SPECIAL EDUCATION IN THE 21ST CENTURY -- SPECIAL EDUCATION IN THE 21ST CENTURY -- CONTENTS -- PREFACE -- SPECIAL EDUCATION AND EARLY ARITHMETIC KNOWLEDGE-BUILDING -- ABSTRACT -- 1. INTRODUCTION -- 2. THE AIM -- 3. DISPOSITION OF THE CHAPTER -- 4. THEORETICAL FRAMEWORK -- 4. 1. The Model of Early Arithmetic -- 4.2. Earlier Research within the Theoretical Framework -- 5. DESCRIPTION OF THE INVESTIGATIONS -- 6. METHODOLOGY -- 6.1. Multiple Interviews -- 6.2. The Process of Supervision -- 6.3. The Accomplishments -- 6.4. Trustworthiness and Viability -- 6.5. Ethical Considerations -- 7. RESULTS -- 7.1. The First Interviews of the Children in CS and SID -- 7.2. Comparison Between Children's Counting Behavior in SID and in CS -- 7.3. Conceptual Advancements in SID, REM and CS -- 7.4. Comparison of Conceptual Changes in SID, REM and CS -- 8. DISCUSSION -- 9. CONCLUSION -- ACKNOWLEDGMENTS -- REFERENCES -- MODELLED, FREE PLAY AND TOY TYPE: ASSOCIATIONS WITH SOCIABILITY, PLAY AND LANGUAGE USAGE AMONG INTELLECTUALLY DISABLED AND TYPICALLY DEVELOPING CHILDREN -- ABSTRACT -- INTRODUCTION -- The Development of Play -- Play and Developmental Disabilities -- Play and Social Behaviour in Intellectually Disabled Children -- Complex Play in Intellectually Disabled Children -- Expressive Language in Intellectually Disabled Children -- Interventions to Improve Social, Play and Communication Skills -- Intervention Strategies Used with Intellectually Disabled Children -- Promoting Play and Language in Intellectually Disabled Children -- In Summary -- The Present Study -- Aim of the Present Study -- Research Questions -- METHOD -- Participants -- Criteria for Selection of Intellectually Disabled Group -- Measures -- Materials -- Equipment -- Play Setting -- Procedure -- Instructions for Each of Four Play Conditions -- Extrapolation of Data from the Videotapes.

Inter-Rater Reliabilities -- Design and Approach to Data Analysis -- RESULTS -- Play Types in Different Play Conditions -- Language Usage in Different Play Conditions -- Intervention Strategy and Sociability in Play -- Intervention Strategy and Type of Play -- Intervention Strategy and Language Usage -- Toy Types and Children's Sociability in Play -- Toy Type and Children's Play Types -- Toy Types and Language Usage in Play -- IMPLICATIONS OF RESEARCH FINDINGS -- Play and Social Behaviour Among Children -- Types of Play of Intellectually Disabled Children and Typically Developing Children -- Language Usage in Children's Play -- Limitations of the Present Study -- Value of the Study -- CONCLUSION -- REFERENCES -- THE NECESSITY OF MEASURES OF PROCEDURAL INTEGRITY TO ENSURE EFFECTIVE DELIVERY OF EVIDENCE-BASED INTERVENTIONS FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS -- ABSTRACT -- INTRODUCTION -- KEY FEATURES OF AUTISM SPECTRUM DISORDERS: DEFINING CHARACTERISTICS, ETIOLOGY, AND RELEVANT CONTROVERSIES -- APPLIED BEHAVIOR ANALYSIS AS AN INTERVENTION MODEL FOR AUTISM -- THE CASE FOR PROCEDURAL INTEGRITY -- METHODOLOGY -- Participants -- Classroom Curriculum and Setting -- Data Collection -- Experimental Design -- Procedural Steps -- Inter-Observer Agreement -- RESULTS -- Classroom A Performance Data (See Figure 1) -- Classroom B Performance Data (See Figure 2) -- CONCLUSION -- Implications/Limitations -- Future Research -- REFERENCES -- COMPREHENSIVE INTERVENTION FOR HIGH-FUNCTIONING AUTISM SPECTRUM DISORDERS: AN IN-DEPTH CASE STUDY -- ABSTRACT -- OVERVIEW -- Clinical Features of HFASDs -- Associated Features of HFASDs -- Social Interventions for HFASDs -- Intensive Social Development Program for Students with HFASDs -- Summary and Study Purpose -- METHOD -- Participant -- Setting -- Measurement -- Procedure -- RESULTS -- Direct Observation Data.

BASC-2-TRS -- DISCUSSION -- Summary of Findings -- Convergence in Measures -- Implications -- Limitations -- REFERENCES -- INCLUSION: THEORY AND PRACTICE FOR EX-STUDENTS OF SPECIAL SCHOOLS -- ABSTRACT -- INTRODUCTION -- INCLUSION CONFUSION -- DEFINITIONS -- RIGHTS -- ETIOLOGY -- LABELLING -- INTERVENTION MODELS -- GOALS -- CURRICULA -- REALITY -- FINANCE -- MEANS AND ENDS -- FOLLOW-UP STUDIES -- STUDY ONE -- STUDY TWO -- Education -- Employment -- Community Adjustment -- Views of Education -- CONCLUSION -- REFERENCES -- THE CONTRIBUTION OF TEMPERAMENT AND INTELLECTUAL FUNCTIONING TO SOCIAL BEHAVIOUR IN CHILDREN -- ABSTRACT -- INTRODUCTION -- Temperament and Social Behaviour -- Intellectual Functioning and Social Behaviour -- Influence of Context on Social Behaviour -- The Present Study -- METHOD -- Participants -- Measures -- Procedure -- RESULTS -- Approach to Data Analyses -- Statistical Power -- Descriptive Data -- Home Context -- School Context -- Home Versus School Contexts -- IMPLICATIONS OF RESULTS -- Temperament and Social Behaviour -- Contribution of Intellectual Functioning to Social Behaviour -- Influence of Context on Social Behaviour -- CONCLUSION -- REFERENCES -- IDEAS FOR TEACHERS WORKING WITH CHILDREN WHO HAVE MEDICAL CONDITIONS -- ABSTRACT -- CHILDREN WITH TRAUMATIC BRAIN INJURY -- Children with Epilepsy -- Children with Type 1 Diabetes -- REFERENCES -- TRANSITION FOR HIGH SCHOOL SPECIAL EDUCATION STUDENTS TO POST-SECONDARY ENVIRONMENTS: BEST PRACTICES, BENEFITS, AND BARRIERS -- ABSTRACT -- INTRODUCTION -- TRANSITION PRACTICES: DEFINITIONS AND LAW -- TRANSITION ASSESSMENT: BEST PRACTICES -- TRANSITION PRACTICES: SELF-ADVOCACY AND SELF-DETERMINATION -- TRANSITION PRACTICES: BARRIERS FOR STUDENTS WITH DISABILITIES -- RECOMMENDATIONS FOR PRACTICE -- CONCLUSION -- REFERENCES.

SPECIAL EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD): IMPLEMENTATION OF PROGRAMMES BASED ON INNOVATIVE TECHNOLOGY -- ABSTRACT -- INTRODUCTION -- COMPUTER-ASSISTED INSTRUCTION -- ROBOTICS -- VIRTUAL REALITY ENVIRONMENTS -- COLLABORATIVE VIRTUAL ENVIRONMENTS -- SINGLE DISPLAY SHARED INTERFACES -- CONCLUSION -- REFERENCES -- TRAINED PEERS' INTERACTIONS WITH CHILDREN WITH AUTISM DURING PLAY -- Abstract -- 1.Introduction -- 2.Method -- 2.1.Measurement of success -- 2.2.Design -- 2.3.Participants -- 2.4.Settings and materials -- 2.5.Play training for peers -- 2.6.Procedure -- 2.7.Data collection and analysis -- 3.Results -- 3.1.Indoor play -- 3.2.Outdoor play -- 4.Discussion -- References -- INDEX.