History of Special Education -- Copyright page -- Contents -- List of Contributors -- Preface -- Chapter 1. Historical and philosophical changes in the education of students with exceptionalities -- The early roots of special education -- The emergence of specialized interventions, programs, schools, and institutions -- The impact of intelligence testing and educational research -- The legalization and integration of special education -- The rise of socially constructed disability categories -- The persistent problem of disproportionate representation -- The movement to inclusive education -- The internationalization of special education -- The ongoing commitment to research-based practices -- Summary -- References -- Chapter 2. History of legal and legislative acts concerned with special education -- Social and political movements: background and progression -- Individuals with disabilities education act (IDEA) -- Additional laws affecting special education -- Summary -- References -- Chapter 3. History of early childhood special education -- 1900-1960: Little support for young children with disabilities -- 1960s: Growing support for young children with disabilities -- 1970s: Federal support for children with disabilities -- 1980s: Slashing social services -- 1990s: Cautious growth: public support versus individual responsibility -- 2000s: Decreased funding -- increased accountability -- The evolving role of the families in service provision -- Future directions -- Conclusion -- References -- Chapter 4. History of learning disabilities -- Early beginnings: naming LD -- Early pioneers and major contributors in the field of learning disabilities -- Definition of LD -- Identification and services -- Educational practices for students with LD -- Assessment of LD -- Working with families -- Reducing risks for students with LD.

Technology for students with LD -- Conclusion -- References -- Chapter 5. History of intellectual disabilities -- Overview -- Introduction: the lay of the land -- The medieval period: persons with intellectual disability as the scourge of the earth -- The renaissance period -- The enlightenment period -- The age of progress (1800-1899) -- The United States: the colonial years -- Intellectual disability as the ultimate cootie bug: the progressive era of eugenics -- Defining intellectual disabilities -- Strategic educational programming for students with intellectual disabilities -- The use of assistive technology -- Assessment -- Families -- Conclusion -- References -- Chapter 6. The history of speech and language impairments -- Early beginnings -- Modern times -- Defining speech and language impairments -- Legislative acts and service delivery to students with SLI -- Legislative acts and service delivery to students with SLI -- Assessment practices -- Educational and treatment practices -- Individuals with speech and language disorders in the twentieth century -- Major implications of IDEA and NCLB -- Working with families of students with SLI -- Concluding remarks: SLP and serving students with SLI -- References -- Chapter 7. History of emotional and behavioral disorders -- Evolving classification systems -- Educational treatment of children with EBD -- Development of Systematic Programs and Conceptual Models -- Legislation and Litigation -- Assessment of Children and Youths with EBD -- Family Involvement -- Technology and Education of Individuals with EBD -- Issues facing the field -- Conclusion -- Note -- References -- Chapter 8. History of deafness and hearing impairments -- Earliest history of deafness and hearing impairments -- Present time: Impact of laws - Inclusion and closing of deaf schools.

Total communication and bilingual-bicultural philosophies -- Families of children with hearing impairments -- Audism: Going back to 1000 BC? -- Conclusion -- Note -- References -- Chapter 9. History of visual impairments -- Functional and clinical definitions of low vision -- Early pioneers in the field -- Major contributors and their theoretical ideas -- Changing educational treatment practices -- Conclusion -- References -- Chapter 10. History of autism spectrum disorders -- Formal recognition of ASDs -- Evolution of the diagnostic criteria -- Growing awareness about the causes of ASDs -- Developments in assessment and treatment -- Noteworthy legislation pertaining to ASDs -- Assistive technology for ASDs -- Working with families -- Looking ahead -- References -- Chapter 11. The history of physical and health impairments -- History and background -- Service delivery for students with physical and health impairments -- Assessment -- Assistive technology -- Working with families -- Conclusion -- References -- Chapter 12. The history of giftedness and talent development -- Overview of the evolution of gifted education -- Conceptualizing giftedness and talent -- Characteristics of gifted and talented -- Giftedness and talent: defined -- Intelligence and giftedness -- Intelligence and curriculum models -- Differentiating instruction as an integrative model -- Assessment of gifted and talented -- Families of the gifted and talented -- Gifted in a digital environment -- References -- Chapter 13. History of Traumatic Brain Injury -- Early Beginnings -- Modern times -- Defining TBI -- Educating students with TBI -- Working with families -- Neurological and neuropsychological assessment of TBI -- Technology and TBI -- Concluding remarks -- References -- Chapter 14. History of bilingual special education.

Bilingual special education and multicultural education -- Historical trends in bilingual education -- Conclusion -- References -- Chapter 15. Historical and contemporary contexts, challenges, and prospects in the education of students with exceptionalities -- Historical contexts and realities -- Contemporary challenges and prospects -- Conclusion -- References.