Developmental Perspectives on Children with High-Incidence Disabilities

Developmental Perspectives on Children with High-Incidence Disabilities

Developmental Perspectives on Children with High-Incidence Disabilities

Developmental Perspectives on Children with High-Incidence Disabilities

Synopsis

This volume has two purposes. The first is to summarize, substantiate, and extend current knowledge on the development of children with high incidence disabilities--most notably, learning disabilities, behavioral disorders, and mild mental retardation. The second is to honor the career of Professor Barbara K. Keogh and her contributions to the developmental study of children with high incidence disabilities. Internationally recognized for her accomplishments, Keogh is esteemed for her originality and clarity of thought. For nearly forty years, she has set an extraordinary model of analytic rigor combined with a kind and generous manner that inspires, supports, and sets an exacting standard of scholarship. The contributing authors to this volume represent only a fraction of the students and scholars touched by her distinguished career.

In conceiving this volume, the editors sought to represent the topics, problems, and issues to which Keogh has devoted herself. They invited chapters that summarize what is known about the high incidence handicapping conditions that her research has mainly addressed and sought to reflect the probing, questioning style that she brings to her own work. Researchers, policymakers, and graduate students in special education and associated disciplines who seek to stay current will find this volume crucial reading.

Excerpt

This volume has two purposes. The first is to summarize, substantiate, and extend current knowledge of the development of children with high-incidence disabilities, most notably learning disabilities, behavioral disorders, and mild mental retardation. Especially for younger children, some categorical labels fail to recognize that those described as displaying behavioral disorders (BD) and others presenting externalizing problem behaviors overlap with mild mental retardation (MMR) and learning disabilities (LD). Essentially, high-incidence disabilities is the intersection of MMR, LD, and BD as a subset of a continuum of behavior problems ranging from socialized delinquency to mild BD to seriously emotionally disturbed (SED). Most children displaying high-incidence disabilities who are referred for special education services represent an undifferentiated general category in the primary grades, becoming differentiated into more homogeneous groups later in their school careers when more certain "calls" can be made based on history as opposed to psychometric profiles. The first purpose of this volume is to summarize what is known about developmental constructs in the study of high-incidence disabilities and to cast this knowledge in a form that identifies significant research challenges.

The second purpose is to honor the career of Professor Barbara K. Keogh and her contributions to the developmental study of children with high-incidence disabilities. Internationally recognized for her accomplishments, Professor Keogh is esteemed for originality and clarity of thought. For nearly 40 years, she has set an extraordinary model of analytic rigor combined with a kind and generous manner that inspires, supports, and sets an exacting standard of scholarship. The contributing authors to this volume represent only a fraction of the students and scholars touched by her distinguished career.

In conceiving this volume, the editors sought to represent the topics, problems, and issues to which Professor Keogh has devoted herself. We invited chapters that summarize what we know about the high-incidence handicapping conditions that her research has mainly addressed. We also sought to reflect the probing, questioning style that she brings to her own work. In light of her characteristic modesty and distaste for self-aggrandizement, we believed she would be more comfortable if we encouraged contributors to begin with issues she has addressed in her career but then use the opportunity to add something new, clarifying, and challenging to scholarly discourse.

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