Special Education

DICTIONARIES/ ENCYCLOPEDIAS
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    Coleman,   J. G. (2006).   The early intervention dictionary: A multidisciplinary guide to terminology.   (3rd ed.).     Bethesda, Md. : Woodbine House.

       HV 891 C65 2006

Summary:     “The newly expanded and updated THE EARLY INTERVENTION DICTIONARY defines more than 4,000 medical, therapeutic, and educational terms commonly used by the many different professionals involved in the early intervention field. It's an excellent reference to help families and professionals successfully collaborate and understand each other's terminology. It's also useful to anyone looking for clear definitions of words related to the care and development of young children in general. The new edition includes more than 400 new entries, plus hundreds of existing terms have been updated, reflecting changes in the field, new research, educational approaches and treatments. Many more transition-related terms have also been added to help parents prepare for the preschool years ahead”.

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     Poor, G. S. & Kim, C. (2007). Barron's dictionary of American Sign Language. Hauppauge, New York : Barrons.

     HV 2475 P66 2007      

Summary:     Presenting ultra-clear, close-up color photos that depict more than 1,000 signs and their meanings, Barron's Dictionary of American Sign Language is destined to become a basic reference source for all who want to learn more about signing, expand their signing vocabulary, and be certain that they are signing properly. Unlike most other sign language dictionaries, this book simply pairs photos with the words they designate and dispenses with traditional word definitions. Thus, the emphasis is placed on the information that every signer needs: correct formation of hand shapes to eliminate confusion and make communicating in ASL virtually effortless. The photos are supplemented with directional arrows to indicate hand or arm movements plus succinct written descriptions of hand and finger formations. Carefully checked and edited by ASL experts, and including notes on the history of sign language, this volume makes a superb resource for members of the hearing-impaired community, for those who work with them, and for all others who wish to learn the American Sign Language. Approximately 2,000 color photos.

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    Kerr, B.   (Ed.). (2009). Encyclopedia of giftedness, creativity, and talent.  Thousand Oaks, Calif. : Sages.

      LC 3993.2 E53 2009

Summary:     “The two-volume "Encyclopedia of Giftedness, Creativity, and Talent" presents state-of-the-art research and ready-to-use facts from the fields of education, psychology, sociology, and the arts. The 500 entries organise research findings on giftedness and creativity and their applications in education, training, science and the arts, athletics, and everyday life. From A-to-Z, entries cover the major facets of this field, from ability grouping, to achievement and aptitude testing, emotional intelligence, gender differences, genius, intelligence testing, learning styles, minority gifted education, multiple intelligences, musical ability, Olympic athletes, prodigies, Science Olympics, self actualization, and thinking skills”.

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    Reynolds, C. R. & Fletcher-Janzen, E. ( Eds.). (2002). Concise encyclopedia of special education: A reference for the education of the handicapped and other exceptional children and adults.   (2nd ed.). New York : Wiley.

     LC 4007 E53 2002

Summary:   “This updated abridgement is useful as a desk reference for special educators, school psychologists, educational and clinical psychologists, educational diagnosticians, resource and related teachers, and parents. This abridgement deletes biographies of living individuals and condenses related topics into single entries”.

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    Reynolds, C. R. & Fletcher-Janzen, E. ( Eds.). (2007). Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals. (3rd ed.).   Hoboken, NJ : Wiley    

      LC 4007 E53 2007

Summary:   “The Third Edition of the highly acclaimed Encyclopedia of Special Education offers a thoroughly revised, comprehensive A to Z compilation of authoritative information on the education of those with special needs. All articles are cross-referenced, and citations guiding you to related sources appear at the end of each entry”.

HANDBOOKS
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     Albrecht, G. L., Seelman, K. D. & Bury, M. (Eds.). (2001).  Handbook of disability studies. Thousand Oaks, Calif. : Sage Publications.

       HV 1568.2 H36 2001

Summary:     “This path-breaking Handbook of Disability Studies signals the emergence of a vital new area of scholarship, social policy and activism. Drawing on the insights of disability scholars around the world and the creative advice of an international editorial board, the book engages the reader in the critical issues and debates framing disability studies and places them in an historical and cultural context. Five years in the making, this one volume summarizes the ongoing discourse ranging across continents and traditional academic disciplines. The Handbook answers the need expressed by the disability community for a thought provoking, interdisciplinary, international examination of the vibrant field of disability”.

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    Bursztyn, A. M. (Ed.).   (2007).     The Praeger handbook of special education. Westport, Conn. : Praeger.  

      LC 3957 P73 2007

Summary:     “This book introduces readers to key concepts and issues in the evolving field of special education. Arguably, over the past thirty years, no other area of education has been as radically transformed as the provision of services to children with disabilities. Since the mid 1970s, special education has steadily grown to reach fully 12% of the U.S. student population in grades K-12, and millions of children from birth to age five. Despite its promise of equal access, special education has become a controversial field in many respects. Critics point to its high cost, questionable pedagogical effectiveness, and differential outcomes across localities, family income levels, and ethnicities. The more typical approach in the literature highlights the legal and procedural mandates that dominate the discourse on educating the disabled student, but fails to explore the underlying assumptions and inconsistencies that make this area of education a controversial and still unsettled enterprise. This handbook departs from the traditional books in the field by focusing on the ways that special education policies and practices are enacted, rather than highlighting only their intended outcomes. Contributors to this text focus on defining commonly used terms and professional jargon in order to give interested readers access and insight into the field of special education and its associated practices”.

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    Colangelo, N. & Davis, G. A. (Eds.). (2003). Handbook of gifted education. (3rd ed.). Boston : Allyn and Bacon.

       LC 3993.9 H35 2003

Summary:     “Written by well-known scholars in the field, "Handbook of Gifted Education" is the most complete book in the field of gifted education and contains an excellent balance of research and practical applications. This book includes topics such as high-risk gifted learners, the development of social skills in gifted learners, the science and politics of intelligence, creativity; thinking skills, exceptional special abilities, theory and conceptions of creativity, transforming gifts into talents, gifted education in rural schools, and technology in gifted education. Teachers of special education”.

 

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    Damico, J. S., Muller, N. & Ball, M. J. (Eds.).   (2010). The Handbook of language and speech disorders.   Malden, Mass. : Wiley-Blackwell.

      RC 423 H36 2010  

Summary:     “Through contributions from leading experts in the fields of communication science, The Handbook of Speech and Language Disorders presents a comprehensive survey detailing the state of the art in speech, language, and cognitive/intellectual disorders. Provides the first in-depth exploration of the rapidly expanding field of communication disorders Examines the current debates, landmark studies, and central themes in the discipline, including analytical methods and assessment Includes contributions from more than 20 leading scholars to provide an extraordinary breadth of coverage of this growing, multi-disciplinary field Features a "foundations" section that deals with issues of central importance to all research in the field, including social and practical considerations in classification and diversity, genetic syndromes, and principles of assessment and intervention”.

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    Farrell, M. (2009).   The special education handbook: An A-Z guide.   (4th ed.). Abingdon, Oxon : Routledge.                

       LC 3986 G7 F37 2009

Summary:     “Focuses on educational frameworks in the United Kingdom and the United States of America. This book provides an account of the complexities of special education. It is suitable for those involved in special education, including teachers, teaching assistants, parents, administrators and others”.

 

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    Florian, L. (Ed.).     (2007).   The Sage handbook of special education. Los Angeles : Sage.

      LC 3965 S24 2007

Summary:     “In recent years there has been increasingly vigorous debate about the nature and purpose of special education, and what might be considered the appropriate responses to pupils who experience difficulties in learning. This Handbook brings together the most up to date knowledge of this area and will serve as the major source book of authoritative information and ideas about current and future directions for special education. It examines the intricate relation between theory, research and practice, and places a particular emphasis on what has been learned about providing for students who experience difficulties in learning, how these understandings can contribute to new conceptualisations of special education and the development of more inclusive schools. This comprehensive, research-based work, brings together scholarship on an international level, and covers topics that transcend national boundaries. It will become essential reading for all professionals and academics with any interest in this important and dynamic field”.

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    Frank, R.G., Rosenthal, M. & Caplan, B. (Eds.). (2010). Handbook of rehabilitation psychology. (2nd ed.).   Washington, DC : American Psychological Association.

      R 726.7 H36 2010

Summary:       "As medical science continues to progress, so does the field of rehabilitation psychology. Since its publication in 2000, the first edition of the Handbook of Rehabilitation Psychology has become the most influential book covering the principles and practices of the specialty. This second edition updates and significantly revises the original text to account for fast-paced developments in the field. Over one third of the chapters are new, including several on developmental issues and risk factors for children with severe illness or injuries." "Reflecting the ever-expanding scope of rehabilitation psychology, this handbook covers diverse topics such as the clinical conditions most common to rehabilitation psychology (spinal cord injury, limb amputation, traumatic brain injury, stroke, and more), assessment and clinical interventions, neuroimaging, alcohol and substance abuse, vocational rehabilitation, assistive technology for cognitive impairments, ethics, spirituality, and the problems of family caregivers." "With its unparalleled breadth of coverage, the Handbook of Rehabilitation Psychology, Second Edition, will serve the needs of psychologists, physicians, nurses, psychiatrists, rehabilitation therapists, and a variety of other health care practitioners and researchers as well as graduate students in these fields."--BOOK JACKET.

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     Harwell, J. M. & Jackson, R. W. (2008).   Complete learning disabilities handbook: Ready-to-use strategies & activities for teaching students with learning disabilities. (3rd ed.). San Francisco, Calif. : Jossey-Bass.

       LC 4704 H37 2008

Summary:     “The third edition of this classic resource is a comprehensive source of information, strategies, and activities for working with learning disabled students. The book offers special educators, classroom teachers, and parents a wealth of new and proven suggestions and ready-to-use materials for helping LD students of all ages learn and perform at their fullest potential”.

 

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    Kauffman, J. M. & Hallahan, D. P.   (2011).   Handbook of special education. New York : Routledge

     LC 3965 H26 2011      

Summary:   Special education is now an established part of public education in the United States--by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this 13-part, 57-chapter handbook is to help profile and bring greater clarity to this sprawling and growing field. To ensure consistency across the volume, chapter authors review and integrate existing research, identifying strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. This book is an appropriate reference volume for anyone (researchers, scholars, graduate students, practitioners, policy makers, and parents) interested in the state of special education today: its research base, current issues and practices, and future trends. It is also appropriate as a textbook for graduate level courses in special education.

 

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    Marschark, M. & Spencer, P. E. (Eds.). (2003). Oxford handbook of deaf studies, language, and education. Oxford : Oxford University Press.    

       HV 2380 O94 2003

Summary:     “Presents a comprehensive overview of the diverse field of deaf studies, language, and education. Written to be accessible to students and practitioners, as well as researchers, this handbook covers topics, such as language and language development, hearing and speech perception, education, literacy, cognition, and more”.

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    Odom, S. L. (Ed.).   (2009). Handbook of developmental disabilities. New York : Guilford Press.  

      RJ 506 D47 H36 2009

Summary:   “This authoritative handbook reviews the breadth of current knowledge about developmental disabilities: neuroscientific and genetic foundations; the impact on health, learning, and behavior; and effective educational and clinical practices. Leading authorities analyze what works in intervening with diverse children and families, from infancy through the school years and the transition to adulthood. Chapters present established and emerging approaches to promoting communication and language abilities, academic skills, positive social relationships, and vocational and independent living skills. Current practices in positive behavior support are discussed, as are strategies for supporting family adaptation and resilience”.

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     Sindelar, P. T. (2014). Handbook of research on special education teacher preparation. New York : Routledge.

     LC 3969.45 H35 2014       ED-60925

Summary:     Compilations of research on teacher preparation often include no more than a cursory mention of the specific roles and needs of special education teachers. Although the work that special education teachers perform does indeed differ from the work of classroom teachers, teacher preparation in the two fields has much in common. The purpose of this seven-part handbook is to expand our knowledge of teacher education broadly by providing an in-depth look at the most up-to-date research on special education teacher preparation. Opening chapters ground the collection in political and economic context, while subsequent sections delve deeply into issues related to the current state of our special education workforce and offer insights into how to best prepare and sustain that workforce. Ultimately, by illuminating the particularities of special education teacher preparation, this landmark handbook addresses the state of current research in the field and sets an agenda for future scholarship.

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   Swanson, H. L., Harris, K. R. & Graham, S.   (2013). Handbook of learning disabilities. (2nd ed.). New York : The Guilford Press.

   LC 4704 H36

Summary:       "This comprehensive handbook reviews the major theoretical, methodological, and instructional advances that have occurred in the field of learning disabilities. With contributions from leading researchers, the volume synthesizes a vast body of knowledge on the nature of learning disabilities, their relationship to basic psychological and brain processes, and how students with these difficulties can best be identified and treated. Findings are reviewed on ways to support student performance in specific skill areas/m-/including language arts, math, science, and social studies/m-/as well as general principles of effective instruction that cut across academic domains. Authoritative and up to date, the book also examines the concepts and methods that guide learning disability research and identifies promising directions for future investigation"--  

 

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     Volkmar, F. R., Rogers, S. J., Paul, R., & Pelphrey, K. A. (2014). Handbook of autism and pervasive developmental disorders. (4th ed.). Hoboken, New Jersey : John Wiley & Sons, Inc.

       RJ 506 A9 H23 2014      ED-61154   v.1

Summary:     The newest edition of the most comprehensive handbook on autism and related disorders. Since the original edition was first published more than a quarter-century ago, The Handbook of Autism and Pervasive Developmental Disorders has been the most influential reference work in the field. The new, updated Fourth Edition includes the changes in the way the disorder is defined in the DSM5 and ICD-10 that may have profound implications for diagnosis and, by extension, access to services. Along with providing practical clinical advice—including the role of psychopharmacology in treatment—the handbook codifies the ever-expanding current body of research throughout both volumes.

Volume 1

  • Offers a wealth of information on the epidemiology of autism and the genetic, environmental, biochemical, social, and neuropathological aspects of the disorder
  • Covers descriptive and diagnostic characteristics, biological contributions, intervention techniques, as well as legal and social issues
  • discusses outcomes in adults with autism spectrum disorders; issues and interventions important from infancy through adolescence to adulthood; play development,; and psychopharmacology and medical care in autism and related conditions

OTHER REFERENCE BOOKS

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     Balchin, T., Hymer, B. & Matthews, D. J. (Eds.). (2009). The Routledge international companion to gifted education. London : Routledge.

       LC 3993 R68 2009

Summary:     “A guide to the new ideas and controversies that are informing gifted education discussion and policy-making around the world. It highlights strategies to support giftedness in children, providing ideas that work and weeding out those that don't. It is suitable for students and researchers alike”.

 

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     Barnhill, J. W. (2014). DSM-5 clinical cases. Washington, DC : American Psychiatric Publishing, A Division of American Psychiatric Association

       RC 473 D54 D76 2014     ED-60889

Summary:       "DSM-5® Clinical Cases presents patient cases that exemplify the mental disorders categorized in the newly released DSM-5®, bringing DSM-5® alive for teachers and students of psychiatry, psychology, social work, nursing, and related mental health and healthcare fields. Cases are cross-referenced with DSM-5® and help the reader understand diagnostic concepts, including symptoms, severity, comorbidities, age of onset and development, dimensionality across disorders, and gender and cultural implications. Every feature in the book helps to bridge the distance between the formal classification and the real-life presentation of patients: All cases are original and previously unpublished, making for fresh, compelling reading for both experienced clinicians and those new to diagnostic classification. Case authors were selected for their expertise in the disorder described in the case. For ease in identifying specific cases, case titles are clinically relevant, based on the primary complaint, and identify the DSM-5® diagnosis described. Each case adheres to a consistent format developed by the editors to fully illuminate the disorder being profiled. Features may include history of present illness, family psychiatric history, medical history, mental status exam results, DSM-5® diagnostic features, lab and physical findings, and a summary. A brief discussion follows each case, analyzing the clinical presentation, highlighting key points, and exploring issues of comorbidity that may complicate both the diagnosis and subsequent treatment. This approach is especially helpful since few cases in real-life are unambiguous. Easy-to-use appendixes enable readers to locate cases by type of disorder, special interests, and DSM-5® diagnosis. The book is designed to serve as a companion text in a variety of contexts -- from abnormal psychology courses to medical school and residency training programs. In addition, those studying for specialty examinations will find reviewing the cases very useful"--From the publisher.

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    Basic sign vocabulary for Filipino children. (2003).   Pasig City : Special Education Division, Bureau of Elementary Education, Department of Education.  

       HV 2475 B37 2003

 

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    Brown, I. & Percy, M. (Eds.).   (2007).     A Comprehensive guide to intellectual and developmental disabilities.   Baltimore, Md. : P. H. Brookes.    

       HV 1570 C66 2007

Summary:     “Addresses developmental disabilities and intellectual disabilities across the lifespan. Drawing on the expertise of internationally renowned authors, this book covers topics such as: a historical overview; definitions; approaches to supports, rights, and laws; ethical considerations; early intervention; education; adults/aging; and more”.

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    Camara, E. F. (2007). Annotated bibliographies of Philippine researches in special education: SPED: anno. B?     Quezon City : Special Education Area of the University of the Philippines.

       LC 3987 P5 Z9 A56 2007

 

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    Diagnostic and statistical manual of mental disorders: DSM-5.   (2013). (5th ed.).   Washington, DC : American Psychiatric Association.

      RC 455.2 C4 D52 2013

Summary:       “This is the standard reference for clinical practice in the mental health field. Since a complete description of the underlying pathological processes is not possible for most mental disorders, it is important to emphasize that the current diagnostic criteria are the best available description of how mental disorders are expressed and can be recognized by trained clinicians. The classification of disorders is harmonized with the World Health Organization's International Classification of Diseases (ICD), the official coding system used in the United States. The disorders included in DSM-5 were reordered into a revised organizational structure meant to stimulate new clinical perspectives. This new structure corresponds with the organizational arrangement of disorders planned for ICD-11 scheduled for release in 2015. Other enhancements have been introduced to promote ease of use across all settings, including: Representation of developmental issues related to diagnosis; Integration of scientific findings from the latest research in genetics and neuroimaging; Consolidation of autistic disorder, Asperger's disorder, and pervasive developmental disorder into autism spectrum disorder; Streamlined classification of bipolar and depressive disorders; Restructuring of substance use disorders for consistency and clarity; Enhanced specificity for major and mild neurocognitive disorders; Transition in conceptualizing personality disorders; New disorders and features; Online enhancements”.-- Publisher description.

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     Disability at a glance 2009: A profile of 36 countries and areas in Asia and the Pacific.   (2009).   New York : United Nations, Economic and Social Commission for Asia and the Pacific.  

     HV 1559 A85 D56 2009

Summary:   “Disability at a Glance 2010: A Profile of 36 Countries and Areas in Asia and the Pacific is a compilation of disability-related data and information. Profiles of 35 countries and one area are grouped according to subregion and presented in alphabetical order. Five are from East and North-East Asia (China; Hong Kong, China; Japan; Mongolia; and the Republic of Korea). Ten are from South-East Asia (Cambodia; Indonesia; Lao People’s Democratic Republic; Malaysia; Myanmar; the Philippines; Singapore; Thailand; Timor-Leste; and Viet Nam). Nine are from South and South-West Asia (Afghanistan; Bangladesh; Bhutan; India; Maldives; Nepal; Pakistan; Sri Lanka; and Turkey). Three are from North and Central Asia (Armenia; Azerbaijan; and Kazakhstan), and nine are from the Pacific (Australia; Cook Islands; Fiji; Kiribati; New Zealand; Papua New Guinea; Solomon Islands; Tonga; and Vanuatu). Each profile contains 27 indicators that have been grouped according to the following seven subheadings: development indicators, demography, institutional framework, legislative and policy framework, national efforts to promote an inclusive society, financial commitment, and commitment to regional and international instruments on disability. A Summary Table is included to provide a bird’s-eye view of the information and data available in each country and area with regard to definitions on disability and persons with disabilities, national coordination mechanisms, legislative and policy frameworks and national efforts to promote an inclusive society”.

 

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    Filipino sign language: a compilation of signs from regions of the Philippines.     ( 2005-2007). Quezon City : Philippine Federation of the Deaf.

       HV 2474 F55

 

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    An Introduction to Filipino sign language. (2004).   Quezon City : Philippine Deaf Resource Center.        

     HV 2474 I58 2004

 

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     Morrison, J. R. (2014). DSM-5 made easy : the clinician's guide to diagnosis. New York : The Guilford Press.

       RC 469 M67 2014       ED-60890

Summary:       Morrison presents the spectrum of diagnoses in DSM-5 in an accessible, engaging, clinically useful format. Demystifying DSM-5 criteria without sacrificing accuracy, he includes both ICD-10-CM and ICD-9-CM codes for each disorder, as well as the Global Assessment of Functioning (GAF) Scale (from DSM-IV-TR), with a clear rationale for its continued use. Discussions of sample cases demonstrate how to arrive at the diagnosis and rule out other likely possibilities.

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Nussbaum, A. M. (2013). The pocket guide to the DSM-5 diagnostic exam. Washington, DC : American Psychiatric Pub.

       RC 470 N87 2013       ED-60892

Summary:       Designed for interviewers of all experience levels, the book is the clinician's companion for using DSM-5(R) in diagnostic interviews. The Pocket Guide addresses the goals of the interview, provides an efficient structure for learning how to conduct one, and explains the ways in which DSM-5(R) impacts the interview.

 

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    Philippine national survey on blindness. (2004).   Manila : University of the Philippines Manila.              

     HV 2108 P55 2004

 

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    Pierangelo, R. & Giuliani, G. (2007).     EDM: The educator's diagnostic manual of disabilities and disorders. San Francisco, Calif. : Jossey-Bass.

       LC 4019 P52 2007

Summary:     "The Educator's Diagnostic Manual of Disabilities and Disorders (EDM) is the first diagnostic manual created specifically for the field of special education that provides definitions, symptoms, characteristics, types, and subtypes for all IDEA 2004 disabilities and the numerous disorders that professionals and parents need to understand within educational settings. This practical, easy-to-read resource includes guidelines, information, and examples for a variety of situations that commonly occur in education."--Jacket.

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     Pierangelo, R. & Giuliani, G. (2006).     The special educator's comprehensive guide to 301 diagnostic tests.   San Francisco, Calif. : Jossey-Bass.  

       LC 4019 P53 2006

Summary:       "This important resource is an update of the best-selling book Special Educator's Complete Guide to 109 Diagnostic Tests. The greatly expanded second edition contains explanations of 301 new and enhanced tests, which are vital to understanding assessment in special education. Designed as an easy-to-use, hands-on resource, the book is filled with practical tools, information, and suggestions. Step-by-step, this practical guide explores the various stages of evaluation, interpretation, diagnosis, prescription, and remediation. You'll find detailed information on the make-up and purpose of each of the 301 different tests." "The book provides a thorough explanation of the most commonly used diagnostic tests. It is an essential resource for any professional involved in the assessment of children with special needs."--Jacket.

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    Schalock, R. L. (2007). User's guide: Mental retardation: Definition, classification, and systems of supports, 10th edition: Applications for clinicians, educators, disability program managers, and policy makers. Washington, DC : American Association on Intellectual and Developmental Disabilities.  

      RC 570 U84 2007

Summary:     “This practical new guide on the 2002 AAIDD definition manual tells clinicians, educators, policymakers, and program managers how to implement the various components of the AAIDD definition system in their specific job settings. The authors discuss the contemporary relevance of the supports-based AAIDD definition in the context of issues ranging from special education practices and IDEA mandates, to diagnosing individuals with a higher IQ and conducting retroactive diagnoses such as in the Atkins v. Virginia case. Policymakers and program managers will benefit from discussions on how the supports paradigm can improve quality outcomes of programs, and how the 2002 system incorporates the emerging consensus in the field to move towards a supports-based approach”.

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