

chapter 14|15 pages

Standards-Based Reform and Students with Disabilities

ByRachel F. Quenemoen, Martha L. Thurlow

chapter 15|15 pages

Academic Progress Monitoring

BySheri Berkeley, Paul J. Riccomini

chapter 16|16 pages

Co-Teaching for Students with Disabilities

A Critical and Updated Analysis of the Empirical Literature
BySara Cothren Cook, Kimberly A. Mcduffie-Landrum, Linda Oshita, Bryan G. Cook

chapter 17|13 pages

General and Special Education Are (and Should Be) Different

ByNaomi P. Zigmond, Amanda Kloo

section 5|182 pages

Special Education Categories

chapter 18|21 pages

Intellectual and Developmental Disabilities

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

chapter 19|14 pages

Specific Learning Disabilities

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

chapter 20|12 pages

Attention-Deficit/Hyperactivity Disorder

ByKaren J. Rooney

chapter 21|13 pages

Emotional and Behavioral Disorders

ByTimothy J. Landrum

chapter 22|13 pages

Communication Disorders

ByFilip T. Loncke

chapter 23|20 pages

Deaf and Hard of Hearing Students

ByGabriel I. Lomas, Jean F. Andrews, Pamela C. Shaw

chapter 24|19 pages

Blind and Low Vision

ByKim T. Zebehazy, Holly Lawson

chapter 25|17 pages

Traumatic Brain Injury

ByRenee Lajiness-O’neill, Laszlo A. Erdodi, Jonathan D. Lichtenstein

chapter 26|17 pages

Current Issues and Trends in the Education of Children and Youth with Autism Spectrum Disorders

ByJanine P. Stichter, Maureen A. Conroy, Rose O’donnell, Brian Reichow

chapter 27|17 pages

Severe and Multiple Disabilities

BySusan M. Bruce, Sarah E. Ivy

chapter 28|17 pages

Special Gifts and Talents

ByJonathan A. Plucker, Carolyn M. Callahan

section 6|76 pages

Policy and Leadership in the Administration of Special Education

chapter 29|14 pages

High-Stakes Testing and Accommodations

ByJennifer H. Lindstrom

chapter 30|13 pages

Conceptual Models for Leading and Administrating Special Education

ByJean B. Crockett

chapter 31|15 pages

Fiscal Policy and Funding for Special Education

ByThomas Parrish, Jenifer Harr-Robins

chapter 32|12 pages

Transforming Leadership in Special Education

Converging Policies, Professional Standards, and Scholarship
ByMary Lynn Boscardin

chapter 33|20 pages

Improving Special Education Teacher Quality and Effectiveness

ByBonnie S. Billingsley, Elizabeth Bettini

section 7|94 pages

Instructional Issues for Students with High-Incidence Disabilities

chapter 34|14 pages


ByPaige Cullen Pullen, Deanna B. Cash

chapter 35|21 pages

Writing and Students with Language and Learning Disabilities

ByGary A. Troia, Steve Graham, Karen R. Harris

chapter 36|13 pages

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

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

chapter 37|15 pages

Science and Social Studies

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

chapter 38|20 pages

Physical Education

ByLuke E. Kelly, Martin E. Block, Andrew M. Colombo-Dougovito

chapter 39|9 pages

The Promise and Problem with Technology in Special Education

Implications for Academic Learning
ByMichael J. Kennedy, Joseph R. Boyle

section 8|72 pages

Instructional Issues for Students with Low-Incidence Disabilities

chapter 40|15 pages

Educating Students with Significant Cognitive Disabilities

Historical Overview and Future Projections
ByFred Spooner, Fredda Brown

chapter 41|17 pages

Systematic Instruction of Students with Significant Cognitive Disabilities

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

chapter 42|13 pages

Instructional Contexts

ByJohn McDonnell

chapter 43|13 pages

Access to General Education Curriculum for Students with Significant Cognitive Disabilities

ByMichael L. Wehmeyer, Karrie A. Shogren

section 9|51 pages

What It Will Mean to Transition

chapter 45|14 pages

Transition to Postsecondary Education

ByJoseph W. Madaus, Manju Banerjee, Deborah Merchant, Walter R. Keenan

chapter 47|20 pages

Transition to Daily Living for Persons with High-Incidence Disabilities

ByDavid Scanlon, James R. Patton, Marshall Raskind

section 10|32 pages

Transition from School to Adulthood for Students with Low-Incidence Disabilities

chapter 48|17 pages

Preparing Students with Low-Incidence Disabilities to Work in the Community

ByKatherine J. Inge, Paul Wehman, Hannah Seward

chapter 49|13 pages

Transitioning Students with Low-Incidence Disabilities to Community Living

ByLauren E. Avellone, Joshua Taylor

section 11|58 pages

Parent and Family Issues in Special Education

chapter 50|20 pages

Promoting Collaborative Partnerships with Families

ByTracy Gershwin Mueller

chapter 51|18 pages

Resilience in Families of Children with Disabilities

Risk and Protective Factors
ByGeorge H. S. Singer, Christine Maul, Mian Wang, Brandy L. Ethridge

chapter 52|18 pages

Promoting Family Outcomes in Early Intervention

ByMelissa Raspa, Amanda Wylie, Donald B. Bailey, Siobhan Colgan

section 12|65 pages

Early Identification and Intervention in Exceptionality

chapter 54|15 pages

Early Intervention and Prevention of Disability

ByKathleen Marshall, William H. Brown, Maureen A. Conroy, Herman Knopf

chapter 55|17 pages

Frameworks for Guiding Program Focus and Practices in Early Intervention

ByPatricia A. Snyder, Crystal C. Bishop, Tara W. McLaughlin

chapter 56|12 pages

Early Identification and Intervention in Gifted Education

Developing Talent in Diverse Learners
ByCatherine M. Brighton, Jane M. Jarvis

section 13|29 pages

Cultural and International Issues in Special Education

chapter 57|14 pages

Minority Disproportionate Representation in Special Education

Politics and Evidence, Issues, and Implications
ByDimitris Anastasiou, Paul L. Morgan, George Farkas, Andrew L. Wiley

chapter 58|13 pages

Cross-National Differences in Special Education

A Typological Approach
ByDimitris Anastasiou, Clayton Keller