Special Education in Contemporary Society: An



Special Education in Contemporary Society: An Introduction to Exceptionality,Sixth EditionRichard M. Gargiulo, University of Alabama at BirminghamEmily C. Bouck, Michigan State UniversityISBN: 9781506310701Pub Date: 01/03/17 Price: $123 Page Count: 712Availability DatesSample Chapters: Chapter 5 and Chapter 10Page Proofs: December 2016Ancillaries: YesSample Syllabi: YesCourse Cartridge: NoVital Source: Yes, planned Interactive eBook: YesFULL DESCRIPTION2015 Recipient of the Textbook Excellence Award from the Text and Academic Authors Association (TAA)The?Sixth Edition?of Richard Gargiulo’s well-respected?Special Education in Contemporary Society: An Introduction to Exceptionality?offers a comprehensive, engaging, and easy-to-read introduction to special education. Grounded in research and updated to reflect the most current thinking and standards of the field, the book provides students with the skills and knowledge to become successful teachers. Richard Gargiulo and new co-author Emily Bouck encourage a deep awareness and understanding of the human side of special education. Their book provides students a rare look into the lives of exceptional students and their families, as well as the teachers that work with exceptional persons throughout their lives.?The?new edition maintains the broad context and research focus for which the book is known, while expanding on current trends and contemporary issues to better serve both pre-service and in-service teachers of exceptional individuals. The text is organized into two distinct parts to offer students a truly comprehensive and humane understanding of exceptionality. In Part I, readers are provided strong foundational perspective on broad topics that affect all individuals with an exceptionality. In Part II, the authors engage students with thorough examinations of individual exceptionalities, and discuss historical, personal, and educational details of each exceptionality as it affects a person across the lifespan.MARKETING FEATURES & BENEFITS/ KEY SELLING POINTS NEW TO THIS EDITION:Journal Cases from the CEC journal?Teaching Exceptional Children?are included in the margins. The authors provide reflective questions for each article to probe students’ thinking to encourage readers?to consider the professional literature as a rich source of information.Video Cases?featuring real-world classrooms are included in the margins to show students real teachers at work. Reflection questions encourage students to apply what they see to chapter content and their?own classroom strategies.A discussion of the Every Student Success Act (ESEA), the new educational law that went into effect December 2015, is included.A new recurring feature?Strategies for Effective Teaching and Learning, with proven strategies to improve student learning, has been added.New chapter-opening vignettes?in Chapters 6, 10, and 13.Expanded coverage of Unified English Braille?in Chapter 13.References have been completely revised and updated?to reflect the most current thinking in the field. KEY FEATURES:Chapter-opening vignettes?in the categorical chapters, primarily written by parents of children with disabilities, offer personal stories on the exceptionality studied in a specific chapter. Through these vignettes, students gain a firsthand, vivid account of these parents, their fears and frustrations, their accomplishments and triumphs, and the issues they face on a daily basis.Strategies for Effective Teaching and Learning?boxes provide instructional strategies, tips, techniques, and other ideas for the classroom.The?Insight?feature contains relevant information that adds depth and insight to particular discussion topics.The?First Person?feature adds a human touch to the information students are learning. These stories, written by or about individuals with exceptionalities, provide an up close and personal encounter with children, adults, and families.The?Making Inclusion Work?feature highlights special and general educators offering candid perspectives and practical advice about providing services to students with special needs in inclusive settings.Each chapter concludes with?study questions?designed to help students focus on key chapter content and gauge their understanding of the material.A series of?learning activities?bring the content to life, many asking students to engage in a wide variety of meaningful and worthwhile tasks.A?list of professional organizations and associations?to contact is provided to those seeking additional information about a topic of particular interest.ANCILLARY GUIDEInstructor Teaching Site??SAGE COURSEPACKS FOR INSTRUCTORS?makes it easy to?import our quality content into your school’s LMS. Intuitive and simple to use, it allows you to?Say NO to…required access codeslearning a new system??Say YES to…using only the content you want and needhigh-quality assessment and multimedia exercisesFor use in:?Blackboard, Canvas, Brightspace by Desire2Learn (D2L), and MoodleDon’t use an LMS platform??No problem, you can still access many of the online resources for your text via SAGE edge.SAGE coursepacks includes:Our content delivered?directly into your LMSIntuitive, simple format?that makes it easy to integrate the material into your course with minimal effortPedagogically robust?assessment tools?that foster review, practice, and critical thinking, and offer a more complete way to measure student engagement, including:Diagnostic chapter?pre tests and?post tests?that?identify opportunities for improvement, track student progress, and ensure mastery of key learning objectivesTest banks?built on Bloom’s Taxonomy that provide a diverse range of test items with ExamView test generationActivity and quiz options?that allow you to choose only the assignments and tests you wantInstructions?on how to use and integrate the comprehensive assessments and resources providedChapter-specific discussion questions?to help launch engaging classroom interaction while reinforcing important contentAssignable SAGE Premium Video?(available via the free interactive eBook version, linked through SAGE coursepacks)?that is tied to learning objectives, and curated and produced exclusively for this text?to bring concepts to life?and appeal to different learning styles,?featuring:Corresponding multimedia assessment options?that automatically feed to your gradebookComprehensive, downloadable, easy-to-use?Media Guide in the Coursepack?for every video resource, listing?the chapter to which the video content is tied, matching learning objective(s), a helpful description of the video content, and assessment questionsClassroom footage videos?feature relevant interviews, personal stories, inquiries, and other content for use in independent or classroom-based explorations of key topics.Video?resources?that bring concepts to life, are tied to learning objectives and make learning easierEXCLUSIVE, influential?SAGE journal and reference content, built into course materials and assessment tools, that?ties important research and scholarship to chapter concepts to strengthen learningEditable, chapter-specific?PowerPoint??slides?that offer flexibility when creating multimedia lectures so you don’t have to start from scratch but you can customize to your exact needsSample course syllabi?with suggested models for structuring your course that give you options to customize your course in a way that is perfect for youLecture notes?that summarize key concepts on a chapter-by-chapter basis to help you with preparation for lectures and class discussionsIntegrated links to the FREE interactive eBook?that?make it easy for your students to maximize their study time with this “anywhere, anytime” mobile-friendly version of the text. It also offers access to more digital tools and resources, including SAGE Premium VideoAll tables and figures?from the textbookStudent Study SiteSAGE EDGE?FOR STUDENTS?enhances learning in an easy-to-use environment that offers:Mobile-friendly?flashcards?that strengthen understanding of key terms and concepts, and make it easy to maximize your study time, anywhere, anytime?Mobile-friendly practice?quizzes?that allow you to assess how much you’ve learned and where you need to focus your attentionA customized online?action plan?that includes tips and feedback on progress through the course and materialsLearning objectives?that reinforce the most important materialChapter-specific study questions?that allow you to engage with the materialSAGE Premium Video,?tied to learning objectives and curated and produced exclusively for this text?to bring concepts to life,featuring:Classroom footage videos?feature relevant interviews, personal stories, inquiries, and other content for use in independent or classroom-based explorations of key topics.Want access to more SAGE Premium Video??Ask your instructor about the FREE, interactive eBook version of this text, where you can access even more video resources and digital tools.Video?resources?that bring concepts to life, are tied to learning objectives, and make learning easierExclusive access to influential SAGE journal and reference content, that?ties important research and scholarship to chapter concepts to strengthen learningTABLE OF CONTENTS – SIDE BY SIDE COMPARISONFIFTH EDITIONSIXTH EDITIONPART 1. Foundations of Special Education 1. Special Education in Context: People, Concepts, and Perspectives 3Definitions and Terminology 4Exceptional Children 4Disability Versus Handicap 5Developmentally Delayed and At Risk 6First Person: Elizabeth: Perceptions and Impressions 7Special Education 8Suggestions for the Classroom: Suggestions for Communicating About Individuals With Disabilities 9Categories and Labels 10Prevalence of Children and Young Adults With Disabilities 12Number of Children and Young Adults Served 13A Brief History of the Development of Special Education 14Pioneers of Special Education 15The Establishment of Institutions 16Special Education in the Public Schools16Professionals Who Work With Individuals WithExceptionalities 18Insights: A Timeline of Key Dates in the History ofSpecial Education in the United States20Consultative Services 21Service Delivery Teams 22Cooperative Teaching 24One Teach, One Observe 25One Teach, One Support 25Station Teaching 25Parallel Teaching 25Alternative Teaching 25Team Teaching 26Universal Design for Learning 27Exceptionality Across the Life Span 30Infants/Toddlers and Preschoolers With Special Needs 30Adolescents and Young Adults With Disabilities 32 2. Policies, Practices, and Programs 41 Litigation and Legislation Affecting Special Education 41Key Judicial Decisions 42Individuals With Disabilities Education Act: 1975–1997 42Educational Reform: Standards-Based Education46No Child Left Behind Act of 2001 48Individuals With Disabilities Education Improvement Act of2004 50Civil Rights Legislation 50Section 504 of the Rehabilitation Act of 1973 50First Person: Lisa: Teaching in the Age of Accountability 52Public Law 101–336 (Americans With Disabilities Act) 53Public Law 110–325 (the Americans With Disabilities ActAmendments of 2008) 55Identification and Assessment of Individual Differences 55Referral and Assessment for Special Education 56Prereferral 56Referral 57Assessment 58Instructional Programming and Appropriate Placement 60Insights: Assessment Accommodations61Designing Individualized Instructional Programs 62Individualized Education Program 62Insights: Elements of a Meaningful IEP 63Suggestions for the Classroom: Suggested Individualized Education Program Meeting Agenda 65Individualized Family Service Plan 65Service Delivery Options: Where a Special Education Is Provided67Educational Placements 68A Cascade of Service Delivery Options 68A Contemporary Challenge 693. Cultural and Linguistic Diversity and Exceptionality 79Cultural Diversity: The Changing Face of a Nation79Insights: Cultural and Linguistic Diversity Quiz 80Cultural Diversity in the Teaching Profession 81From Assimilation to Cultural Pluralism 81Terminology of Cultural Differences 82Describing Diversity 83Multicultural Education, Bilingual Education, and Student Diversity 84Multicultural Education: Concepts and Characteristics 84Bilingual Education: Concepts and Characteristics85Bilingual Special Education: Concepts and Characteristics 87Insights: Instructional Options for Students Who Are Bilingual 88First Person: Jenny: Teaching English Learners 89Disproportionate Representation of Minority Students inSpecial Education Programs 90Factors Contributing to Over- and Underrepresentation 93Consequences of Disproportionate Representation 94Issues in Assessing Students From Culturally and Linguistically Diverse Groups 95Suggestions for the Classroom: Recommendations for Assessing Culturally and Linguistically Diverse Pupils 96Assessment Challenges 96Assessment Safeguards 97Assessment Innovations 97Contemporary Assessment Strategies 98Assessment Recommendations 99Educational Programming for Students With Exceptionalities Who Are Culturally and Linguistically Diverse 99Suggestions for the Classroom: Guidelines for Selecting and Evaluating Instructional Materials 1004. Parents, Families, and Exceptionality 105Parent-Professional Relationships: Changing Roles 105Antagonistic and Adversarial Relationships 106Working Partnerships 107Parent Empowerment and Family-Centered Relationships 109A Family Systems Approach 109The Effects of a Child’s Disability on Parents and the Family 112Stages of Parental Reaction to Disability 114Disability and the Family 116Marital Relationships 117Mothers of Children With Disabilities 117Fathers of Children With Disabilities 117Siblings of Children With Disabilities 118First Person: Kristina: Day Dreams 119Grandparents of Children With Disabilities 119First Person: Mindy: The Other Children 121Working With Families Who Are Culturally andLinguistically Diverse 122Cultural Reactions to Disability 123Suggestions for the Classroom: Recommendations for Providing Families With Culturally Sensitive Services 124Suggestions for Facilitating Family and ProfessionalPartnerships 1255. Assistive Technology 131Technology in Education 131Assistive Technology 132History and Legislation of Assistive Technology 133Assistive Technology Decision Making 134Assistive Technology and the IEP 136Assistive Technology Categorization 136Devices and Tools137First Person: Matthew: Teaching in the Age of Technology 139Suggestions for the Classroom: Assistive TechnologyExamples for Content-Area Instruction 140First Person: Whitney: Teaching in the Twenty-First-Century Classroom 145Issues With Assistive Technology 146Assistive Technology Future Trends 147 PART 2. A Study of Individuals With Special Needs 1536. Individuals With Intellectual Disability 155Defining Intellectual Disability: An Evolving Process 158Historical Interpretations 158Contemporary Viewpoints 160Assessing Intellectual Ability and Adaptive Behavior 162Intellectual Ability 163Adaptive Behavior 164Classification of Individuals With Intellectual Disability 164An Etiological Perspective 165Intellectual Deficits165An Educational Perspective 165Levels of Support 166A Brief History of the Field 167Early Civilizations 167The Middle Ages 167Early Optimism 168Protection and Pessimism 168The Emergence of Public Education for Students With Intellectual Disability 169Prevalence of Intellectual Disability 169Etiology of Intellectual Disability 170Prenatal Contributions 170Perinatal Conditions 175Postnatal Factors 176Characteristics of Individuals With Intellectual Disability 177Learning Characteristics 177Social and Behavioral Characteristics 179Educational Considerations 180Where Are Students With Intellectual Disability Educated? 180Educational Programming Options 181Instructional Methodology 186Suggestions for the Classroom: Using Scaffolding in theClassroom 188Effective Instructional Practices: Teaching Pupils With Intellectual Disability 189Services for Young Children With Intellectual Disability 189Making Inclusion Work: Individuals With Intellectual Disability190Transition Into Adulthood 193Adults With Intellectual Disability 195Family Issues 196First Person: Meredith: In Her Own Words 197Issues of Diversity 197Technology and Individuals With Intellectual Disability 198Trends, Issues, and Controversies1987. Individuals With Learning Disabilities 205Defining Learning Disabilities207Federal Definition of Learning Disabilities 208Association for Children With Learning Disabilities 210The Continuing Debate 210A Brief History of the Field 210Foundation Phase 211Transition Phase 211Integration Phase 212Current Phase 213Prevalence of Learning Disabilities 213Etiology of Learning Disabilities 214Acquired Trauma 214Genetic/Hereditary Influences 215Biochemical Abnormalities 215Environmental Possibilities 216Characteristics of Individuals With Learning Disabilities 216Learning Characteristics 217Social and Emotional Problems 221Attention Problems and Hyperactivity 222Assessment of Learning Disabilities 222Assessment Decisions 223Response to Intervention 223Assessment Strategies 226Educational Considerations 227Where Are Students With Learning Disabilities Educated? 228Instructional Approaches 228Effective Instructional Practices: Teaching Reading 229Suggestions for the Classroom: Suggestions for Teaching Students With Learning Disabilities 233Services for Young Children With Learning Disabilities 233Making Inclusion Work: Individuals With Learning Disabilities 234Transition Into Adulthood 236First Person: Christopher: In His Own Words 237Adults With Learning Disabilities 238Family Issues 240Issues of Diversity 240Technology and Individuals With Learning Disabilities 241Trends, Issues, and Controversies 241Challenges in Service Delivery: The Full Inclusion Movement 241Insights: Learning Disabilities Association of America 2418. Individuals With Attention Deficit Hyperactivity Disorder 249Defining Attention Deficit Hyperactivity Disorder 251A Brief History of the Field 252Prevalence of Attention Deficit Hyperactivity Disorder 254Etiology of Attention Deficit Hyperactivity Disorder254Neurological Dysfunction 255Hereditary Factors 256Environmental Factors 256Characteristics of Individuals With Attention Deficit Hyperactivity Disorder 257Behavioral Inhibition and Executive Functioning 257Social and Emotional Issues 257First Person: Helen: Good Things Come in Small Packages 258Comorbidity 259Assessment of Attention Deficit Hyperactivity Disorder 260Medical Evaluation260Behavioral/Educational Evaluation 260Educational Considerations 262Where Are Students With Attention Deficit Hyperactivity Disorder Educated? 262Functional Behavioral Assessment 263Self-Regulation/Monitoring 263Suggestions for the Classroom: Accommodations to Help Students With Attention Deficit Hyperactivity Disorder 264Home-School Collaboration 266Instructional Modification 267Effective Instructional Practices: Managing Students WithADHD 268Medication 270Adolescents and Adults With Attention Deficit Hyperactivity Disorder272Insights: Myths and Misunderstandings About Stimulant Medication: A Quiz for Teachers 273Making Inclusion Work: Individuals With Attention Deficit Hyperactivity Disorder 274Educational/Vocational Outcomes 276Issues of Diversity 276Technology and Individuals With ADHD2779. Individuals With Emotional or Behavioral Disorders 281Defining Emotional or Behavioral Disorders 283Four Dimensions of Behavior284Disturbed and Disturbing Behavior 284Transient Nature of Problematic Behavior 284Typical and Atypical Behavior285Variability in Cultural and Social Standards of Behavior 285Federal Definition 285First Person: My Eagle Scout286An Alternative Definition 288Classification of Individuals With Emotional or Behavioral Disorders 289Clinically Derived Classification Systems 289Statistically Derived Classification Systems 290A Brief History of the Field 291Prevalence of Emotional or Behavioral Disorders 291Etiology of Emotional or Behavioral Disorders 294Biological Risk Factors 294Psychosocial Risk Factors 295Prevention of Emotional or Behavioral Disorders 296Research on Resiliency 297Research on Positive Behavioral Support 298Characteristics of Children and Youth With Emotional or Behavioral Disorders 300Learning Characteristics 300Social Characteristics 300Language/Communication Characteristics 301Assessing Students With Emotional or Behavioral Disorders301Assessment Strategies 301Recent Trends in Assessment of StudentsWith Emotional or Behavioral Disorders302Educational Considerations 303Where Are Students With Emotional or Behavioral Disorders Educated? 304Physical Environment Interventions 304Suggestions for the Classroom: Suggestions for EffectiveScheduling 305Academic and Instructional Interventions 307Making Inclusion Work: Individuals With Emotional or Behavioral Disorders 308Behavioral and Cognitive-Behavioral Interventions309Other Interventions311Suggestions for the Classroom: Guidelines for EstablishingClassroom Rules 312Effective Instructional Practices: Behavioral Principles 313Services for Young Children With Emotional orBehavioral Disorders 314Transition Into Adulthood 315Adults With Emotional or Behavioral Disorders 316Family-Centered Interventions 317Issues of Diversity 318Technology and Individuals With Emotional or Behavioral Disorders 319Trends, Issues, and Controversies 31910. Individuals With Autism Spectrum Disorders 327Defining Autism Spectrum Disorders: An Evolving Process 330The Early Years 330Individuals With Disabilities Education Act 331American Psychiatric Association Definition 331A Brief History of the Field 333Psychogenic Theories 334Organic Theories 334Behavioral Theories 334Prevalence of Autism Spectrum Disorders 335Etiology of Autism Spectrum Disorders336Characteristics of Individuals With Autism Spectrum Disorders 336Intellectual Functioning 336Theory of Mind 338Social Interaction 338Communication 339Repetitive and Restrictive Behaviors 339Other Characteristics 340Assessment of Autism Spectrum Disorders 340Intellectual Assessment 340Screening and Diagnosis 341Screening for Asperger Syndrome 342Educational Considerations 342Where Are Individuals With Autism Spectrum DisordersEducated? 342Instructional Approaches 343 Services for Young Children With Autism Spectrum Disorders 345Early Intervention Services 345Suggestions for the Classroom: Tips for Teaching High-Functioning Individuals With Autism Spectrum Disorders 346Preschool Children With Autism Spectrum Disorders 346Transition Into Adulthood 347Making Inclusion Work: Individuals With Autism SpectrumDisorders 348Effective Instructional Practices: Social StoriesTM350Insights: Transition Planning: Questions to Consider 351Adults With Autism Spectrum Disorders351Employment Options 351Family Issues 352Issues of Diversity 353Technology and Individuals With Autism Spectrum Disorders 353Trends, Issues, and Controversies 35511. Individuals With Speech and LanguageImpairments 361The Nature of Speech, Language, and Communication 363Defining Speech and Language Impairments 366Insights: The Genetics of Speech 367Classifying Speech and Language Impairments 367Speech Disorders 367Insights: Questions and Answers About Articulation Problems 371Language Disorders 371Insights: Questions and Answers About Stuttering373Central Auditory Processing Disorder 374Historical Perspectives 374Prevalence of Speech and Language Impairments 376Etiology of Speech and Language Impairments 377Prevention of Speech and Language Impairments378Characteristics of Individuals With Speech and LanguageImpairments 380Assessing Speech and Language Impairments 380First Person: Emily: A Journey Toward Success 382Effective Instructional Practices: Teaching Language Skills 385Suggestions for the Classroom: Educational and TreatmentApproaches for Central Auditory Processing Problems 386Educational Considerations 387Where Are Students With Speech andLanguage Impairments Served? 387Services for Young Children With Speech and LanguageImpairments 387Making Inclusion Work: Individuals With Speech and Language Impairments 388Adolescents and Adults With Speech and Language Impairments 390Family Issues 390Issues of Diversity 391Technology and Individuals With Speech and Language Impairments 392Trends, Issues, and Controversies 393 12. Individuals With Hearing Impairments 399Definitions and Concepts in the Field of Hearing Impairment 401The Anatomy of the Auditory System 401Classifications of Hearing Loss 402Measurement of Hearing Impairment 403Other Types of Hearing Assessment 406Age of Onset 407A Brief History of the Field 407Prevalence of Hearing Impairment 410Etiology of Hearing Impairment 410Genetic/Hereditary Factors 410Infections 411Developmental Abnormalities412Environmental/Traumatic Factors 412Characteristics of Individuals With Hearing Impairments 412Intelligence 412Speech and Language 413Social Development 413Educational Achievement 415Assessment of Individuals With Hearing Impairments 415Cognitive Assessment 415Communication Assessment 416Personal/Social/Behavioral Assessment 416Educational Considerations 416Where Are Students With Hearing Impairments Served? 419Instructional Interventions 419Making Inclusion Work: Individuals With HearingImpairments 420Services for Young Children With Hearing Impairments 423Suggestions for the Classroom: Suggestions forTeaching Students With Hearing Impairments 425Transition and Individuals With Hearing Impairments 426First Person: Mindy: Believing in Yourself 427Effective Instructional Practices: Promoting Language Development in Young Children With Hearing Impairments 428Services for Adults With Hearing Impairments 429Family Issues 430Family Reaction 430Siblings and Grandparents 431Issues of Diversity 431Technology and Individuals With Hearing Impairments 432Hearing Aids and Auditory Training Devices 432Computers 433Alerting Devices 433Real-Time Captioning/Interpreting Technology 433Insights: How to Check a Hearing Aid 434Captioning 435Telecommunication Devices 435Cochlear Implants 435Trends, Issues, and Controversies 438 13. Individuals With Visual Impairments 445Defining Visual Impairments 447The Eye and How It Works 448Classification of Visual Impairments 449A Brief History of Visual Impairments 450Prevalence of Visual Impairments 453The Vision Process and Etiology of Visual Impairments 453Prevention of Visual Impairments 455Early Detection 455Eye Safety 456Characteristics of Individuals With Visual Impairments 456Academic Performance 456Social and Emotional Development 457Travel Skills 458Vocational Skills 458Assessment of Students With Visual Impairments 459Functional Vision Evaluation 460Learning Media 461Educational Assessment and Program Planning 462Eligibility Determination 463Educational Considerations 464Where Are Students With Visual Impairments Educated? 465Instructional Considerations 465First Person: Carrie: The Face of “Different” 467Making Inclusion Work: Individuals With Visual Impairments 468Orientation and Mobility 468Young Children With Visual Impairments 468Transition Into Adulthood 470Adults With Visual Impairments 471Suggestions for the Classroom: Orientation and Mobility Tips 472Family Issues 472Effective Instructional Practices: Accommodations for Students With Visual Impairments 473Issues of Diversity 474Technology and Individuals With Visual Impairments 475IDEA Requirements 475Technology and Literacy 476Technology and Mathematics477Mobile Computing Devices 477Technology Competency 478Trends, Issues, and Controversies 47914. Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 485Defining Physical Disabilities, Health Disabilities, and Related Low- Incidence Disabilities 488A Brief History of the Field 490Early History 490Emergence of Public Education 490Prevalence of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 491Etiology of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 491Chromosomal and Genetic Causes 492First Person: Virginia: One Day at a Time 493Teratogenic Causes 493Prematurity and Complications of Pregnancy 494Acquired Causes 494Characteristics of Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 494Characteristics of Students With Orthopedic Impairments 495Characteristics of Students With Multiple Disabilities 500Characteristics of Students With Traumatic Brain Injury 500Characteristics of Students With Other Health Impairments 502Suggestions for the Classroom: Strategies That May Be Used With Students With Traumatic Brain Injury 503Suggestions for the Classroom: Steps for Teachers to Take When a Tonic-Clonic Seizure Occurs 505Making Inclusion Work: Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 506Characteristics of Students With Deaf-Blindness 507Assessment of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 508Assessment of Students With Deaf-Blindness 509Educational Considerations 509Where Are Students With Physical or Health DisabilitiesEducated? 509Impact on School Performance 510Meeting Educational Needs 512Effective Instructional Practices: Teaching Students With Physical or Health Disabilities518Meeting the Educational Needs of Students Who Are Deaf-Blind 518Services for Young Children With Physical Disabilities,Health Disabilities, and Related Low-Incidence Disabilities520Transition Into Adulthood 521Adults With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 523Family Issues 523Issues of Diversity 524Technology and Individuals with Physical Disabilities,Health Disabilities, and RelatedLow-Incidence Disabilities 524Computer Access 526Augmentative and Alternative Communication 527Positioning and Seating Devices 527Mobility Devices 527Environmental Control and Assistive Technology for DailyLiving 528Assistive Technology for Play and Recreation 528Trends, Issues, and Controversies 52915. Individuals Who Are Gifted and Talented 537Defining Giftedness: Refining the Meaning 539Insights: FAQs (Frequently Asked Questions) About Children and Youth Who Are Gifted and Talented 542 Assessing Giftedness and Talent 544Differences Among Children Who Are Gifted and Talented 547A Brief History of the Field of Gifted and Talented Education 549The First Half of the Twentieth Century: Pioneering the Field 549The 1950s, 1960s, and 1970s: Establishing Foundations for the Field 549The 1980s and 1990s: The Field Matures andProvides Focus for School Reform 550The Twenty-First Century: Challenges and Promise Present 552Prevalence of Giftedness and Talent 553Etiology of Giftedness and Talent 553Characteristics of Individuals Who Are Gifted and Talented 553Educational Considerations 555Insights: Myths and Truths About Gifted Students556Differentiation 557Instructional Strategies 557Suggestions for the Classroom: Differentiated Programming: What It Is and What It Isn’t 558First Person: Patrice: One Size Does Not Fit All 560Service Delivery Options 562Effective Instructional Practices: Differentiated Instruction 565Making Inclusion Work: Individuals Who Are Gifted and Talented 566Self-Contained Classes and Special Schools 568First Person: Graham: Summer Programming 569Services for Young Children Who Are Gifted and Talented 569Adolescents and Adults Who Are Gifted and Talented 571Family Issues 572Issues of Diversity 573Students With Gifts and Talents and Disabilities 573Girls Who Are Gifted and Talented 574Identifying and Serving Children From Diverse Backgrounds 577Technology and Individuals Who Are Gifted and Talented 578Trends, Issues, and Controversies 579Striving for World-Class Standards 579Equity and Excellence 580Full Inclusion 581Services for Gifted Students Instead of the Gifted Program 581Talent Development 582Postscript587Appendix A: Federal Definitions of Disabilities 588Appendix B: Professional Standards 590Council for Exceptional Children 590PRAXISTM Series of Professional Assessment for Beginning Teachers 597Glossary600References 611Photo Credits 644Name Index 645Subject Index 656About the Contributors 666About the Author 669PART 1. Foundations of Special Education 1. Special Education in Context: People, Concepts, andPerspectives 3Definitions and Terminology 4Exceptional Children 4Disability Versus Handicap 5Developmentally Delayed and At Risk 6First Person: Elizabeth: Perceptions and Impressions 7Special Education 8Strategies for Effective Teaching and Learning: Suggestions for Communicating About Individuals With Disabilities 9Categories and Labels 10Prevalence of Children and Young Adults With Disabilities 12Number of Children and Young Adults Served 13A Brief History of the Development of Special Education 14Pioneers of Special Education 15The Establishment of Institutions 16Special Education in the Public Schools 17Professionals Who Work With Individuals With Exceptionalities 18Insights: A Timeline of Key Dates in the History of Special Education in the United States 19Consultative Services 21Service Delivery Teams 22Cooperative Teaching 24One Teach, One Observe 26One Teach, One Support 26Station Teaching 26Parallel Teaching 26Alternative Teaching 26Team Teaching 27Universal Design for Learning 28Exceptionality Across the Life Span 30Infants/Toddlers and Preschoolers With Special Needs 30Adolescents and Young Adults With Disabilities 312. Policies, Practices, and Programs 41Litigation and Legislation Affecting Special Education 41Key Judicial Decisions 42Individuals With Disabilities Education Act: 1975–1997 42Educational Reform: Standards-Based Education 48No Child Left Behind Act of 2001 48Individuals With Disabilities Education Improvement Act of 2004 50Every Student Succeeds Act 51Civil Rights Legislation 51Section 504 of the Rehabilitation Act of 1973 51First Person: Lisa: Teaching in the Age of Accountability 53Public Law 101–336 (Americans With Disabilities Act) 54Public Law 110–325 (the Americans With Disabilities Act Amendments of 2008) 55Identification and Assessment of Individual Differences 55Referral and Assessment for Special Education 56Prereferral 56Referral 57Assessment 58Insights: Assessment Accommodations 60Instructional Programming and Appropriate Placement 61Designing Individualized Instructional Programs 61Individualized Education Program 62Insights: Elements of a Meaningful IEP 63Strategies for Effective Teaching and Learning: Suggested Individualized Education Program Meeting Agenda 65Individualized Family Service Plan 65Service Delivery Options: Where a Special Education Is Provided 67Educational Placements 68A Cascade of Service Delivery Options 68A Contemporary Challenge 693. Cultural and Linguistic Diversity and Exceptionality 79Cultural Diversity: The Changing Face of a Nation 79Insights: Cultural and Linguistic Diversity Quiz 80Cultural Diversity in the Teaching Profession 81From Assimilation to Cultural Pluralism 82Terminology of Cultural Differences 82Describing Diversity 84Multicultural Education, Bilingual Education, and Student Diversity 85Multicultural Education: Concepts and Characteristics 85Bilingual Education: Concepts and Characteristics 85Bilingual Special Education: Concepts and Characteristics 87Insights: Instructional Options for Students Who Are Bilingual 88Disproportionate Representation of Minority Students in Special Education Programs 89First Person: Jenny: Teaching English Learners 90Factors Contributing to Over- and Underrepresentation 92Consequences of Disproportionate Representation 94Issues in Assessing Students From Culturally and Linguistically Diverse Groups 95Assessment Challenges 96Assessment Safeguards 96Assessment Innovations 97Strategies for Effective Teaching and Learning: Recommendations for Assessing Culturally and Linguistically Diverse Pupils 98Contemporary Assessment Strategies 98Assessment Recommendations 99Educational Programming for Students With Exceptionalities Who Are Culturally and Linguistically Diverse 99Strategies for Effective Teaching and Learning: Guidelines for Selecting and Evaluating Instructional Materials 1004. Parents, Families, and Exceptionality 107Parent–Professional Relationships: Changing Roles 107Antagonistic and Adversarial Relationships 108Working Partnerships 109Parent Empowerment and Family-Centered Relationships 111A Family Systems Approach 111The Effects of a Child’s Disability on Parents and the Family 115Stages of Parental Reaction to Disability 116Disability and the Family 118Marital Relationships 119Mothers of Children With Disabilities 119First Person: Kristina: Day Dreams 120Fathers of Children With Disabilities 120Siblings of Children With Disabilities 121Grandparents of Children With Disabilities 122First Person: Mindy: The Other Children 123Working With Families Who Are Culturally and Linguistically Diverse 124Cultural Reactions to Disability 126Strategies for Effective Teaching and Learning: Recommendations for Providing Families With Culturally Sensitive Services 127Suggestions for Facilitating Family and Professional Partnerships 1275. Assistive Technology 135Technology in Education 135Assistive Technology 136History and Legislation of Assistive Technology 137Assistive Technology Decision Making 138Assistive Technology and the IEP 139Assistive Technology Categorization 140Devices and Tools 141First Person: Matthew: Teaching in the Age of Technology 143First Person: Whitney: Teaching in the Twenty-First-Century Classroom 149Issues With Assistive Technology 150Assistive Technology Future Trends 151PART 2. A Study of Individuals With Special Needs 1576. Individuals With Intellectual Disability 159Defining Intellectual Disability: An Evolving Process 162Historical Interpretations 163Contemporary Viewpoints 165Assessing Intellectual Ability and Adaptive Behavior 167Intellectual Ability 167Adaptive Behavior 168Classification of Individuals With Intellectual Disability 168An Etiological Perspective 169Intellectual Deficits 169An Educational Perspective 169Levels of Support 169A Brief History of the Field 170Early Civilizations 170The Middle Ages 171Early Optimism 171Protection and Pessimism 172The Emergence of Public Education for Students With Intellectual Disability 172Prevalence of Intellectual Disability 173Etiology of Intellectual Disability 174Prenatal Contributions 174Perinatal Conditions 179Postnatal Factors 180Characteristics of Individuals With Intellectual Disability 181Learning Characteristics 181Social and Behavioral Characteristics 184Educational Considerations 185Where Are Students With Intellectual Disability Educated? 185Educational Programming Options 186Instructional Methodology 189Strategies for Effective Teaching and Learning: Teaching Pupils With Intellectual Disability 190Strategies for Effective Teaching and Learning: Using Scaffolding in the Classroom 193Services for Young Children With Intellectual Disability 193Making Inclusion Work: Individuals With Intellectual Disability 194Transition Into Adulthood 196Adults With Intellectual Disability 198Family Issues 200Issues of Diversity 200First Person: Meredith: In Her Own Words 201Technology and Individuals With Intellectual Disability 202Trends, Issues, and Controversies 2027. Individuals With Learning Disabilities 209Defining Learning Disabilities 211Federal Definition of Learning Disabilities 212Association for Children With Learning Disabilities 214The Continuing Debate 214A Brief History of the Field 215Foundation Phase 215Transition Phase 216Integration Phase 216Twenty-First-Century Issues 217Prevalence of Learning Disabilities 217Etiology of Learning Disabilities 218Acquired Trauma 218Genetic/Hereditary Influences 219Biochemical Abnormalities 220Environmental Possibilities 220Characteristics of Individuals With Learning Disabilities 220Learning Characteristics 221Social and Emotional Problems 225Attention Problems and Hyperactivity 226Assessment of Learning Disabilities 226Assessment Decisions 227Response to Intervention 227Assessment Strategies 230Educational Considerations 231Where Are Students With Learning Disabilities Educated? 231Instructional Approaches 232Strategies for Effective Teaching and Learning: Supporting Mathematics Problem Solving for Students With Learning Disabilities 233Strategies for Effective Teaching and Learning: Suggestions for Teaching Students With Learning Disabilities 237Services for Young Children With Learning Disabilities 237Making Inclusion Work: Individuals With Learning Disabilities 238Transition Into Adulthood 240First Person: Christopher: In His Own Words 241Adults With Learning Disabilities 242Family Issues 244Issues of Diversity 244Technology and Individuals With Learning Disabilities 245Trends, Issues, and Controversies 245Challenges in Service Delivery: The Full Inclusion Movement 245Insights: Learning Disabilities Association of America 2468. Individuals With Attention Deficit Hyperactivity Disorder 253Defining Attention Deficit Hyperactivity Disorder 255A Brief History of the Field 257Prevalence of Attention Deficit Hyperactivity Disorder 258Etiology of Attention Deficit Hyperactivity Disorder 259Neurological Dysfunction 259Hereditary Factors 260Environmental Factors 260Characteristics of Individuals With Attention Deficit Hyperactivity Disorder 261Behavioral Inhibition and Executive Functioning 261First Person: Helen: Good Things Come in Small Packages 262Social and Emotional Issues 263Comorbidity 263Assessment of Attention Deficit Hyperactivity Disorder 264Medical Evaluation 264Behavioral/Educational Evaluation 265Educational Considerations 265Where Are Students With Attention Deficit Hyperactivity Disorder Educated? 267Functional Behavioral Assessment 267Strategies for Effective Teaching and Learning: Accommodations to Help Students With Attention Deficit Hyperactivity Disorder 268Self-Regulation/Monitoring 270Home–School Collaboration 271Instructional Modification 271Medication 273Making Inclusion Work: Individuals With Attention Deficit Hyperactivity Disorder 274Insights: Myths and Misunderstandings About Stimulant Medication: A Quiz for Teachers 278Adolescents and Adults With Attention Deficit Hyperactivity Disorder 278Educational/Vocational Outcomes 279Issues of Diversity 280Technology and Individuals With ADHD 2809. Individuals With Emotional or Behavioral Disorders 285Defining Emotional or Behavioral Disorders 287Federal Definition 288An Alternative Definition 289Classification of Individuals With Emotional or Behavioral Disorders 289First Person: My Eagle Scout 290Clinically Derived Classification Systems 292Statistically Derived Classification Systems 292A Brief History of the Field 293Prevalence of Emotional or Behavioral Disorders 294Etiology of Emotional or Behavioral Disorders 294Biological Risk Factors 296Psychosocial Risk Factors 296Prevention of Emotional or Behavioral Disorders 297Research on Resiliency 297Research on Positive Behavioral Support 299Characteristics of Children and Youth With Emotional or Behavioral Disorders 301Learning Characteristics 301Social Characteristics 302Language/Communication Characteristics 302Assessing Students With Emotional or Behavioral Disorders 302Assessment Strategies 303Recent Trends in Assessment of Students With Emotional or Behavioral Disorders 303Educational Considerations 304Where Are Students With Emotional or Behavioral Disorders Educated? 305Physical Environment Interventions 305Strategies for Effective Teaching and Learning: Suggestions for Effective Scheduling 307Academic and Instructional Interventions 307Behavioral and Cognitive-Behavioral Interventions 309Making Inclusion Work: Individuals With Emotional or Behavioral Disorders 310Strategies for Effective Teaching and Learning: Guidelines for Establishing Classroom Rules 312Other Interventions 312Services for Young Children With Emotional or Behavioral Disorders 314Transition Into Adulthood 315Adults With Emotional or Behavioral Disorders 316Strategies for Effective Teaching and Learning: Representative Behavioral Principles 317Family-Centered Interventions 318Issues of Diversity 318Technology and Individuals With Emotional or Behavioral Disorders 319Trends, Issues, and Controversies 31910. Individuals With Autism Spectrum Disorders 327Defining Autism Spectrum Disorders: An Evolving Process 330The Early Years 330Individuals With Disabilities Education Act 331American Psychiatric Association Definition 331A Brief History of the Field 334Psychogenic Theories 334Organic Theories 334Behavioral Theories 334Prevalence of Autism Spectrum Disorders 335Etiology of Autism Spectrum Disorders 336Characteristics of Individuals With AutismSpectrum Disorders 337Intellectual Functioning 337Theory of Mind 338Social Interaction 338Communication 339Repetitive and Restrictive Behaviors 340Other Characteristics 340Assessment of Autism Spectrum Disorders 340Intellectual Assessment 340Screening and Diagnosis 341Screening for Asperger Syndrome 342Educational Considerations 342Where Are Individuals With Autism Spectrum Disorders Educated? 342Instructional Approaches 343Strategies for Effective Teaching and Learning:Tips for Teaching High-Functioning IndividualsWith Autism Spectrum Disorders 345Making Inclusion Work: Individuals With Autism Spectrum Disorders 346Services for Young Children With Autism Spectrum Disorders 346Early Intervention Services 347Strategies for Effective Teaching and Learning:Social StoriesTM 348Strategies for Effective Teaching and Learning:Using Applied Behavior Analysis in the Classroom:A Token Economy 349Preschool Children With Autism Spectrum Disorders 350Transition Into Adulthood 351Adults With Autism Spectrum Disorders 351Insights: Transition Planning: Questions to Consider 352Employment Options 352Family Issues 353Issues of Diversity 354Technology and Individuals With Autism Spectrum Disorders 354Trends, Issues, and Controversies 35511. Individuals With Speech and Language Impairments 361The Nature of Speech, Language, and Communication 363Defining Speech and Language Impairments 366Insights: The Genetics of Speech 367Classifying Speech and Language Impairments 369Speech Disorders 369Insights: Questions and Answers About Articulation Problems 370Insights: Questions and Answers About Stuttering 372Language Disorders 373Central Auditory Processing Disorder 374Historical Perspectives 375Prevalence of Speech and Language Impairments 377Etiology of Speech and Language Impairments 378Prevention of Speech and Language Impairments 379Characteristics of Individuals With Speech and Language Impairments 380Assessing Speech and Language Impairments 381First Person: Emily: A Journey Toward Success 383Strategies for Effective Teaching and Learning:Teaching Language Skills 386Educational Considerations 386Where Are Students With Speech and Language Impairments Served? 387Services for Young Children With Speech and Language Impairments 387Adolescents and Adults With Speech and Language Impairments 388Family Issues 389Issues of Diversity 389Making Inclusion Work: Individuals With Speech and Language Impairments 390Technology and Individuals With Speech and Language Impairments 392Trends, Issues, and Controversies 39312. Individuals With Hearing Impairments 399Definitions and Concepts in the Field of Hearing Impairment 401The Anatomy of the Auditory System 401Classifications of Hearing Loss 403Measurement of Hearing Impairment 403Other Types of Hearing Assessment 406Age of Onset 407A Brief History of the Field 408Prevalence of Hearing Impairment 410Etiology of Hearing Impairment 410Genetic/Hereditary Factors 410Infections 411Developmental Abnormalities 412Environmental/Traumatic Factors 412Characteristics of Individuals With HearingImpairments 412Intelligence 413Speech and Language 413Social Interactions 414Educational Achievement 414Assessment of Individuals With Hearing Impairments 415Cognitive Assessment 415Communication Assessment 415Personal/Social/Behavioral Assessment 416Educational Considerations 416Where Are Students With Hearing Impairments Served? 418Strategies for Effective Teaching and Learning: Suggestions for Teaching Students With Hearing Impairments 419First Person: Mindy: Believing in Yourself 421Instructional Interventions 422Making Inclusion Work: Individuals With Hearing Impairments 424Services for Young Children With Hearing Impairments 426Transition and Individuals With Hearing Impairments 427Strategies for Effective Teaching and Learning: Promoting Language Development in Young Children With Hearing Impairments 428Services for Adults With Hearing Impairments 429Family Issues 429Family Reaction 430Siblings and Grandparents 430Issues of Diversity 431Technology and Individuals With Hearing Impairments 431Hearing Aids and Auditory Training Devices 431Computers 432Alerting Devices 433Real-Time Captioning/Interpreting Technology 433Insights: How to Check a Hearing Aid 434Captioning 435Telecommunication Devices 435Cochlear Implants 436Trends, Issues, and Controversies 43813. Individuals With Visual Impairments 445Defining Visual Impairments 447The Eye and How It Works 449Classification of Visual Impairments 450A Brief History of Visual Impairments 450Prevalence of Visual Impairments 454The Vision Process and Etiology of Visual Impairments 454Prevention of Visual Impairments 456Early Detection 456Eye Safety 456Characteristics of Individuals With Visual Impairments 457Academic Performance 457Socialization 457Travel Skills 459Vocational Skills 459Assessment of Students With Visual Impairments 460Functional Vision Evaluation 461Learning Media 462Educational Assessment and Program Planning 463Eligibility Determination 464Educational Considerations 465Where Are StudentsWith Visual Impairments Educated? 465Instructional Considerations 466Strategies for Effective Teaching and Learning: Accommodations for Students With Visual Impairments 468Orientation and Mobility 468Young Children With Visual Impairments 469Making Inclusion Work: Individuals With Visual Impairments 470Transition Into Adulthood 471Strategies for Effective Teaching and Learning: Orientation and Mobility Tips 472Adults With Visual Impairments 472Family Issues 473Issues of Diversity 474Technology and Individuals With Visual Impairments 474First Person: Carrie: The Face of “Different” 475IDEA Requirements 476Technology and Literacy 476Technology and Mathematics 478Mobile Computing Devices 479Technology Competency 479Trends, Issues, and Controversies 47914. Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 487Defining Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 490A Brief History of the Field 492Early History 492Emergence of Public Education 492Prevalence of Physical Disabilities, Health Disabilities,and Related Low-Incidence Disabilities 493Etiology of Physical Disabilities, Health Disabilities,and Related Low-Incidence Disabilities 494Chromosomal and Genetic Causes 494First Person: Virginia: One Day at a Time 495Teratogenic Causes 496Prematurity and Complications of Pregnancy 496Acquired Causes 497Characteristics of Individuals With Physical Disabilities,Health Disabilities, and Related Low-Incidence Disabilities 497Characteristics of Students With Orthopedic Impairments 498Characteristics of Students With Multiple Disabilities 503Characteristics of Students With Traumatic Brain Injury 503Characteristics of Students With Other Health Impairments 505Strategies for Effective Teaching and Learning: StrategiesThat May Be Used for Students With Traumatic Brain Injury 506Strategies for Effective Teaching and Learning:Steps for Teachers to Take When a Tonic-Clonic Seizure Occurs 509Making Inclusion Work: Individuals With Physical Disabilities,Health Disabilities, and Related Low-Incidence Disabilities 510Characteristics of Students With Deaf-Blindness 510Assessment of Physical Disabilities, Health Disabilities,and Related Low-Incidence Disabilities 511Assessment of Students With Deaf-Blindness 512Educational Considerations 513Where Are Students With Physical or HealthDisabilities Educated? 513Impact on School Performance 514Meeting Educational Needs 516Strategies for Effective Teaching and Learning: Teaching Students With Physical or Health Disabilities 521Meeting the Educational Needs of Students Who Are Deaf-Blind 522Services for Young Children With Physical Disabilities,Health Disabilities, and Related Low-Incidence Disabilities 523Transition Into Adulthood 525Adults With Physical Disabilities, Health Disabilities,and Related Low-Incidence Disabilities 526Family Issues 527Issues of Diversity 527Technology and Individuals With Physical Disabilities,Health Disabilities, and Related Low-Incidence Disabilities 528Computer Access 528Augmentative and Alternative Communication 529Positioning and Seating Devices 530Mobility Devices 530Environmental Control and Assistive Technology for Daily Living 531Assistive Technology for Play and Recreation 531Trends, Issues, and Controversies 53215. Individuals Who Are Gifted and Talented 539Defining Giftedness: Refining the Meaning 541Insights: FAQ (Frequently Asked Questions) About Children and Youth Who Are Gifted and Talented 544Assessing Giftedness and Talent 545Differences Among Children Who Are Gifted and Talented 549A Brief History of the Field of Gifted and Talented Education 550The First Half of the Twentieth Century: Pioneering the Field 551Fuse/Corbis/Getty ImagesThe 1950s, 1960s, and 1970s: Establishing Foundations for the Field 551The 1980s and 1990s: The Field Matures and ProvidesFocus for School Reform 552The Twenty-First Century: Challenges and Promise Present 554Prevalence of Giftedness and Talent 554Etiology of Giftedness and Talent 555Characteristics of Individuals Who Are Gifted and Talented 555Educational Considerations 557Differentiation 557Insights: Myths and Truths About Gifted Students 558Instructional Strategies 559Strategies for Effective Teaching and Learning:Differentiated Instruction 560First Person: Patrice: One Size Does Not Fit All 562Service Delivery Options 564Self-Contained Classes and Special Schools 567Making Inclusion Work: Individuals Who Are Gifted and Talented 568First Person: Graham: Summer Programming 570Services for Young Children Who Are Gifted and Talented 570Adolescents and Adults Who Are Gifted and Talented 571Family Issues 573Issues of Diversity 574Students With Gifts and Talents and Disabilities 574Girls Who Are Gifted and Talented 575Identifying and Serving Children From Diverse Backgrounds 577Technology and Individuals Who Are Gifted and Talented 579Trends, Issues, and Controversies 580The Excellence Gap 580Striving for World-Class Standards 581Equity and Excellence 582Full Inclusion 582Services for Gifted Students Instead of the Gifted Program 583Talent Development 583Postscript 589Appendix A: Federal Definitions of Disabilities 590Appendix B: Professional Standards Council for Exceptional Children 592Glossary 599References 611Author Index 644Subject Index 651* What’s New-bold these *What’s moved location (then put in parenthesis what chapter it originated in, in the prior edition)*What’s removedIf you have any questions, your sales representative is happy to help. 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