MARC details
| 000 -LEADER |
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| fixed length control field |
10257cam a2200349 i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
19195927 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20190830161632.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
160728s2017 cau b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2016035077 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781506310701 (pbk. : alk. paper) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781506378411 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Transcribing agency |
DLC |
| Description conventions |
rda |
| Modifying agency |
DLC |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
pcc |
| 043 ## - GEOGRAPHIC AREA CODE |
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| Geographic area code |
n-us--- |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LC3981 |
| Item number |
.G37 2017 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
371.9 GAR |
| Edition number |
23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Gargiulo, Richard M. |
| 245 10 - TITLE STATEMENT |
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| Title |
Special education in contemporary society : |
| Remainder of title |
an introduction to exceptionality / |
| Statement of responsibility, etc. |
Richard M. Gargiulo, University of Alabama at Birmingham, Emily C. Bouck, Michigan State University. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
Sixth edition. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
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| Place of production, publication, distribution, manufacture |
Los Angeles : |
| Name of producer, publisher, distributor, manufacturer |
SAGE Publications, |
| Date of production, publication, distribution, manufacture, or copyright notice |
[2017] |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xxxviii, 659 pages ; |
| Dimensions |
28 cm |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references (pages 611-643) and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
PART 1. Foundations of Special Education<br/>1. Special Education in Context: People, Concepts, and Perspectives<br/>Definitions and Terminology<br/>Categories and Labels<br/>Prevalence of Children and Young Adults With Disabilities<br/>A Brief History of the Development of Special Education<br/>Professionals Who Work With Individuals With Exceptionalities<br/>Cooperative Teaching<br/>Universal Design for Learning<br/>Exceptionality Across the Life Span<br/>2. Policies, Practices, and Programs<br/>Litigation and Legislation Affecting Special Education<br/>Educational Reform: Standards-Based Education<br/>Civil Rights Legislation<br/>Identification and Assessment of Individual Differences<br/>Referral and Assessment for Special Education<br/>Designing Individualized Instructional Programs<br/>Service Delivery Options: Where a Special Education Is Provided<br/>3. Cultural and Linguistic Diversity and Exceptionality<br/>Cultural Diversity: The Changing Face of a Nation<br/>Multicultural Education, Bilingual Education, and Student Diversity<br/>Disproportionate Representation of Minority Students in Special Education Programs<br/>Issues in Assessing Students From Culturally and Linguistically Diverse Groups<br/>Educational Programming for Students With Exceptionalities Who Are Culturally and Linguistically Diverse<br/>4. Parents, Families, and Exceptionality<br/>Parent–Professional Relationships: Changing Roles<br/>A Family Systems Approach<br/>The Effects of a Child’s Disability on Parents and the Family<br/>Stages of Parental Reaction to Disability<br/>Disability and the Family<br/>Working With Families Who Are Culturally and Linguistically Diverse<br/>Cultural Reactions to Disability<br/>Suggestions for Facilitating Family and Professional Partnerships<br/>5. Assistive Technology<br/>Technology in Education<br/>Assistive Technology<br/>History and Legislation of Assistive Technology<br/>Assistive Technology Decision Making<br/>Assistive Technology and the IEP<br/>Assistive Technology Categorization<br/>Devices and Tools<br/>Issues With Assistive Technology<br/>Assistive Technology Future Trends<br/>PART 2. A Study of Individuals With Special Needs<br/>6. Individuals With Intellectual Disability<br/>Defining Intellectual Disability: An Evolving Process<br/>Assessing Intellectual Ability and Adaptive Behavior<br/>Classification of Individuals With Intellectual Disability<br/>A Brief History of the Field<br/>Prevalence of Intellectual Disability<br/>Etiology of Intellectual Disability<br/>Characteristics of Individuals With Intellectual Disability<br/>Educational Considerations<br/>Services for Young Children With Intellectual Disability<br/>Transition Into Adulthood<br/>Adults With Intellectual Disability<br/>Family Issues<br/>Issues of Diversity<br/>Technology and Individuals With Intellectual Disability<br/>Trends, Issues, and Controversies<br/>7. Individuals With Learning Disabilities<br/>Defining Learning Disabilities<br/>A Brief History of the Field<br/>Prevalence of Learning Disabilities<br/>Etiology of Learning Disabilities<br/>Characteristics of Individuals With Learning Disabilities<br/>Assessment of Learning Disabilities<br/>Educational Considerations<br/>Services for Young Children With Learning Disabilities<br/>Transition Into Adulthood<br/>Adults With Learning Disabilities<br/>Family Issues<br/>Issues of Diversity<br/>Technology and Individuals With Learning Disabilities<br/>Trends, Issues, and Controversies<br/>8. Individuals With Attention Deficit Hyperactivity Disorder<br/>Defining Attention Deficit Hyperactivity Disorder<br/>A Brief History of the Field<br/>Prevalence of Attention Deficit Hyperactivity Disorder<br/>Etiology of Attention Deficit Hyperactivity Disorder<br/>Characteristics of Individuals With Attention Deficit Hyperactivity Disorder<br/>Assessment of Attention Deficit Hyperactivity Disorder<br/>Educational Considerations<br/>Adolescents and Adults With Attention Deficit Hyperactivity Disorder<br/>Issues of Diversity<br/>Technology and Individuals With ADHD<br/>9. Individuals With Emotional or Behavioral Disorders<br/>Defining Emotional or Behavioral Disorders<br/>Classification of Individuals With Emotional or Behavioral Disorders<br/>A Brief History of the Field<br/>Prevalence of Emotional or Behavioral Disorders<br/>Etiology of Emotional or Behavioral Disorders<br/>Prevention of Emotional or Behavioral Disorders<br/>Characteristics of Children and Youth With Emotional or Behavioral Disorders<br/>Assessing Students With Emotional or Behavioral Disorders<br/>Educational Considerations<br/>Services for Young Children With Emotional or Behavioral Disorders<br/>Transition Into Adulthood<br/>Adults With Emotional or Behavioral Disorders<br/>Family-Centered Interventions<br/>Issues of Diversity<br/>Technology and Individuals With Emotional or Behavioral Disorders<br/>Trends, Issues, and Controversies<br/>10. Individuals With Autism Spectrum Disorders<br/>Defining Autism Spectrum Disorders: An Evolving Process<br/>A Brief History of the Field<br/>Prevalence of Autism Spectrum Disorders<br/>Etiology of Autism Spectrum Disorders<br/>Characteristics of Individuals With Autism Spectrum Disorders<br/>Assessment of Autism Spectrum Disorders<br/>Educational Considerations<br/>Services for Young Children With Autism Spectrum Disorders<br/>Transition Into Adulthood<br/>Adults With Autism Spectrum Disorders<br/>Family Issues<br/>Issues of Diversity<br/>Technology and Individuals With Autism Spectrum Disorders<br/>Trends, Issues, and Controversies<br/>11. Individuals With Speech and Language Impairments<br/>The Nature of Speech, Language, and Communication<br/>Defining Speech and Language Impairments<br/>Classifying Speech and Language Impairments<br/>Historical Perspectives<br/>Prevalence of Speech and Language Impairments<br/>Etiology of Speech and Language Impairments<br/>Prevention of Speech and Language Impairments<br/>Characteristics of Individuals With Speech and Language Impairments<br/>Assessing Speech and Language Impairments<br/>Educational Considerations<br/>Services for Young Children With Speech and Language Impairments<br/>Adolescents and Adults With Speech and Language Impairments<br/>Family Issues<br/>Issues of Diversity<br/>Technology and Individuals With Speech and Language Impairments<br/>Trends, Issues, and Controversies<br/>12. Individuals With Hearing Impairments<br/>Definitions and Concepts in the Field of Hearing Impairment<br/>A Brief History of the Field<br/>Prevalence of Hearing Impairment<br/>Etiology of Hearing Impairment<br/>Characteristics of Individuals With Hearing Impairments<br/>Assessment of Individuals With Hearing Impairments<br/>Educational Considerations<br/>Services for Young Children With Hearing Impairments<br/>Transition and Individuals With Hearing Impairments<br/>Services for Adults With Hearing Impairments<br/>Family Issues<br/>Issues of Diversity<br/>Technology and Individuals With Hearing Impairments<br/>Trends, Issues, and Controversies<br/>13. Individuals With Visual Impairments<br/>Defining Visual Impairments<br/>The Eye and How It Works<br/>Classification of Visual Impairments<br/>A Brief History of Visual Impairments<br/>Prevalence of Visual Impairments<br/>The Vision Process and Etiology of Visual Impairments<br/>Prevention of Visual Impairments<br/>Characteristics of Individuals With Visual Impairments<br/>Travel Skills<br/>Assessment of Students With Visual Impairments<br/>Educational Considerations<br/>Orientation and Mobility<br/>Young Children With Visual Impairments<br/>Transition Into Adulthood<br/>Adults With Visual Impairments<br/>Family Issues<br/>Issues of Diversity<br/>Technology and Individuals With Visual Impairments<br/>Trends, Issues, and Controversies<br/>14. Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities<br/>Defining Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities<br/>A Brief History of the Field<br/>Prevalence of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities<br/>Etiology of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities<br/>Characteristics of Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities<br/>Assessment of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities<br/>Educational Considerations<br/>Services for Young Children With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities<br/>Transition Into Adulthood<br/>Adults With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities<br/>Family Issues<br/>Issues of Diversity<br/>Technology and Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities<br/>Trends, Issues, and Controversies<br/>15. Individuals Who Are Gifted and Talented<br/>Defining Giftedness: Refining the Meaning<br/>Assessing Giftedness and Talent<br/>Differences Among Children Who Are Gifted and Talented<br/>A Brief History of the Field of Gifted and Talented Education<br/>Prevalence of Giftedness and Talent<br/>Etiology of Giftedness and Talent<br/>Characteristics of Individuals Who Are Gifted and Talented<br/>Educational Considerations<br/>Services for Young Children Who Are Gifted and Talented<br/>Adolescents and Adults Who Are Gifted and Talented<br/>Family Issues<br/>Issues of Diversity<br/>Technology and Individuals Who Are Gifted and Talented<br/>Trends, Issues, and Controversies<br/>Postscript |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Special education |
| Geographic subdivision |
United States. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
|---|
| a |
7 |
| b |
cbc |
| c |
orignew |
| d |
1 |
| e |
ecip |
| f |
20 |
| g |
y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Stack text books |
