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Text Readings
We reviewed a lot of books so that we can provide the very best choice
for you. We found three that are especially fine - though there are many
additional books that are good. We want you to find a book you will enjoy
reading and that you will want to keep for reference in the future.
Please spend a little time looking over the choices if you have access
to the book store - or choose the Smith text if you like a hardcover book
with a lot of density but that is user friendly.
Choose the Turnbull book if you like a person centered approach, love
great pictures, vignettes, case studies and a cozy feel. It has lots of
depth, but it also has a lot of emotional appeal.
The Blackhurst book is down to business, very linear and a little less
current than the other two choices.
If you are not going to read a book, no matter what - and you keep trying
and trying but it doesn't work for you, I would suggest the Turnbull book
- browsing material is great in it - and then getting the workbook form
Turnbull, since it will give you the depth and details without protracted
reading time.
I know professors are not supposed to know that most students do not
love to learn by the time they get to the University. I want you to take
charge and turn that around in this course. The material is interesting.
The ideas are vital to good teaching. There is a moral imperative involved
in learning about the strengths and weaknesses of youth in our classes.
There is an element of social justice involved in providing a free and
appropriate education.
In this course, you are free to learn in a way that suits you. You can
read the book for entertainment , for enjoyment, for ideas, for advancement
of knowledge - and never be tested, except by life and your profession.
Take this opportunity to decide you want to read the material - and then
in the next six week, keep the book around like a novel. Read while you
are waiting for a phone call - while you are in line, when nothing is
on TV. Hook up your favorite music for background. Read some of the material
to others. Do what ever - but find a way to enjoy this material - to learn
with pleasure.
Required Textbooks: Choose
one text, preferably based on your learning style inventory.
To order this book on the web, you can click on amazon.com
, Barnes and Noble or varsitybooks.com
. All necessary reading material is available on the web or in the text.
There is a list of books and movies that add dimension to understanding
the human condition. They should be available through libraries, the NAU
Interlibrary loan or in video rental stores.
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Linear Lou
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Blackhurst, A. E. and Berdine, W. H.(1993). An
introduction to Special Education. (3rd Ed.). NY: Harper Collins.
ISBN 0-673-52197-4 |
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Pensive Pat
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Smith, D. D. (1998). Introduction to Special Education:
Teaching in an age of challenge. (3rd Ed.). Boston: Allyn and
Bacon. ISBN 0-2-5-26795-5 |
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Caring Kit
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Turnbull, A., Turnbull, R, Shank, M & Leal D. (1999).
Exceptional lives: Special Education in today's schools. (2nd
Ed.). Upper Saddle River, NJ: Merrill. ISBN 0-13-079993-9 |
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Busy BJ
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Smith, D. D., & Tyler, N. C. (1998). Student Resource
Manual for Introduction to Special Education: Teaching in an age
of challenge. (3rd Ed.). Boston: Allyn and Bacon. ISBN 0-2-5-26798-X
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Text readings
Objective
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Blackhurst
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Smith
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Turnbull
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Smith workbook
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1. Discuss major social, cultural,
economic issues in special ed. |
Chapters 1, 2 pp. 19 - 73 |
Chapter Chapters 1 & 12 pp. 3 - 38;
549 - 555 |
Chapter 1 pp. 3 - 10;+ see index for
each area |
pp. 1-48 |
2. Demonstrate knowledge
of IDEA 97, AZ Statutes and Section 504 of the Rehab. Act. |
Chapter 2 pp. 27 - 35 |
Chapter 2 pp. 43 - 76 |
Chapter 1, 2, 3 pp. 22
- 33; 40 - 72; 78 - 104 see index for each area |
pp. 13-48 |
3. Analyze legal concerns of schools,
parents, students. |
Chapters 3, 6 pp. 105 - 135 208 - 216
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Chapter 2 pp. 43 - 76 |
Chapter 1 pp. 13 - 35 |
pp. 17-39 |
4. Characteristics and etiologies
of the ten mandated categories. |
Chapter Chapters 8-16 pp. 235 - 560
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Chapter Chapt Chapters 4 - 12 pp. 123
- 556 |
Chapters 4 - 16 pp. 120 - 705 |
Chapters 4-12
pp. 67 - 218
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5. Child development and the ed. implications
of deficits and deviations. |
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Chapter sub-topics pp. 140 - 147; 218
- 220; 458 - 460 |
Chapter 14 pp. 585 -594 see index for
specifics |
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6. Knowledge of physical, nutritional,
cultural, environmental factors in learning problems. |
Chapter Chapters 8-16 pp. 235 - 560
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Chapter 3 and sub-topics pp. 79 - 120;
140 - 147; 198 - 202; 218 - 220; 339 - 348; 370 - 384 |
Chapter sub-topics pp.187-90; 235-6;
409; 461-4; 506; 597; + see index for more |
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7. Roles of parents with children who
have disabilities. |
Chapter 6 pp. 177 - 216 |
Chapter sub-topics pp. 113 - 15; 167-8;
218- 2 20; 264; 317; 360; 410; 458 - 9; 509 -511; 549 - 51 |
Chapter sub-topics Vignettes throughout
the book & pp. 18, 60, 70, etc. |
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8. History & philosophy of educating
youth with special needs & cultural and ethnic issues. |
Chapter 1, 2 pp. 5 - 68 |
Chapters 1, 2, 3, 12 pp. 3 - 38; 43
- 76; 79 - 120; 554 - 555 |
Chapter 1, 2, 3 pp. 3 - 104 Throughout
book in Vignettes, charts, boxes |
pp. 17-39 |
9. Unique needs of diverse exceptional
individuals and their families. |
Chapter 2, 6 pp. 64 - 68; 177 - 216
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Chapter 3 and sub-topics pp. 114 -
116; 198 - 202; 549 - 51; 549 - 555 |
Chapter sub-topics This is throughout
The book -ssee index for each area |
All Chapters |
10. Knowledge of career and vocational
issues. |
Chapter 5 pp. 137 - 175 |
Chapter sub-topics pp. 112; 160; 216;
261; 315; 359; 408; 453; 506; 548 |
Chapter pp. 158-9; 208; 212; 258; 427-31;
484-5; 529-30; 566-71; 699 |
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11. Community and agency resources
for serving persons with disabilities. |
Chapter 5 pp. 170 - 175 |
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Chapter sub-topics pp. 206-7; 348-58;
392-3; 426-38; 529; 649-653; 699 |
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12. History & philosophy of regular
and special ed. |
Chapter 1 pp. 5 - 36 |
Chapters 1 & 4 pp. 3 - 37; 124 - 174
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Chapter 1, 2, 3 pp. 2 - 115 |
pp. 9-48 |
13. Knowledge of current trends and
consultation / collaboration model. |
Chapter 7 pp. 219 - 233 |
Chapter 12 pp. 554 - 557 |
Chapter 3, 4, etc. pp. 105-115; 150-158;
252-258; 425-429; 606-610, 695-699; |
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14. Demonstrate respect and sensitivity
toward all |
Chapter 2 pp. 44-59 |
Personal Perspectives - pp. 3, 42,
80, 180, 230,274, 326, 368, 420, 474; 549 -555 |
Chapter 1 - Entire Book & pp. 2 - 26
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All chapters
Especially pp. 48-65
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15. Role of technology, including Assistive
technology. |
Chapter 3 pp. 77-102 |
Chapter sub-topics pp. 116; 169-172;
267; 318 -19; 361; 411 - 13; 460 - 467; 512 - 15; 553 |
Chapter 8, 12, 15 pp. 348, 497 - 527;
648 - 653 |
pp. 164-168 |
Once you have finished you should:
Go back to Frequently Asked Questions
E-mail J'Anne
Ellsworth at Janne.Ellsworth@nau.edu
Course developed by J'Anne
Ellsworth
Copyright © 2000
Northern Arizona University
ALL RIGHTS RESERVED
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