Special education : (Record no. 6383)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 10202cam a22003374a 4500 |
| 001 - CONTROL NUMBER | |
| control field | 14733348 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20200129145051.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 070213s2008 maua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER | |
| LC control number | 2007006257 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9780205505319 (hardcover) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 0205505317 (hardcover) |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | DLC |
| Transcribing agency | DLC |
| Modifying agency | DLC |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | pcc |
| 043 ## - GEOGRAPHIC AREA CODE | |
| Geographic area code | n-us--- |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LC3981 |
| Item number | .F75 2008 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 371.9 FRI |
| Edition number | 22 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Friend, Marilyn Penovich, |
| Dates associated with a name | 1953- |
| 245 10 - TITLE STATEMENT | |
| Title | Special education : |
| Remainder of title | contemporary perspectives for school professionals / |
| Statement of responsibility, etc. | Marilyn Friend. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 2nd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Boston : |
| Name of publisher, distributor, etc. | Pearson/Allyn and Bacon, |
| Date of publication, distribution, etc. | c2008. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xxxv, 601 p. : |
| Other physical details | col. ill. ; |
| Dimensions | 29 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliographical references (p. 526-576) and indexes. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Preface.<br/>Special Features.<br/><br/><br/>1. Key Concepts for Understanding Special Education.<br/><br/>Learning Objectives.<br/><br/>What Is Special Education?<br/><br/>What Are the Laws for Students with Disabilities?<br/><br/>Who Receives Special Education?<br/><br/>What Are the Recommended Practices That Characterize Today's Special Education?<br/><br/>What Are the Perspectives of Parents and Families on Special Education?<br/><br/>What Trends and Issues Currently Influence Special Education?<br/><br/>Summary.<br/><br/>Key Terms and Concepts.<br/><br/>Back to the Cases<br/><br/>Review, Discuss, Apply.<br/><br/><br/><br/>2. The Personnel and Procedures of Special Education.<br/><br/>Learning Objectives.<br/><br/>Who Are the Professionals Who Work in Special Education?<br/><br/>How Do Students Become Eligible to Receive Special Education Services?<br/><br/>What Is an Individualized Education Program?<br/><br/>What Are the Services Students with Disabilities Receive?<br/><br/>What Are the Options for Resolving Disagreements Regarding Special Education?<br/><br/>What Are the Issues Related to Special Professionals and Procedures?<br/><br/>Summary.<br/><br/>Key Terms and Concepts.<br/><br/>Back to the Cases<br/><br/>Review, Discuss, Apply.<br/><br/><br/><br/><br/><br/>3. Multicultural Perspectives.<br/><br/>Learning Objectives.<br/><br/>What Is Culture?<br/><br/>How Does Culture Affect the Learning Process?<br/><br/>How Are Culturally Diverse Groups Represented in Special and Gifted Education?<br/><br/>What Are Best Educational Practices for Diverse Learners with Exceptionalites?<br/><br/>What Are the Perspectives of Parents of Diverse Exceptional Learners?<br/><br/>What Are the Trends and Issues Affecting the Education of Diverse Exceptional Learners?<br/><br/>Summary.<br/><br/>Key Terms and Concepts.<br/><br/>Back to the Cases<br/><br/>Review, Discuss, Apply.<br/><br/><br/><br/>4. Creating Partnerships through Collaboration.<br/><br/>Learning Objectives.<br/><br/>What Is Collaboration?<br/><br/>What Elements Are Necessary for Collaboration?<br/><br/>How Is Collaboration Implemented in Schools?<br/><br/>How Does Collaboration Involve Parents and Families?<br/><br/>What Are Issues Related to Collaboration?<br/><br/>Summary.<br/><br/>Key Terms and Concepts.<br/><br/>Back to the Cases<br/><br/>Review, Discuss, Apply.<br/><br/><br/><br/>5. Students with Learning Disabilities.<br/><br/>Learning Objectives.<br/><br/>What Are Learning Disabilities?<br/><br/>What Are the Characteristics of Individuals with Learning Disabilities?<br/><br/>How Are Learning Disabilities Identified?<br/><br/>How Do Learners with Learning Disabilities Receive Their Education?<br/><br/>What Are Best Educational Practices for Students with Learning Disabilities?<br/><br/>What Are the Perspectives of Parents and Families?<br/><br/>What Trends and Issues Are Affecting the Field of Learning Disabilities?<br/><br/>Summary.<br/><br/>Key Terms and Concepts.<br/><br/>Back to the Cases<br/><br/>Review, Discuss, Apply.<br/><br/><br/><br/>6. Students with Attention Deficit Hyperactivity Disorder.<br/><br/>Learning Objectives.<br/><br/>What Is Attention Deficit Hyperactivity Disorder?<br/><br/>What Are the Characteristics of Individuals with Attention Deficit Hyperactivity Disorder?<br/><br/>How Is Attention Deficit Hyperactivity Disorder Identified?<br/><br/>How Do Learners with Attention Deficit Hyperactivity Disorder Receive Their Education?<br/><br/>What Are Best Educational Practices for Students with Attention Deficit Hyperactivity Disorder?<br/><br/>What Are the Perspectives of Parents and Families?<br/><br/>What Trends and Issues Are Affecting the Field of ADHD?<br/><br/>Summary.<br/><br/>Key Terms and Concepts.<br/><br/>Back to the Cases<br/><br/>Review, Discuss, Apply.<br/><br/><br/><br/>7. Students with Emotional and Behavior Disorders.<br/><br/>Learning Objectives.<br/><br/>What Are Emotional and Behavior Disorders?<br/><br/>What Are the Characteristics of Individuals with Emotional and Behavior Disorders?<br/><br/>How Are Emotional and Behavior Disorders Identified?<br/><br/>How Do Learners with Emotional and Behavior Disorders Receive Their Education?<br/><br/>What Are Best Educational Practices for Students with Emotional and Behavior Disorders?<br/><br/>What Are the Perspectives of Parents and Families?<br/><br/>What Trends and Issues Are Affecting the Field of Emotional and Behavior Disorders?<br/><br/>Summary.<br/><br/>Key Terms and Concepts.<br/><br/>Back to the Cases<br/><br/>Review, Discuss, Apply.<br/><br/><br/><br/>8. Students with Mental Retardation.<br/><br/>Learning Objectives.<br/><br/>What Is Mental Retardation?<br/><br/>What Are the Characteristics of Individuals with Mental Retardation?<br/><br/>How Is Mental Retardation Identified?<br/><br/>How Do Learners with Mental Retardation Receive Their Education?<br/><br/>What Are Best Educational Practices for Students with Mental Retardation?<br/><br/>What Are the Perspectives of Parents and Families?<br/><br/>What Trends and Issues Are Affecting the Field of Mental Retardation?<br/><br/>Summary.<br/><br/>Key Terms and Concepts.<br/><br/>Back to the Cases<br/><br/>Review, Discuss, Apply.<br/><br/><br/><br/>9. Students with Speech and Language Disorders.<br/><br/>Learning Objectives.<br/><br/>What Are Speech and Language Disorders?<br/><br/>What Are the Characteristics of Individuals with Speech and Language Disorders?<br/><br/>How Are Speech and Language Disorders Identified?<br/><br/>How Do Learners with Speech and Language Disorders Receive Their Education?<br/><br/>What Are Best Educational Practices for Students with Speech and Language Disorders?<br/><br/>What Are the Perspectives of Parents and Families?<br/><br/>What Trends and Issues Are Affecting the Field of Speech and Language Disorders?<br/><br/>Summary.<br/><br/>Key Terms and Concepts.<br/><br/>Back to the Cases<br/><br/>Review, Discuss, Apply.<br/><br/><br/><br/>10. Students with Deafness and Hearing Loss.<br/><br/>Learning Objectives.<br/><br/>What Are Deafness and Hearing Loss?<br/><br/>What Are the Characteristics of Individuals Who Are Deaf or Hard of Hearing?<br/><br/>How Is a Hearing Loss Identified?<br/><br/>How Do Learners Who Are Deaf or Hard of Hearing Receive Their Education?<br/><br/>What Are Best Educational Practices for Students Who Are Deaf or Hard of Hearing?<br/><br/>What Are the Perspectives of Parents and Families?<br/><br/>What Trends and Issues Are Affecting the Field of Deaf Education?<br/><br/>Summary.<br/><br/>Key Terms and Concepts.<br/><br/>Back to the Cases<br/><br/>Review, Discuss, Apply.<br/><br/><br/><br/>11. Students with Visual Impairments.<br/><br/>Learning Objectives.<br/><br/>What Is Visual Impairment?<br/><br/>What Are the Characteristics of Individuals with Visual Impairments?<br/><br/>How Is Visual Impairment Identified?<br/><br/>How Do Learners with Visual Impairment Receive Their Education?<br/><br/>What Are Best Educational Practices for Learners with Visual Impairments?<br/><br/>What Are the Perspectives of Parents and Families?<br/><br/>What Trends and Issues Are Affecting the Field of Visual Impairment?<br/><br/>Summary.<br/><br/>Key Terms and Concepts.<br/><br/>Back to the Cases<br/><br/>Review, Discuss, Apply.<br/><br/><br/><br/>12. Students with Autism Spectrum Disorder.<br/><br/>Learning Objectives.<br/><br/>What Are Autism Spectrum Disorders?<br/><br/>What Are the Characteristics of Individuals with Autism Spectrum Disorders?<br/><br/>How Are Autism Spectrum Disorders Identified?<br/><br/>How Do Learners with Autism Spectrum Disorders Receive Their Education?<br/><br/>What Are Best Educational Practices for Students with Autism Spectrum Disorders?<br/><br/>What Are the Perspectives of Parents and Families?<br/><br/>What Trends and Issues Are Affecting the Field of Autism Spectrum Disorders?<br/><br/>Summary.<br/><br/>Key Terms and Concepts.<br/><br/>Back to the Cases<br/><br/>Review, Discuss, Apply.<br/><br/><br/><br/>13. Students with Physical and Health Disabilities.<br/><br/>Learning Objectives.<br/><br/>What Are Physical and Health Disabilities?<br/><br/>What Are the Characteristics of Individuals with Physical and Health Disabilities?<br/><br/>How Are Physical and Health Disabilities Identified?<br/><br/>How Do Learners with Physical and Health Disabilities Receive Their Education?<br/><br/>What Are Best Educational Practices for Students with Physical and Health Disabilities?<br/><br/>What Are the Perspectives of Parents and Families?<br/><br/>What Trends and Issues Are Affecting the Field of Physical and Health Disabilities?<br/><br/>Summary.<br/><br/>Key Terms and Concepts.<br/><br/>Back to the Cases<br/><br/>Review, Discuss, Apply.<br/><br/><br/><br/>14. Students with Severe and Multiple Disabilities.<br/><br/>Learning Objectives.<br/><br/>What Are Severe and Multiple Disabilities?<br/><br/>What Are the Characteristics of Individuals with Severe and Multiple Disabilities?<br/><br/>How Are Severe and Multiple Disabilities Identified and Assessed?<br/><br/>How Do Learners with Severe and Multiple Disabilities Receive Their Education?<br/><br/>What Are Best Educational Practices for Students with Severe and Multiple Disabilities?<br/><br/>What Are the Perspectives of Parents and Families?<br/><br/>What Trends and Issues Are Affecting the Field of Severe and Multiple Disabilities?<br/><br/>Summary.<br/><br/>Key Terms and Concepts.<br/><br/>Back to the Cases<br/><br/>Review, Discuss, Apply.<br/><br/><br/><br/>15. Students Who Are Gifted and Talented.<br/><br/>Learning Objectives.<br/><br/>What Is Giftedness?<br/><br/>What Are the Characteristics of Individuals Who Are Gifted and Talented?<br/><br/>How Are Learners Who Are Gifted and Talented Identified?<br/><br/>How Do Learners Who Are Gifted and Talented Receive Their Education?<br/><br/>What Are Best Educational Practices for Students Who Are Gifted and Talented?<br/><br/>What Are the Perspectives of Parents and Families?<br/><br/>What Trends and Issues Are Affecting the Field of Gifted Education?<br/><br/>Summary.<br/><br/>Key Terms and Concepts.<br/><br/>Back to the Cases<br/><br/>Review, Discuss, Apply.<br/><br/><br/><br/>References.<br/>Glossary.<br/>Index. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Special education |
| Geographic subdivision | United States. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Inclusive education |
| Geographic subdivision | United States. |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Materials specified | Table of contents only |
| Uniform Resource Identifier | <a href="http://www.loc.gov/catdir/toc/ecip0710/2007006257.html">http://www.loc.gov/catdir/toc/ecip0710/2007006257.html</a> |
| 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) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Reference text books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Current library | Date acquired | Total Checkouts | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | R-11/2 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 29/01/2020 | 371.9 FRI | 16114 | 29/01/2020 | 29/01/2020 | Reference text books |