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Mental Retardation: Historical Perspectives, Current Practices, and Future Directions
Ronald L. Taylor, Florida Atlantic University
Michael Brady, Florida Atlantic University
Stephen B Richards, University of Dayton

ISBN-10: 0205359027
ISBN-13:  9780205359028

Publisher:  Pearson
Copyright:  2005
Format:  Paper; 432 pp
Published:  08/11/2004
Status: Instock


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Description

This new text has received high praise from reviewers for its thorough coverage of the causes and characteristics of mental retardation and strong and detailed discussion of the validated instructional application and approaches in the field today.


Features

  • Historical Evolution of the Field. Chapter 1, “Historical Perspectives,” provides focused discussion on the history of the field, while recurring “Events That Made a Difference” features throughout the text highlight and recount major formative events in the field.
  • “Research That Made a Difference” features throughout the text provide students with valuable insight into research-based practices that have made an impact on the field of mental retardation.
  • Teaching Applications. Chapters 9 thru 12 present the strongest coverage available in any introductory text on instructional issues and applications for teaching students with mental retardation.
  • Correlation to CEC Standards. “Standards” boxes at the opening of each chapter tie content to CEC's general knowledge standards and the mental retardation knowledge and skills statements.
  • Unique Ch. 13, “Future Issues,” presents interviews with leading experts in the field as well as with a young woman with mental retardation. Interviews delve into the legal, medical, educational, and personal issues involved in mental retardation.
  • Helpful and consistent pedagogy help students understand and retain text discussion:

    • Key Points open each chapter to provide student with a brief summary of the material to be covered.

    • Summary Checklist highlights important points, key terms, and definitions from the chapter in helpful checklist format (with page references to the text).

    • Discussion Questions at ends of chapters can be used by course instructors as teaching points or writing assignments, or by students as reflection opportunities.

    • Suggested Activities at ends of chapters–for both individual and groups–help students apply text material.


Table of Contents

I. INTRODUCTION TO MENTAL RETARDATION.

1. Historical Perspectives.

A. An Early Dark History of Mental Retardation.

B. A Shift to Care.

C. An Age of Conflict.

D. Humanization of mental retardation.

2. Definition and Classification.

A. Naming, Defining, and Classifying Mental Retardation.

B. Evolution of the Definition.

C. AAMD/ AAMR definitions.

D. Alternative definitions.

E. Classification.

F. Incidence and Prevalence.

3. Assessment for Identification.

A. Legal and ethical considerations.

B. Norm-referenced testing: An overview.

C. Conceptual Models of Intelligence.

D. Intelligence Tests.

E. Adaptive Behavior Assessment.

II. CAUSES OF MENTAL RETARDATION.

4. Genetic and Chromosomal Factors.

A. Role of Genes and Chromosomes in Heredity.

B. Autosomal Genetic Disorders.

C. Sex-Linked Disorders.

D. Disorders Related to the Number of Chromosomes.

E. Disorders Related to the Structure of Chromosomes.

F. Disorders with Multiple or Unknown Causes.

G. Genetic Testing and Genetic Counseling.

5. Environmental and Psychosocial Factors.

A. Prenatal Factors.

B. Perinatal Factors.

C. Postnatal Factors.

D. Social Correlates.

E. Psychological Correlates.

F. Preventive Measures.

III. CHARACTERISTICS OF MENTAL RETARDATION.

6. Cognitive and Learning Characteristics.

A. Cognitive Characteristics.

B. Learning Characteristics.

C. Attention Characteristics.

D. Memory Characteristics.

E. Speech and Language Characteristics.

7. Educational, Psychological, and Behavioral Characteristics.

A. Educational Characteristics.

B. Psychological Characteristics.

C. Behavioral Characteristics.

D. Adaptive Skill Characteristics.

8. Societal, Family, and Multicultural Characteristics.

A. Societal Characteristics.

B. Familial Characteristics.

C. Multicultural Characteristics.

IV. INSTRUCTIONAL CONSIDERATIONS.

9. Instructional Assessment.

A. Multidimensional Nature.

B. Informal Assessment: Instructional Decision Making.

C. Informal Assessment: Monitoring Progress.

D. Accommodations and Alternate Assessment.

E. Assessment by Functional Skill Area.

10. Instructional Content.

A. What do Students Need to Learn?

B. What Do Students with Mental Retardation Need to Learn?

C. Principles for Deciding Instructional Content.

D. Where Do Teachers Gain Information about Instructional Content?

11. Instructional Procedures.

A. What Assumptions Guide Instructional Delivery?

B. How do Teachers Organize Instructional Programs? for Instruction.

C. How is Instruction Delivered?

D. How is Instructional Progress Evaluated?

12. Instructional Settings.

A. Instructional Settings Matter.

B. Do Instructional Settings Affect Instruction?

C. Instructional SetttingsChange as People Grow.

D. Accommodations Make Settings Instructionally Relevant.

V. THE FUTURE OF MENTAL RETARDATION.

13. Future Perspectives.

A. Definitional Perspectives.

B. Social Perspectives.

C. Legal Perspectives.

D. Medical Perspectives.

E. Educational Perspectives.



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Reviewer Praise for Mental Retardation: Historical Perspectives, Current Practices and Future Directions...

“This will prove helpful to students who are training to be teachers as it will give them something concrete and meaningful to which to attach their own learning ... very useful is the bridge that is drawn between educational theory and the field of mental retardation.”
Professor E. Amanda Boutot, University of Nevada, Las Vegas

“It is clear, accurate, and presents the major issues in the field of mental retardation. They present current and historical events that make this book interesting and fresh.”
Professor Harold C. Griffin, East Carolina University

This exciting new text provides thorough coverage of the causes and characteristics of mental retardation as well as detailed discussion of the validated instructional approaches in the field today. Some features include...

  • Historical Evolution of the Field. Chapter 1 discusses the history of the field, while recurring “Events That Made a Difference” features highlight major formative events in the field.
  • Teaching Applications. Chapters 9 thru 12 present the strongest coverage available in any introductory text on instructional issues and applications for teaching students with mental retardation.
  • “Research That Made a Difference” features throughout the text provide students with valuable insight into research-based practices that have made an impact on the field of mental retardation.
  • Unique Chapter 13, “Future Issues,” presents interviews with leading experts in the field and with a young woman with mental retardation, exploring the legal, medical, educational, and personal issues people with mental retardation face.

Additional Quotes

E. Amanda Boutot, UNLV
“The examples are relevant and meaningful for students. Very useful is the bridge that is drawn between educational theory and the field of mental retardation.”

“This will prove helpful to students who are training to be teachers as it will give them something concrete and meaningful to which to attach their own learning.”

“I especially find the sections on legal issues in MR most interesting and very well done; this is something that is often overlooked in introductory texts and will be found to be very useful to my students.”

Emma Martin, University of Oregon
“Writing styles is clear, concise and easy to follow. Examples provided are helpful in extending understanding and meaning.”

“Interviews are an effective means of sharing information currently within the field! Questions and responses provide a wealth of information and insight to the topic.”

Harold C. Criffin, East Carolina University
“The chapters are clearly and completely developed.”

“They present current and historical events that make this book interesting and fresh.”

“Various tables help to summarize information presented in the text and make it easier to understand for a student just entering the field of mental retardation.”

“The authors have a very clear writing style. It is easily understood by the reader. The level and tone of the writing is appropriate for both graduate and undergraduate students.”

“I like the aspects of interviews with people in the field, research and people that made a difference, and the fact that concepts are introduced at the beginning of each chapter.”

“The examples show students contributions from previous special education leaders and research methodology the past as well as narratives that comment on present and future issues.”

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Companion Website with Online Practice Tests
Taylor
©2005  |  Pearson  |  Website  |  Live
ISBN-10: 0205442439  |  ISBN-13: 9780205442430
More Info

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Websites and online courses

Companion Website with Online Practice Tests
Taylor
©2005  |  Pearson  |  Website  |  Live
ISBN-10: 0205442439  |  ISBN-13: 9780205442430
More Info


Websites and Online Courses

Companion Website with Online Practice Tests
Taylor
©2005  |  Pearson  |  Website  |  Live
ISBN-10: 0205442439  |  ISBN-13: 9780205442430
More Info

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