(Name)
(Section #)
(Date)
Full SentencePreparation Outline - College Motivational Speech
(Rough/Final Draft – Select One)
Directions: If it is Bold, keep it.
If it is in parenthesis, (replace it) and delete parenthesis
I. Introduction
a. Attention Getter: (Grab audience’s attention, keep it short, and be creative. Don't say "Hi, my name is Kim and today I am going to be talking about…")
b. Thesis/Statement of Purpose: (A carefully worded declarative sentence, not in the form of a question, that sums up your speech, but is not repetitive of the Preview of Main Points)
c. Preview of Main Points: (First I will talk about...then I will discuss…and finally I will… )
Transition to 1st Main Point: (A statement that bridges your introduction to your first main point)
II. Main Point 1: (Summary statement of the major you have chosen and why or a few potential majors you would like to explore based on your interests and passions)
a. Sub-point A: (Coursework and academic plans – Think about and respond to as many of the following questions as you feel would be helpful in explaining your academic plan: What courses will you have to take to complete this degree? What courses are you most excited about? Which ones do you think will present more of a challenge? If you are undeclared, what classes do you believe suit your talents and interests? What about those classes excite you? How might taking those classes help you to identify your major?
b. Sub-point B: (Where do you see your degree taking you in the future – What do you hope to accomplish with your degree? How do you plan to give back? What does an ideal future look like for you with a college degree? How might your college degree help you make a positive impact in the world?)
Transition to 2nd Main Point: (Statement that bridges Main Point 1 to Main Point 2)
III. Main Point 2: (Summary statement of how resources, support and mentorship will help you to achieve your goals)
a. Sub-point A: (On campus resources – What student services might be useful in supporting your academic work? What student services might be useful in helping you to take care of your mental, physical, and social well-being? What student organizations and clubs might help you to better connect to the campus community?)
b. Sub-point B: (Off campus resources – Identify some people in your life who you believe will continue to support you and guide you as you get through college? Why? How can you find and identify someone who will become a mentor to you? Why might finding someone to support you be important in achieving your goals?
Transition to 3rd Main Point: (Statement that bridges Main Point 2 to Main Point 3)
IV. Main Point 3: (Summary statement of the motivational advice you will give yourself in times of challenge and uncertainty)
a. Sub-point A: (When you are uncertain, what are the reasons why you are doing this? Why is it important to get your degree? What advice motivated you to continue your education?
b. Sub- ...
COMP 223 Intro to Digital Media Final Assignment Digital NewsLynellBull52
COMP 223: Intro to Digital Media
Final Assignment
Digital Newsletter Project (Group)
Deadline: Wednesday, Feb 3rd (11:59 pm)
Submit: Link into AmpEducator
Group work but each member MUST submit the same work
Please produce a college newsletter using flipsnack (or any other tool/app/program)
Your purpose of the newsletter should be to:
a) Inform
· Please find various things to provide essential information to both students, teachers, and parents. Write about college activities such as academic programs, volunteer opportunities, school clubs, and so on. Don’t forget to also include precise dates of upcoming events related individuals from the college community can plan accordingly.
b) Remind
· We live in a busy world filled with lots of activities and things to do and we easily forget about our own schedules. A college newsletter comes in just handy to remind students, faculties (and parents, when necessary) about future activities or events.
c) Connect
· Create a college newsletter that fosters a strong connection between the college, community, other relevant stakeholders, and the home. Write about specific happenings around your college and classrooms. Short notes or updates about recent activities or lessons are also great school newsletter ideas, and they also help other stakeholders to connect to the college. Go the extra mile and ask for feedback from others what they would like to read in the newsletter. This way, you’re building a trusting relationship between the college stakeholders, teachers, and students and further strengthen their involvement in school programs.
What should be included in a college newsletter?
So, here’s what should be included in a college newsletter:
1. Current and upcoming college events (as many as you can)
2. Mini interviews (2)
· please consider inserting short interviews with teachers and students. Ask them to answer you some questions based on a topic and publish their responses in your publication. You could focus on different school subjects such as “what makes a great student/teacher”, “what is your career plan after graduation?” or “what have you read recently?” But you can also take courage and approach personal issues like “what are your weaknesses?” or, “what makes you unique?”
3. Self-help articles (at least 2)
· These kinds of articles are the most popular. Students love to discover interesting tips and tricks that help them make the most of the college’s years. And they also learn how to develop both personally and professionally. Approach evergreen topics such as “how to cope with COVID 19 related anxiety & stress”, “how to find balance between studying and relaxing”, “how to maintain long distance relationship?” or even “how to overcome your fears”. Such great school newsletter ideas, right?
4. Articles related to communications technology, general communication, & future of digital media (3 articles of 300 words each)
5. The kindness corner (important!)
· Think outside the box and ...
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
This module discusses counseling in the high school setting. High school counselors have many responsibilities that require creativity, flexibility and believing in students' potential. The module exposes students to graduation requirements, creating a plan of study, athletic eligibility, and dual enrollment college credit options for high school students. It reviews North Carolina's new graduation requirements and discusses online learning opportunities for students through dual enrollment programs. The discussion board debate will consider the realities of high school counseling responsibilities versus the ideal structure and support.
This document provides an overview of a college readiness institute organized as a partnership between the Community College of DC and Reach for College!, a nonprofit. The institute aims to inspire and provide strategies and materials to help students become college ready. Participants include high school and college representatives who will work together and share expertise to benefit students. The goals are to prepare students for college and careers, as 70% of DC jobs require postsecondary education, yet only 29% of local students go to college.
This presentation discusses how work-based learning opportunities can support academic achievement through rigor and relevance. It will provide an overview of various work-based learning models ranging from career awareness to on-the-job training and apprenticeships. These experiences engage students in real-world activities that integrate academic standards. The presentation aims to demonstrate how work-based learning can strengthen students' skills and connect their education to future career paths.
The document provides information about writing college application essays. It discusses the purpose of the college essay, which is to showcase writing ability and share something personal about the applicant. It reviews common application essay prompts and gives tips for choosing a topic, drafting, revising, and polishing the essay. Supplemental essays for individual colleges are also addressed. A timeline is included that recommends starting the essay process early.
The document provides guidance on writing an effective personal statement for graduate school admissions. It outlines the purpose of the personal statement, which is to demonstrate unique qualifications and illustrate writing skills, creativity, and career goals. Tips are provided on content to include, such as relevant experiences, influences, research interests, and goals, as well as formatting and common mistakes to avoid.
COMP 223 Intro to Digital Media Final Assignment Digital NewsLynellBull52
COMP 223: Intro to Digital Media
Final Assignment
Digital Newsletter Project (Group)
Deadline: Wednesday, Feb 3rd (11:59 pm)
Submit: Link into AmpEducator
Group work but each member MUST submit the same work
Please produce a college newsletter using flipsnack (or any other tool/app/program)
Your purpose of the newsletter should be to:
a) Inform
· Please find various things to provide essential information to both students, teachers, and parents. Write about college activities such as academic programs, volunteer opportunities, school clubs, and so on. Don’t forget to also include precise dates of upcoming events related individuals from the college community can plan accordingly.
b) Remind
· We live in a busy world filled with lots of activities and things to do and we easily forget about our own schedules. A college newsletter comes in just handy to remind students, faculties (and parents, when necessary) about future activities or events.
c) Connect
· Create a college newsletter that fosters a strong connection between the college, community, other relevant stakeholders, and the home. Write about specific happenings around your college and classrooms. Short notes or updates about recent activities or lessons are also great school newsletter ideas, and they also help other stakeholders to connect to the college. Go the extra mile and ask for feedback from others what they would like to read in the newsletter. This way, you’re building a trusting relationship between the college stakeholders, teachers, and students and further strengthen their involvement in school programs.
What should be included in a college newsletter?
So, here’s what should be included in a college newsletter:
1. Current and upcoming college events (as many as you can)
2. Mini interviews (2)
· please consider inserting short interviews with teachers and students. Ask them to answer you some questions based on a topic and publish their responses in your publication. You could focus on different school subjects such as “what makes a great student/teacher”, “what is your career plan after graduation?” or “what have you read recently?” But you can also take courage and approach personal issues like “what are your weaknesses?” or, “what makes you unique?”
3. Self-help articles (at least 2)
· These kinds of articles are the most popular. Students love to discover interesting tips and tricks that help them make the most of the college’s years. And they also learn how to develop both personally and professionally. Approach evergreen topics such as “how to cope with COVID 19 related anxiety & stress”, “how to find balance between studying and relaxing”, “how to maintain long distance relationship?” or even “how to overcome your fears”. Such great school newsletter ideas, right?
4. Articles related to communications technology, general communication, & future of digital media (3 articles of 300 words each)
5. The kindness corner (important!)
· Think outside the box and ...
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
This module discusses counseling in the high school setting. High school counselors have many responsibilities that require creativity, flexibility and believing in students' potential. The module exposes students to graduation requirements, creating a plan of study, athletic eligibility, and dual enrollment college credit options for high school students. It reviews North Carolina's new graduation requirements and discusses online learning opportunities for students through dual enrollment programs. The discussion board debate will consider the realities of high school counseling responsibilities versus the ideal structure and support.
This document provides an overview of a college readiness institute organized as a partnership between the Community College of DC and Reach for College!, a nonprofit. The institute aims to inspire and provide strategies and materials to help students become college ready. Participants include high school and college representatives who will work together and share expertise to benefit students. The goals are to prepare students for college and careers, as 70% of DC jobs require postsecondary education, yet only 29% of local students go to college.
This presentation discusses how work-based learning opportunities can support academic achievement through rigor and relevance. It will provide an overview of various work-based learning models ranging from career awareness to on-the-job training and apprenticeships. These experiences engage students in real-world activities that integrate academic standards. The presentation aims to demonstrate how work-based learning can strengthen students' skills and connect their education to future career paths.
The document provides information about writing college application essays. It discusses the purpose of the college essay, which is to showcase writing ability and share something personal about the applicant. It reviews common application essay prompts and gives tips for choosing a topic, drafting, revising, and polishing the essay. Supplemental essays for individual colleges are also addressed. A timeline is included that recommends starting the essay process early.
The document provides guidance on writing an effective personal statement for graduate school admissions. It outlines the purpose of the personal statement, which is to demonstrate unique qualifications and illustrate writing skills, creativity, and career goals. Tips are provided on content to include, such as relevant experiences, influences, research interests, and goals, as well as formatting and common mistakes to avoid.
P2PU.org: Free & Open Professional Development & Collaborations for Educators...Karen F
A presentation for the Global Education Collaborative Conference by Anna Batchelder, Chris Batchelder, and Karen Fasimpaur
Recording available at https://sas.elluminate.com/mr.jnlp?suid=M.53A29A852B41D0D4EB98F6179C32E0&sid=2008350
The document provides tips for writing essays for Reddit. It outlines a 5-step process: 1) Create an account, 2) Complete a form with assignment details, 3) Review bids from writers and choose one, 4) Review the completed paper and authorize payment, 5) Request revisions to ensure satisfaction. Writers are promised original, high-quality work or a full refund.
Gifted Education Advocacy, Networking, & PD... 21st Century Style acoleman
Presented by Dr. April Coleman, Assistant Professor of Education, at Mississippi University for Women's 20th Annual Teachers of the Gifted Instructional Forum (T.G.I.F.) 2014
This document provides information about the textbook "Leadership for Today and the Future, Second Edition" including details about the authors, contributors, features of the textbook, and interactive elements. Some of the key points include:
- The textbook was written by Manuel London and Edward Mone and includes assessments, case studies, videos and other interactive materials to help students learn and apply leadership concepts.
- It contains chapters on topics like leadership styles, self-development, team leadership and organizational culture, with assessments and tables to help students evaluate their own skills and knowledge.
- The textbook is accessible via web and mobile apps, allowing students to access the content anywhere at any time. It was updated from the first edition
Pursuing higher education can provide many benefits. It allows you to keep your skills current, enhance traits like discipline, and potentially earn more money over your career. While there is no perfect time to prepare, it is best to start as early as possible, such as when you notice jobs requiring additional education. Preparation involves self-analysis, researching schools and programs, and meeting with advisors. Continuing your education opens doors to more opportunities and stimulating conversations.
This lesson plan provides guidance for teaching students how to write effective college essays and resumes. The essay portion introduces sample college essays and advice for what makes a great essay. Students evaluate essays in small groups and discuss what is effective. They then create timelines of significant life events to help choose essay topics. For resumes, students explore sample formats and brainstorm achievements to include. Activities help students translate experiences into skills and create a draft resume. The plan aims to reveal students' personalities and prepare application materials for college.
AASHE 2014 Student Summit- Preparing for the Real World: Kickstarting Your Su...Mieko Ozeki
While students will still have to determine the exact career they would like to pursue, and maybe pick out what they will wear on interview day, at the end of the workshop they should hopefully have the rest covered. Attendees will assess their hard and soft skills, discover what work they enjoy, determine the assets they need to build, learn how to build a professional portfolio and learn how to create their own brand to set them apart. We hope to have students walk out of the presentation confident that they can handle the next steps to land their first job out of college. No matter their major, job experience, and extracurriculars, students will leave with a better appreciation of their strengths and understand there are multiple paths to be followed on the way to their dream green job. Attendees will learn about themselves through interactive activities, including mind mapping and writing their own compelling and engaging story. Attendees are encouraged to assess and reflect on their own personal experiences and passions to uncover what makes them unique and valuable. They will then be able to build their own personal portfolios and establish an undeniable online and physical presence. We even offer a brief introduction to the general sustainability field, as well as suggest on-campus tools and search engines to find green jobs.
Blogging, Pod Casting And Creative Commonsjlmickel
The document discusses emerging communication technologies like blogging and podcasting that can be used to engage students. It provides benefits to students like fostering discussion, sharing information, and giving an insider's view of campus. However, it also notes potential downsides like a lack of organization or relevance turning students away. Creative Commons is presented as a way to share educational materials but clarity is needed on copyright issues.
Running head MARKETING CHALLENGES FOR INSTAGRAM1MARKETING C.docxcharisellington63520
Running head: MARKETING CHALLENGES FOR INSTAGRAM
1
MARKETING CHALLENGES FOR INSTAGRAM
3
Name:
Institution:
Date:
Introduction
Marketing in social is a fairly new thing today. As such, many marketers have found it to be quite challenging given that there is no curriculum that is teaching the social media phenomenon. It is a new challenge to many marketers and most of them have had to conduct extensive research to understand it. Of particular interest is marketing on Instagram. This platform is fairly new and as such it poses a new challenge to most marketers as indicated below (Atwong, 2015).Challenges in marketing on Instagram
The first challenge that most companies face is coming up with a catchy and simple Instagram username. This is because some of the usernames that the marketers may come up with may not be accepted by the managers or the owners. Therefore, they have to think deep to come up with short username that is representative of the company and pleases all stakeholders. This is indeed a challenge given that pleasing all stakeholders is a great challenge (Atwong, 2015).
The other challenge is utilizing the video feature of Instagram. Videos can be very effective tools of marketing if utilized properly. However, Instagram limits the length of the videos, contrary to You Tube. Therefore, the challenge lies in editing the long videos taken to be shorter ones which can be uploaded into the company’s account. The video has to be catchy and vivid and of course short. This challenge sets aside good marketer from bad one sin the social media marketing platform.
Atwong (2015) also noted that another great challenge is ensuring that the likes that the videos or the photos of the company receive are transformed into actual visits or purchases of the company’s products. This is because a thousand likes on Instagram do not automatically transform into a thousand dollars. This is simply an indication of a stronger brand recognition upon which the company should market itself so that its revenue can increase. This is a great challenge as well.
References
Atwong, C. T. (2015). A Social Media Practicum: An Action-Learning Approach to Social Media Marketing And Analytics. Marketing Education Review, 25(1), 27-31.
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Ninth Edition
The St. Martin’s
Guide to Writing
Rise B. Axelrod
University of California, Riverside
Charles R. Cooper
University of California, San Diego
Bedford / St. Martin’s
Boston New York
For Bedford/St. Martin’s
Senior Developmental Editor: Alexis P. Walker
Senior Production Editor: Harold Chester
Production Supervisor: Jennifer Peterson
Marketing Manager: Molly Parke
Art Director: Lucy Krikorian
Text Design: Jerilyn Bockorick
Copy Editor: Denise P. Quirk
Photo Research: Naomi Kornhauser
Cover Design: Richard DiTomassi
Composition: Nesbitt Graphics, Inc.
Printing and Binding: RR Donnelley and Sons
President: Joan E. Feinberg
Editorial Director: Denise B. Wydra
Edi.
eBook PDF textbook - An Introduction to the Profession of Social Work, 6e Eli...EdwinPolack1
This document discusses the Council on Social Work Education's Educational Policy and Accreditation Standards. It lists the nine core competencies that all social work students must develop, along with 31 related component behaviors. The competencies cover areas like ethical and professional behavior, engaging diversity and difference, advancing human rights and social justice, engaging in practice-informed research, and engaging in policy practice. The document provides chapter references for where these competencies are connected to class materials. It also includes instructions for purchasing the full document and chapters.
Your name _________________________________ Date of submission _.docxnettletondevon
Your name: _________________________________ Date of submission: ______________________
ENG201 Milestone 4: #MyWordsChangeLives Project Outline
#MyWordsChangeLives Project Outline
#wordschangelives
Instructions: Save this document on your own computer. Type into each box and expand it as needed for the length of your response. Answer thoroughly!
PART 1: PERSONAL REFLECTION
TOPIC: What is one problem, issue, or need in the world, or in your own community, that you care a lot about?
PERSONAL CONNECTION: Why is this particular issue important to you? Is there something in your life experience or academic studies that relates?
ROOT CAUSE HYPOTHESIS: What do you think are some of the root causes of this issue? Explain.
AUDIENCE HYPOTHESIS: Based on the causes you have identified, who would be a good audience for you to try to make a change on this issue? Why?
RESEARCH QUESTIONS: The next step is research, What are 3 questions related to your issue that you want to answer during your research? Think of information that might help you better understand the issue in order to address or solve it.
PART 2: RESEARCH SUMMARY
SOURCE #1: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #2: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #3: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
PART 3: PROJECT PLANNING OUTLINE
CREATE YOUR OWN TEXT-BASED CAMPAIGN!
Start outlining the components of your final project here.
You will explain each choice in greater detail and polished prose for your final project.
Headline: What is the “headline” of your campaign? What phrase or hashtag will you use? Why those words?
Message: What is the subtext of the campaign? In other words, what messages are you communicating by the headline?
Audience: With whom is your campaign de.
Business Communication: Process and Product, Brief Edition | 7th EditionLucky Gods
Ready to ditch the awkward silences and conquer the communication game? This isn't your grandma's boring business book! Dive into the 7th edition of "Business Communication" and unlock the secrets to crystal-clear emails, persuasive presentations, and smooth teamwork like a boss. We're talking crafting content that gets clicks, delivering pitches that win deals, and navigating meetings like a Jedi Master. No more communication fumbles! This book is your ultimate guide to becoming a business communication rockstar.
Safwan AlhawsawiENG 101Mrs. Kerri Jordan10232019 My Begi.docxjeffsrosalyn
Safwan Alhawsawi
ENG 101
Mrs. Kerri Jordan
10/23/2019
My Beginning in America
When I joined the American community for my university education, I faced a lot of changes that I partly anticipated but they came in way that in never expected. After commencing studies at the college, it was time to start getting familiar with my neighbors, lecturers, students that we were pursing the same course, and also students within the college pursuing other courses as well. One of the things that I learned was that I had communication challenges since by English accent being a foreigner was entirely different from that of Americans and people from other countries. After few weeks, I had met a few people from my country and the fact that we shared the same accent made it easy for me to interact with them.
When I started my studies in college, I did not speak English very well, some people did not understand me because, I have different accent. The weather was so cold, I could not go anyplace, and I was at home all time. Sometimes I talked very well, and sometimes I did not. My cousin helped me the first week, and I had no American friends. After two months, I begin improving in my English language I got a lot of friends. we decided to start a small group with the overall intention being to play soccer, and volleyball with American students. I like my friends in my college, they helped in a lot of times such as my studies and in my English language.
To support and encourage each other as well as make sure that we attained our goal, I like used a phrase which says “I have two rules in the life, first: l never give up, second: if I give up I return to the first rule.” This phrase means me a lot in my life, when I study or if I have a big challenge. Sometimes when I am close losing in soccer, or volleyball my friends told me you will lose, I was just telling them “I do not give up”. Also, when we want to buy something like a car, house, get a job, or something else, we never give up before we get something we want to. I want to be a big Electrical Engineer after getting better in English language, and I graduated from University I will never give up. That phrase means believing in yourself. It means willingness to accept “failure” so you can learn the critical skill of adaptation. It means not compromising on your most important values, and walking the walk, rather than just talking the talk.
The good thing about this selected phrase is that it can be used in multiple ways by the group. To start with, apart from the phrase encouraging us to come together and face our common weakness, which is English language, it can also be used by the team to handle other situations and challenges that may arise. For instance, being in a foreign country comes with its challenges like financial challenges and social issues. The phrase can be used by members of the group to bring members together during crisis and support the affected person. When one receives support from p.
This document provides biographical information about Jonathan E. Martin and outlines his experience and qualifications as an educational writer, consultant, and speaker. It also shares strategies and considerations for being a lifelong learner and improving as a school leader, such as fostering a culture of high expectations, meaningful professional development, and facilitating parental involvement. Key elements of building trust within a school community are discussed, including showing respect, competence, integrity, and personal regard for others.
TAG Enterprise 2.0 Society Meeting: Social Media Lessons from the CDC Juggli...TAG Enterprise 2.0
Learn to engage your employees using the CDC’s best practices in internal communication! Are you communicating with your most important customers—your employees? Hear how the adoption of 2.0 technologies is impacting the agency’s culture. What barriers were there and how did the team overcome them? Join in a discussion on ways to improve communication between leadership and the workforce, build trust and community, and engage your workers. And hear about the rewards and challenges technology brings to communication.
Southern Fried STEAM: Innovative Learning Project, Not a Stir FryKim Moore
An introduction to the Innovative Learning Project on Biodiversity and Habitats for student exploration in elementary, middle, and high school. This approach encourages problem-based learning, real world application, college and career connections, blended and flipped classrooms all while supporting the Next Gen Science Standards!
New York Teen Social Media Boot Camp (day 2)Lisa Colton
This document summarizes Day 2 of a social media boot camp for Jewish teen programs. It discusses engaging content versus engagement, using different social platforms for storytelling, images, addressing goals and engaging audiences. It also covers influencers, content calendars, social media policies, and creating short video content for platforms like Vine and Instagram. Coaches are introduced and breakout groups discuss priorities and coaching sessions. The document provides tools and best practices for Jewish organizations to improve their social media strategies and content.
Connecting with First Year Students: Online and In-Personjthiessen
This document summarizes several initiatives at Brock University aimed at connecting with first-year students. It describes a Personal Librarian pilot program that assigned 191 first-year health sciences students a librarian for personalized support. It also discusses embedding online research modules called Advantage Plus in courses and promoting library services at a Smart Start orientation event that engaged over 4000 students. The programs helped increase awareness of library resources and student use of services.
Webinar - Copywriting for the Web: Today's Best Practices - 2017-05-18TechSoup
Visit http://www.techsoup.org for donated tech for nonprofits and libraries!
Have you been putting off making needed changes to your website copy? Not sure what will make the most impact? Need some detailed feedback?
Of course, you know that your website forms an essential part of your organization's marketing. It needs to deliver compelling content that your readers eagerly engage with. The words and pictures have to jump off the screen and meet your readers where they are. But actually cranking out that copy can sometimes be a challenge.
This webinar offers plenty of tips and techniques to make sure your content is web reader-friendly, while it stresses your community impact.
Your supervisor, Sophia, Ballot Online director of information t.docxMargaritoWhitt221
Your supervisor, Sophia, Ballot Online director of information technology, has tasked you with creating a presentation that will convince the executives that using cloud-based computing to accommodate Ballot Online future growth rather than trying to expand the current infrastructure will help the company do business faster and at lower cost while conserving IT resources.
Question:
Create a high-level proposal for a compliance program for Ballot Online that enables the organization and its employees to conduct itself in a manner that is in compliance with legal and regulatory requirements.
The proposal will be one to two pages in length and should take the form of a high-level outline or flowchart showing the different components and relationships among the components.
Include the following elements that are generally found in an effective program:
● Identification of company employees who have oversight over the program, their roles, and responsibilities
● List of high-level policies and/or procedures that may be required
● List of high-level training and education programs that may be required
● Relationships between components of the program, including (but not limited to):
○ communication channels
○ dependencies
● Identification of enforcement mechanism
● Identification of monitoring and auditing mechanisms
● How will responses to compliance issues be handled, and how will corrective action plans be developed?
● How are risk assessments handled?
Please add references
.
Your selected IEP. (Rudy)Descriptions of appropriate instructi.docxMargaritoWhitt221
Your selected IEP. (Rudy)
Descriptions of appropriate instructional and assessment accommodations for the exceptional student based on their needs as described in the IEP.
You will need to list and describe the appropriate assessment tools and accommodations.
You will also need to describe how the lesson can be modified for other learners with varying reading deficiencies.
Rudy IEP
Current Grade: 2
Present Levels of Educational Performance
• Ruby is in good health with no known physical performance issues, and she socializes well with her peers.
• Ruby performs at grade level in all subjects except reading.
• Ruby can identify all letters of the alphabet and knows the sound of most consonants and short vowels.
• Her sight vocabulary is approximately 65 to 70 words, and she reads on the primer level.
• Ruby can spell most words in a first-grade textbook, but has difficulty with words in the second-grade textbook.
Annual Goals
1. By the end of the school year, Ruby will read at a beginning second-grade level with 90% accuracy in word recognition and 80% accu- racy in word comprehension.
Person Responsible: Resource Teacher
2. By the end of the school year, Ruby will increase her sight word vocabulary to 150 words.
Person Responsible: Resource Teacher
3. By the end of the school year, Ruby will read and spell at least 75% of the second-grade spelling words.
Person Responsible: Second-Grade Teacher
Amount of Participation in General Education
• Ruby will participate in all second-grade classes and activities except for reading.
Special Education and Related Services
• Ruby will receive individualized and/or small-group instruction in reading from the Resource Teacher for 30 minutes each day.
.
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Running head: MARKETING CHALLENGES FOR INSTAGRAM
1
MARKETING CHALLENGES FOR INSTAGRAM
3
Name:
Institution:
Date:
Introduction
Marketing in social is a fairly new thing today. As such, many marketers have found it to be quite challenging given that there is no curriculum that is teaching the social media phenomenon. It is a new challenge to many marketers and most of them have had to conduct extensive research to understand it. Of particular interest is marketing on Instagram. This platform is fairly new and as such it poses a new challenge to most marketers as indicated below (Atwong, 2015).Challenges in marketing on Instagram
The first challenge that most companies face is coming up with a catchy and simple Instagram username. This is because some of the usernames that the marketers may come up with may not be accepted by the managers or the owners. Therefore, they have to think deep to come up with short username that is representative of the company and pleases all stakeholders. This is indeed a challenge given that pleasing all stakeholders is a great challenge (Atwong, 2015).
The other challenge is utilizing the video feature of Instagram. Videos can be very effective tools of marketing if utilized properly. However, Instagram limits the length of the videos, contrary to You Tube. Therefore, the challenge lies in editing the long videos taken to be shorter ones which can be uploaded into the company’s account. The video has to be catchy and vivid and of course short. This challenge sets aside good marketer from bad one sin the social media marketing platform.
Atwong (2015) also noted that another great challenge is ensuring that the likes that the videos or the photos of the company receive are transformed into actual visits or purchases of the company’s products. This is because a thousand likes on Instagram do not automatically transform into a thousand dollars. This is simply an indication of a stronger brand recognition upon which the company should market itself so that its revenue can increase. This is a great challenge as well.
References
Atwong, C. T. (2015). A Social Media Practicum: An Action-Learning Approach to Social Media Marketing And Analytics. Marketing Education Review, 25(1), 27-31.
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Ninth Edition
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Rise B. Axelrod
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PART 2: RESEARCH SUMMARY
SOURCE #1: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #2: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
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Your supervisor, Sophia, Ballot Online director of information technology, has tasked you with creating a presentation that will convince the executives that using cloud-based computing to accommodate Ballot Online future growth rather than trying to expand the current infrastructure will help the company do business faster and at lower cost while conserving IT resources.
Question:
Create a high-level proposal for a compliance program for Ballot Online that enables the organization and its employees to conduct itself in a manner that is in compliance with legal and regulatory requirements.
The proposal will be one to two pages in length and should take the form of a high-level outline or flowchart showing the different components and relationships among the components.
Include the following elements that are generally found in an effective program:
● Identification of company employees who have oversight over the program, their roles, and responsibilities
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Descriptions of appropriate instructional and assessment accommodations for the exceptional student based on their needs as described in the IEP.
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You will also need to describe how the lesson can be modified for other learners with varying reading deficiencies.
Rudy IEP
Current Grade: 2
Present Levels of Educational Performance
• Ruby is in good health with no known physical performance issues, and she socializes well with her peers.
• Ruby performs at grade level in all subjects except reading.
• Ruby can identify all letters of the alphabet and knows the sound of most consonants and short vowels.
• Her sight vocabulary is approximately 65 to 70 words, and she reads on the primer level.
• Ruby can spell most words in a first-grade textbook, but has difficulty with words in the second-grade textbook.
Annual Goals
1. By the end of the school year, Ruby will read at a beginning second-grade level with 90% accuracy in word recognition and 80% accu- racy in word comprehension.
Person Responsible: Resource Teacher
2. By the end of the school year, Ruby will increase her sight word vocabulary to 150 words.
Person Responsible: Resource Teacher
3. By the end of the school year, Ruby will read and spell at least 75% of the second-grade spelling words.
Person Responsible: Second-Grade Teacher
Amount of Participation in General Education
• Ruby will participate in all second-grade classes and activities except for reading.
Special Education and Related Services
• Ruby will receive individualized and/or small-group instruction in reading from the Resource Teacher for 30 minutes each day.
.
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In this chapter, Collins begins the process of identifying and further developing from the research those unique factors and variables that differentiated the good and great companies. One of the most significant differences, he asserts, is the quality and nature of leadership in the firm. Collins initially told the research team to downplay the role of top executives in the good-to-great process. It became obvious that there was something different that these leaders did. Collins went on to identify "Level 5 leadership" as a common characteristic of the great companies assessed in the study. By further studying the behaviors and attitudes of so-called Level 5 leaders, Collins found that many of those classified in this group displayed an unusual mix of intense determination and profound humility. Characteristics used to describe these leaders included words like quiet, humble, modest, gracious, and understated. Yet there was also the stoic resolve and an unwavering determination evident. They were low-key executives, rarely appearing in the media, who demonstrated a relentless drive for results. These leaders often had a long-term personal sense of investment in the company and its success, often cultivated through a career-spanning climb up the company’s ranks. The personal ego and individual financial gain were not as important as the long-term benefit of the team and the company. As such, Collins warned of the liability involved in employing a bigger-than-life charismatic leader —personalities often brought in from outside the company or organization by a board seeking a high profile figure. The data suggested that a celebrity CEO brought in to turn around a flailing firm was usually not conducive to fostering the transition from
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1200 words.
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name of organization;
introduction of DMP;
need of such program;
benefits of the program;
potential challenges (may include potential problems that may incur without such program);
justification of the important aspects of employee behavior and the relationship to employee motivation;
one inclusion of a motivation theory;
details of the equity of social justice and the power to make positive change; and
explanation of the plan to implement the program with recommendations with inclusion of the expected outcomes.
Two pages
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Young consumers’ insights on brand equity
Effects of brand loyalty, brand awareness, and brand image
1
CONTENTS
INTRODUCTION
LITERATURE REVIEW
METHODOLOGY
2
- Data set development
- Customer expectation
--Brand recognition
--The quality of the brand is guaranteed
- Advantage of Brand effect
-- Increase market share
--Increase of competitive advantage
Research Background
- Data set development
- Customer expectation
--Brand recognition
--The quality of the brand is guaranteed
- Advantage of Brand effect
-- Increase market share
--Increase of competitive advantage
Research Background
3
Research problem
-Limited research
-Different research perspectives
-The impact factor of brand equity
Research objectives
The purpose of this study is to measure the relationship between brand loyalty, brand awareness and brand image and brand equity of young consumers.
Aaker (1991) Model theory was incorporated into the relevant research system
Identify the relationship between brand equity and brand loyalty, brand awareness and brand image
The research scope of brand effect has been expanded
Provide guidance for enterprises to design effective strategies
Significant of study
Contribution
Scope of study
Master students are the main research objects, and the research scope is to investigate Chinese master students.
THEORETICAL FRAMEWORK
The conclusion of this paper is based on the principle of Aaker (1991) model.
It can be said that customers' attitude towards brands has an important impact on brand assets (Choi, Parsa, Sigala, & Putrevu, 2009).
Thwaites et al. (2012) found that when consumers' perception of brand cognition is positive, their purchase intention of brand will also be positive.
LITERATURE REVIEW
Brand loyalty
The study found that the creative consumption behavior of customers has a positive effect on the cultivation of brand loyalty, and the brand equity associated with high brand loyalty of consumers is higher than that of other brands (Atilgan, Aksoy, & Akinci, 2005).
Brand awareness
According to the research, when customers‘ brand awareness is enhanced and they have a certain understanding of brand awareness, the brand equity will also be further enhanced,It can be said that there is a significant influence relationship between brand awareness and brand equity (Pouromid & Iranzadeh, 2012).
LITERATURE REVIEW
Brand image
Most consumers will choose products with good brand image and feel that such products are of relatively high quality (Rubio, Oubina, & Villasenor, 2014).
Relevant studies, such as Faircloth et al. (2001), Rubio et al. (2014), and Vahie and Paswan (2006), have confirmed the positive influence of brand image on brand equity.
Brand equity is the added value of a product or a service, which mainly reflects the customer's evaluation and use of the brand, and also reflects the competitive advantage, price advantage and profitability brought by the brand to the enterp.
You will examine a scenario that includes an inter-group conflict. I.docxMargaritoWhitt221
You will examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 5–6page paper not including your title and reference page.
Reference
Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8(4), 377-383.
To Prepare:
Review the following:
Scenario: Culture, Psychology, and Community
Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups.
(6 pages excluding title page and reference page)
:
Part 1: Developing an Understanding
(2 pages)
Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. (
Note
: Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.)
Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism.
Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects
(2 pages)
Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why?
Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics
(2 pages)
Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario.
Further explain any implications that may arise from when working between and within groups.
Support your Assignment by citing all resources in APA
Learning Resources
Required Readings
Ahmed, R., & Gielen, U. (2017). Women in Egypt. In C. M. Brown, U. P. Gielen, J. L. Gibbons, & J. Kuriansky (Eds.), Women's evolving lives: Global and psychosocial perspectives (pp. 91–116). New York, NY: Springer.
Credit Line: Women's Evolving Lives: Global and Psychosocial Perspectives, by Brown, C.; Gielen, U.; Gibbons, J.; Kuriansky, J. (eds). Copyright 2017 by Springer International Publishing. Reprinted by permission of Springer International Publishing via the Copyright Clearance .
You will perform a history of a head, ear, or eye problem that y.docxMargaritoWhitt221
The student will conduct a history and assessment of a head, ear, or eye problem provided by their instructor or from their own experience. They will document their findings, identify any actual or potential risks, and submit a Word document with this information to an assignment drop box. The assignment is due based on the course calendar dates.
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Management
Richard L. Daft
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Cover Pagecover
Title Pagei
HEOA-1HEOA-1
Copyright Pageii
Dedication Pageiii
About the Authorv
Brief Contentsvii
Contentsvix
Prefacexv
Chapter 1: Leading Edge Management2
Chapter 2: The Evolution of Management Thinking38
Chapter 3: The Environment and Corporate Culture74
Chapter 4: Managing in a Global Environment110
Chapter 5: Managing Ethics and Social Responsibility144
Chapter 6: Managing Start-Ups and New Ventures180
Chapter 7: Planning and Goal Setting216
Chapter 8: Strategy Formulation and Execution248
Chapter 9: Managerial Decision Making284
Chapter 10: Designing Organization Structure324
Chapter 11: Managing Innovation and Change370
Chapter 12: Managing Human Talent406
Chapter 13: Managing Diversity and Inclusion446
Chapter 14: Understanding Individual Behavior484
Chapter 15: Leadership528
Chapter 16: Motivating Employees570
Chapter 17: Managing Communication608
Chapter 18: Leading Teams648
Chapter 19: Managing Quality and Performance688
Appendix: Operations Management and E-Commerce721
Name Index741
Company Index756
Subject Index761
Open/Close Margin
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Chapter 8: Strategy Formulation and Execution | Page 248
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Quality tools, methods paper
In the assigned textbook (chapter 15 p. 269), the authors present a table describing how the used the model for improvement, PDSA, and lean six sigma as a tool to develop their organization’s plan for improvement.
Studying the situation in your organization, present a suggested improvement plan (present a table similar to the one in p.269 + two pages explanation) utilizing one or more of the models discussed in the class (see chapter 2).
Grading rubric:
1. Quality of the table: at last, one of the quality models/tools should be applied correctly
2. Adequate explanation is given to support and explain the table
3. General organization of the assignment. Correct grammar and spelling are used
Note:
Suggested improvement plan is:
Decreased number of urinary catheter infections.
.
You will act as a critic for some of the main subjects covered i.docxMargaritoWhitt221
You will act as a critic for some of the main subjects covered in the humanities. You will conduct a series of short, evaluative critiques of film, philosophy, literature, music, and myth. You will respond to five different prompts, and each response should include an analysis of the topics using terminology unique to that subject area and should include an evaluation as to why the topic stands the test of time. The five prompts are as follows:
1:
Choose a film and offer an analysis of why it is an important film, and discuss it in terms of film as art. Your response should be more than a summary of the film.
2:
Imagine you had known Plato and Aristotle and you had a conversation about how we
fall in love
. Provide an overview of how Plato would explain falling in love, and then provide an overview of how Aristotle might explain falling in love.
3:
Compare and contrast the two poems below:
LOVE’S INCONSISTENCY
I find no peace, and all my war is done;
I fear and hope, I burn and freeze likewise
I fly above the wind, yet cannot rise;
And nought I have, yet all the world I seize on;
That looseth, nor locketh, holdeth me in prison, And holds me not, yet can I ’scape no wise;
Nor lets me live, nor die, at my devise,
And yet of death it giveth none occasion.
Without eyes I see, and without tongue I plain;
I wish to perish, yet I ask for health;
I love another, and yet I hate myself;
I feed in sorrow, and laugh in all my pain;
Lo, thus displeaseth me both death and life,
And my delight is causer of my grief.
Petrarch
After great pain a formal feeling comes—
The nerves sit ceremonious like tombs;
The stiff Heart questions—was it He that bore?
And yesterday—or centuries before?
The feet mechanical go round
A wooden way
Of ground or air or ought
Regardless grown,
A quartz contentment like a stone.
This is the hour of lead
Remembered if outlived
As freezing persons recollect
The snow—
First chill, then stupor, then
The letting go
Emily Dickinson
4:
Compare and contrast these two pieces of music: see files attached below
Beethoven’s Violin Romance No. 2
Scott Joplin’s Maple Leaf Rag
5:
Explain in classical terms why a modern character is a hero. Choose from either Luke Skywalker, Indiana Jones, Bilbo Baggins, Harry Potter, Katniss Everdeen, or Ender Wiggins.
.
You will research and prepare a presentation about image. Your rese.docxMargaritoWhitt221
You will research and prepare a presentation about image. Your research / presentation should provide the following information / answers:
What is raster image? List two (2) common types of raster image.
What is a vector image? List two (2) common types of vector image.
Create a table listing pros and cons comparing raster vs. vector images. You should present at list three (3) pros and three (3) cons for each type of image.
Show one (1) good and (1) bad example of raster image. Explain why it is a good and bad example.
Show two (2) examples of vector images.
What is the difference between ppi and dpi?
Which are the common resolution used for: website, plotter, banner and social media. Why do we use different resolution for each type of media?
How you identify the real size of an image using resolution and pixels?
.
You will be asked to respond to five different scenarios. Answer eac.docxMargaritoWhitt221
You will be asked to respond to five different scenarios. Answer each scenario (about 1 page per scenario). You will need to:
Decide what action the responding officer should take and provide an explanation/justification for your response.
In your explanation, explain the role that discretion played in your decision. Choose at least five factors from the list below to include in your explanation.
When considering your response for each scenario, remember that because of the nature of law enforcement work, police officers have always maintained a certain amount of discretion. Due to the amount of interaction that officers have with members of the public, this discretion must be fair, equal, impartial, and legal. As such, the use of discretion by officers is both a foundation of police work and a component of community policing.
Note
: You may make any and all assumptions necessary to answer these scenarios as long as they do not conflict with the details provided.
FACTORS (CHOOSE AT LEAST 5 FOR EACH SCENARIO):
Environmental factors
Nature of the community.
Socio-demographic characteristics.
Level and type of crime in the community.
Police/Community relations.
Organizational factors
Department Rules and Regulations.
Policies and Procedures.
Department bureaucracy.
Officer experience.
Dimensions of policing: philosophical; strategic; tactical; organizational.
Situational factors
Seriousness of crime.
Weapon involvement.
Victim – Desire to prosecute.
Group/gang crime.
Suspect’s demeanor.
Age/gender/race of involved parties.
Suspect’s criminal record.
Ethics
Moral values.
Cultural/Societal norms.
Accountability.
Friends/Family/Coworkers.
Experience/Upbringing.
Legal
Laws.
Past practice.
Evidence.
Victim signatures.
Landmark Supreme Court cases.
Scenario 1:
Officer Merced responds to a call of a Theft in Progress. Upon arrival, he finds that an 18-year-old female has stolen baby formula and diapers by exiting the store without paying. He speaks with her and finds that she has a newborn baby, does not have any source of income, and needed the formula and diapers for the baby. As such, theft is still a crime. What should Officer Merced do?
Do you arrest the woman or not? What factors influenced your decision?
Provide an explanation/justification for your chosen response including the role that discretion played in your decision.
Be sure to consider at least five of the provided factors in your explanation.
Use evidence and details from the scenario as well as supporting information and examples from the text in your response.
Scenario 2:
Dane is in an electronics store where he and a couple of friends are searching for a potential gift to give to a friend. They are happy to find a video game that is on sale but decide to continue looking around the store. They decide to go grab a bite to eat before making a final decision on what to get for their friend. As they are walking .
You might find that using analysis tools to analyze internal .docxMargaritoWhitt221
You might find that using analysis tools to analyze internal
and external environments is an effective way of analyzing the
chosen capstone organization. If you need to learn more
about these types of analysis tools, check out the resources
below.
Internal Analysis Tools
• tutor2u. (2016). PESTLE (PEST) analysis
explained [Video]. YouTube. https://www.youtube.com/
watch?v=sP2sDw5waEU
• SmartDraw. (n.d.). SWOT analysis. https://
www.smartdraw.com/swot-analysis/
• SWOT Framework.
External Analysis Tools
• Applying VRIO and PESTLE.
• PESTLE Analysis. (n.d.). What is PESTLE analysis? A
tool for business analysis. http://pestleanalysis.com/what-
is-pestle-analysis/
• Study.com. (n.d.). What is PESTLE analysis? Definition
and examples. https://study.com/academy/lesson/what-
is-pestle-analysis-definition-examples.html
• Management & Finance1 TU Delft. (2016). The five
competitive forces that shape strategy [Video]. YouTube.
https://www.youtube.com/watch?v=mYF2_FBCvXw
Use these resources as you see appropriate:
• Research Guide – MBA
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.smartdraw.com/swot-analysis/
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/SWOTFramework/wrapper.asp
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/ApplyVRIOandPESTLE/wrapper.asp
http://pestleanalysis.com/what-is-pestle-analysis/
http://pestleanalysis.com/what-is-pestle-analysis/
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://capellauniversity.libguides.com/MBA
• This research guide was custom created to help
MBA learners. If you are feeling a bit lost on where
to start, this would be a good starting point.
• James, N. (2007). Writing at work: How to write clearly,
effectively and professionally. Crows Nest, Australia:
Allen & Unwin.
• Use this as a general writing handbook. For
example, there are chapters on tone, grammar,
punctuation, style, et cetera.
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
1
MBA Capstone Project Description
MBA Capstone Project Description
Throughout your MBA program, you have worked to develop as a business professional and
prepare to meet future challenges as a business leader. Your program culminates in the
capstone project, which forms the primary focus of MBA-FPX5910, the final course you will take
in the program. The capstone project is intended to provide you the opportunity to demonstrate
your MBA program outcomes by:
• Planning and executing .
You will conduct a professional interview with a staff nurse and a s.docxMargaritoWhitt221
You will conduct a professional interview with a staff nurse and a staff nurse leader to discover their intra/inter-professional communications styles. It will be important to incorporate learning objectives regarding therapeutic communication styles including their method of caring, assertive, and responsible communication in your discussion/analysis of the interview.
.
You have chosen the topic of Computer Forensics for your researc.docxMargaritoWhitt221
This document provides instructions for a research project on computer forensics. The research project must include an abstract, introduction, section on computer forensics, and conclusion. It must be 500 words with in-text citations and 4 references.
1.Describe some of the landmark Supreme Court decisions that h.docxMargaritoWhitt221
1.
Describe some of the landmark Supreme Court decisions that have influenced present-day juvenile justice procedures.
2.
How are children processed by the juvenile justice system from arrest to reentry into society?
3.
Discuss the key issues of the preadjudicatory stage of juvenile justice including detention, intake, diversion, pretrial release, plea bargaining and waiver.
Textbook for the class
Siegel, Welsh, and Senna.
(2014).
Juvenile Delinquency: Theory, Practice, and Law
(12). Cengage Learning. [ISBN-978-1-285-45840-3]
Format:
should be thoroughly researched and reported. References and sources should be listed in MLA or APA format. The average length paper is two to three pages. You may interview individuals currently employed or retired from the criminal justice system and use them as a reference. All writing assignments must be original work for this course. Do not submit a paper used in another course. Do not cut and paste paragraphs of information into your paper. All source material should be paraphrased in your own words. Short quotations are allowed.
this paper wil be scanned through turntin
.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
(Name)(Section #)(Date)Full SentencePreparation Outline - Co
1. (Name)
(Section #)
(Date)
Full SentencePreparation Outline - College Motivational Speech
(Rough/Final Draft – Select One)
Directions: If it is Bold, keep it.
If it is in parenthesis, (replace it) and delete parenthesis
I. Introduction
a. Attention Getter: (Grab audience’s attention, keep it short,
and be creative. Don't say "Hi, my name is Kim and today I am
going to be talking about…")
b. Thesis/Statement of Purpose: (A carefully worded declarative
sentence, not in the form of a question, that sums up your
speech, but is not repetitive of the Preview of Main Points)
c. Preview of Main Points: (First I will talk about...then I will
discuss…and finally I will… )
Transition to 1st Main Point: (A statement that bridges your
introduction to your first main point)
II. Main Point 1: (Summary statement of the major you have
chosen and why or a few potential majors you would like to
explore based on your interests and passions)
a. Sub-point A: (Coursework and academic plans – Think about
and respond to as many of the following questions as you feel
would be helpful in explaining your academic plan: What
courses will you have to take to complete this degree? What
courses are you most excited about? Which ones do you think
will present more of a challenge? If you are undeclared, what
classes do you believe suit your talents and interests? What
about those classes excite you? How might taking those classes
2. help you to identify your major?
b. Sub-point B: (Where do you see your degree taking you in
the future – What do you hope to accomplish with your degree?
How do you plan to give back? What does an ideal future look
like for you with a college degree? How might your college
degree help you make a positive impact in the world?)
Transition to 2nd Main Point: (Statement that bridges Main
Point 1 to Main Point 2)
III. Main Point 2: (Summary statement of how resources,
support and mentorship will help you to achieve your goals)
a. Sub-point A: (On campus resources – What student services
might be useful in supporting your academic work? What
student services might be useful in helping you to take care of
your mental, physical, and social well-being? What student
organizations and clubs might help you to better connect to the
campus community?)
b. Sub-point B: (Off campus resources – Identify some people
in your life who you believe will continue to support you and
guide you as you get through college? Why? How can you find
and identify someone who will become a mentor to you? Why
might finding someone to support you be important in achieving
your goals?
Transition to 3rd Main Point: (Statement that bridges Main
Point 2 to Main Point 3)
IV. Main Point 3: (Summary statement of the motivational
advice you will give yourself in times of challenge and
uncertainty)
a. Sub-point A: (When you are uncertain, what are the reasons
why you are doing this? Why is it important to get your degree?
What advice motivated you to continue your education?
b. Sub-point B: (When you are challenged, what are your
strengths and talents that you can tap into? What are some
quotes, song lyrics, mantras, dichos/adages that remind you of
3. how strong you are and will inspire you to keep moving
forward?)
Signal the Conclusion: (A phrase that signals you are moving to
your conclusion)
V. Conclusion
a. Review Main Points: (Same as preview from Intro. but
change to past tense - “First, I talked about…” rather than,
“First, I will talk about…”)
b. Restate Thesis/Statement of Purpose: (Restate from your
introduction)
c. Memorable Closer: (The last thing you’re going to say, be
creative and make it count!)
School, community, AnD FAmily
human
Exceptionality
twElFth EDition
Michael L. Hardman
University of Utah
M. Winston Egan
Brigham Young University
Clifford J. Drew
4. University of Utah
with contributions from
Jayne McGuire Humboldt State University
Tina Taylor Dyches Brigham Young University
Gordon S. Gibb Brigham Young University
Carol Hawkins Solomon Brigham Young University
Australia • Brazil • Mexico • Singapore • United Kingdom •
United States
00976_fm_rev03.indd 1 19/08/15 11:39 AM
Copyright 2017 Cengage Learning. All Rights Reserved. May
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This is an electronic version of the print textbook. Due to
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6. Human Exceptionality:
School, Community, and Family,
Twelfth Edition
Michael L. Hardman, M. Winston Egan,
Clifford J. Drew
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9. WCN: 02-200-203
Dedication
This book is dedicated to people with differing abilities
everywhere, who have risen to the challenge of
living in a world that is sometimes nurturing, but all too often
ambivalent.
To our spouses, Monica, Linda, and Linda, our loving
appreciation for being so patient and caring
during the writing of this 12th edition and the more than 30
years of writing, rewriting, and
revising this text. Their insightful contributions and constant
support have been invaluable to
the quality and success of this book.
M L H
M W E
C J D
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11. Brief contents
v
Part 1 THrougH THE LifEspan 2
Chapter 1 understanding Exceptionalities in the 21st century 2
Chapter 2 Education for All 24
Chapter 3 inclusion and multidisciplinary collaboration in the
Early childhood and Elementary
School years 48
Chapter 4 Secondary Education and transition Planning 78
Part 2 pErspECTivEs on DivErsiTy anD THE faMiLy 94
Chapter 5 cultural and linguistic Diversity 94
Chapter 6 Exceptionalities and Families 122
Part 3 pEopLE WHo arE ExCEpTionaL 148
Chapter 7 learning Disabilities 148
Chapter 8 Emotional/Behavioral Disorders 176
12. Chapter 9 intellectual and Developmental Disabilities 204
Chapter 10 communication Disorders 230
Chapter 11 Autism Spectrum Disorders 262
Chapter 12 Severe and multiple Disabilities 292
Chapter 13 Sensory Disabilities: hearing and Vision loss 312
Chapter 14 Physical Disabilities and other health Disorders 354
Part 4 ExCEpTionaL gifTs anD TaLEnTs 396
Chapter 15 Gifted, creative, and talented 396
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vi
13. contents
guide to selected Text features xiv
about the authors xvii
preface xix
Part 1
Through the Lifespan 2
CHaPtEr 1
understanding Exceptionalities
in the 21st Century 2
snapshot "Disabled or Differently Abled" 3
a Changing Era in the Lives of people
with Disabilities 4
1-1 Why Label people? 4
1-2 Three approaches to understanding
Human Differences 5
1-2a A Developmental Approach 5
1-2b A Cultural Approach 6
14. 1-2c Self-Labeling 6
reflect on This A Few Famous People Who Are Differently
Abled (Yet Labeled As Having a Disability) 7
1-2d The Effects of Being Labeled 8
Learning Through social Media “Spread the Word to End
the Word!” 8
1-3 Changing societal views on people with
Disabilities: from Discrimination to inclusion 9
1-3a Advocating for Change 10
1-4 The americans with Disabilities act (aDa) 12
reflect on This One City’s Response to ADA 13
reflect on This The ADA: 20 Years Later 14
1-4a The ADA Definition of Disability 14
1-4b Major Provisions of ADA 15
1-5 The role of Health Care, psychology, and social
services professionals in the Lives of people
15. with Disabilities 15
1-5a The Role of Health Care Professionals 15
1-5b The Role of Psychologists 17
1-5c The Role of Social Services Professionals 18
Looking Toward a Bright future 19
Case study on Embracing Diversity Keani 21
Chapter review 22
Council for Exceptional Children (CEC) standards
to accompany Chapter 1 23
Mastery activities and assignments 23
CHaPtEr 2
Education for all 24
snapshot Tara and Her 8 Tips for New Special Education
Teachers 25
a Changing Era in the Lives of students with
Disabilities 26
16. 2-1 Educational services for students with
Disabilities in the 20th Century 26
2-1a Early Special Education Programs 27
2-1b Education as a Privilege but Not a Right 27
2-1c John F. Kennedy and the Expanding Role of
National Government 28
2-2 The right to Education 28
2-3 The individuals with Disabilities Education act
(iDEa) 29
2-3a What Are Special Education and Related
Services? 30
2-3b Who Is Eligible for Special Education
and Related Services? 30
2-3c Major Provisions of IDEA 31
Learning Through social Media 10 Helpful and
Compassionate Comments Heard at an IEP
Meeting 33
2-4 The special Education referral, assessment,
17. planning, and placement process 36
2-4a Phase 1: Initiating the Referral 36
2-4b Phase 2: Assessing Student Eligibility
and Educational Need 38
2-4c Phase 3: Developing the Individualized
Education Program (IEP) 38
2-4d Phase 4: Determining the Student’s Educational
Placement in the Least Restrictive Environment
(LRE) 39
Case study on Embracing Diversity Yasmeen 42
2-5 Educating students with Disabilities
in the 21st Century: from access to
accountability 42
2-6 section 504/aDa and reasonable
accommodations 44
Looking Toward a Bright future 45
Chapter review 46
18. Council for Exceptional Children (CEC) standards
to accompany Chapter 2 47
Mastery activities and assignments 47
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CO N T E N T S vii
CHaPtEr 3
inclusion and Multidisciplinary
Collaboration in the Early Childhood
and Elementary school years 48
19. a Changing Era in the Lives of students
with Disabilities 49
3-1 inclusive Education 49
snapshot Matt 49
3-2 Characteristics of Evidence-Based
inclusive schools 51
3-2a Diversity, Acceptance, and Belonging 51
3-2b Formal and Natural Supports 51
3-2c Age-Appropriate Classrooms
in a Neighborhood School 51
3-3 Multidisciplinary Collaboration 52
3-3a Parents as Valued Partners 52
3-3b Sharing the Responsibility 53
3-3c Multidisciplinary School-Wide Assistance
Teams 53
3-3d Working Together as a Professional
and Parent Team 53
20. reflect on This What’s My Role on the Multidisciplinary
School-Wide Assistance Team? 54
3-3e Peer Support and Cooperative Learning 55
Learning Through social Media Is There a Role for Social
Media in Special Education? 56
3-4 The Early Childhood years 56
snapshot Yvonne: The Early Childhood Years 57
3-4a Importance of Early Intervention
for Young Children and Families 57
3-4b Evidence-Based Instructional
Approaches for Preschool-Age Children 58
3-5 The Elementary school years 65
3-5a Meeting Student Needs in an Inclusive
Classroom through a General Education/
Special Education Partnership 65
21. Case study on Embracing Diversity Ricardo 66
3-5b Evidence-Based Practices in Inclusive
Elementary School Programs 68
assistive Technology The Strategy Tutor 74
Looking Toward a Bright future 74
Chapter review 75
Council for Exceptional Children (CEC) standards
to accompany Chapter 3 77
Mastery activities and assignments 77
CHaPtEr 4
secondary Education
and Transition planning 78
a Changing Era in the Lives of people
with Disabilities 79
snapshot Living with NO Boundaries: Meet Hector 79
22. 4-1 research on the Lives of adults
with Disabilities 80
4-1a High School Completion and Access to Valued
Postschool Outcomes 80
4-1b Employment 81
4-1c Closing the Gap: Transition
Planning and Services 81
reflect on This Meet Ellie and Kari and Their “Education
for All” Approach to Teaching Math in a High School
Classroom 81
4-2 iDEa Transition planning requirements 82
4-2a Other Federal Laws Linked to IDEA
and Transition Planning 82
4-3 person-Centered Transition planning 83
4-3a Facilitating Student and Parent
Involvement 83
Case study on Embracing Diversity LoQuisha 83
23. 4-3b Working with Adult Services 85
Learning Through social Media Reflections on Inclusive
Education and Parent Involvement at the Secondary
Level 86
4-4 preparing students for adult Life: instructional
focus for College and Career readiness 87
4-4a Teaching Self-Determination 87
4-4b Teaching Academic Skills and Access
to the General Curriculum 88
4-4c Teaching Adaptive and Functional Life
Skills 89
4-4d College Preparation 89
reflect on This Tips and Strategies for Co-Teaching
at the Secondary Level 90
4-4e Employment Preparation 90
Looking Toward a Bright future 91
24. Chapter review 92
Council for Exceptional Children (CEC) standards
to accompany Chapter 4 93
Mastery activities and assignments 93
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viii
Mastery activities and assignments 121
CHaPtEr 6
25. Exceptionalities and families 122
6-1 a Changing Era in the Lives of people with
Disabilities 123
snapshot Teela 123
6-2 family systems approach 124
6-2a Positive Impacts of Children with Disabilities
on Their Families 125
6-2b Family Challenges Related to Raising Children
with Disabilities 126
6-3 parental reactions 126
6-3a Determining a Diagnosis 127
Learning Through social Media Shasta Kearns Moore 127
6-3b Experiencing Shock 128
6-3c Coming to a Realization 129
6-3d Moving Away from Retreat 129
snapshot Autism in the Family 130
26. 6-3e Coming to Acknowledgment 130
6-4 family relationships 131
6-4a Spousal or Partner Relationships 131
reflect on This Friday’s Kids Respite 132
6-4b Mother–Child Relationships 133
Case study on Embracing Diversity Halgan 133
6-4c Father–Child Relationships 134
6-4d Sibling Relationships 135
6-4e Extended Family Relationships 137
6-5 providing nurturing and Competent family
support 138
6-5a Family-Centered Support, Services, and
Programs 139
6-5b Early Childhood Years 139
6-5c Elementary School Years 140
6-5d Secondary School Years 140
6-5e Transition to the Adult Years 141
27. 6-5f Parents, Families, and Partnerships 141
6-5g Strengthening Family Supports 141
6-5h Positive Behavior Support 141
6-5i Elements of Successful Partnerships 142
6-5j Training for Families 143
6-5k Training for Siblings, Grandparents, and
Extended Family Members 144
6-5l Training for Professionals 144
6-5m Cultures and Disability Perspectives
for Professionals 144
Part 2
perspectives on Diversity
and the family 94
CHaPtEr 5
Cultural and Linguistic Diversity 94
5-1 a Changing Era in the Lives of students with
Disabilities from Culturally and/or Linguistically
Diverse Backgrounds 95
snapshot José 95
28. 5-2 The purposes and approaches of Bilingual/EsL
Education and Culturally and Linguistically
responsive Education 96
5-2a Dual-Language Immersion/ESL Education
and Its Role 96
5-2b Culturally and Linguistically Responsive
Education and Its Role 97
5-3 population Trends among Culturally and Linguistically
Diverse Learners in the united states 98
5-3a Cultural and Ethnic Diversity 99
5-3b Language Diversity 99
5-3c Poverty 100
5-3d Migrancy 101
5-4 Effect of population Trends on schools 102
5-4a Language Learning and Schools 102
5-4b Poverty and Schools 104
5-4c Migrancy and Schools 105
5-5 Decreasing Disproportionality of Culturally and
Linguistically Diverse Children in special
29. Education 105
Learning Through social Media Edutopia on Culturally
Responsive Teaching 106
5-5a Culturally and Linguistically Responsive
Teaching 107
5-5b Increasing Parent Involvement 110
5-5c Nondiscriminatory and Multidisciplinary
Collaboration 111
5-5d Culturally and Linguistically Responsive
Assessment 112
5-5e Language Acquisition 114
5-5f Proper Training of Professionals 114
5-6 Culturally responsive special Education 115
Case study on Embracing Diversity Ana 117
Looking Toward a Bright future 118
Chapter review 119
30. Council for Exceptional Children (CEC) standards
to accompany Chapter 5 121
CO N T E N T S
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CO N T E N T S ix
assistive Technology Software for Writing 167
7-6b Adolescent Education and Transition
to Adulthood 168
31. Case study on Embracing Diversity Alice Revisited 170
7-6c Multidisciplinary Collaboration: Education
and Other Services 171
Looking Toward a Bright future 173
Chapter review 174
Council for Exceptional Children (CEC) standards
to accompany Chapter 7 175
Mastery activities and assignments 175
CHaPtEr 8
Emotional/Behavioral Disorders 176
snapshot Jennifer 177
8-1 a Changing Era in the Lives of people with
Emotional/Behavioral Disorders 178
8-2 Definitions and Classifications of Emotional/
Behavioral Disorders 178
8-2a Classification Systems 179
32. 8-2b A Statistically Derived Classification
System 180
8-2c Clinically Derived Classification Systems 180
Learning Through social Media Bring Change 2 Mind 182
8-3 Characteristics and prevalence of Emotional/
Behavioral Disorders 183
8-3a Intelligence 183
8-3b Social–Adaptive Behavior 183
8-3c Academic Achievement 186
8-4 Causes of Emotional/Behavioral Disorders 187
8-5 identification and assessment
of Emotional/Behavioral Disorders 188
8-5a Screening, Pre-Referral Interventions,
and Referral for Assessment 188
Case study on Embracing Diversity Leon 192
8-6 interventions and Treatments
for Emotional/Behavioral Disorders 193
33. 8-6a Multidisciplinary Collaboration: Systems
of Care 193
8-6b Early Childhood Education 194
8-6c Elementary Education 195
Community support for Lifelong inclusion People with
Emotional/Behavioral Disorders (EBD) 196
reflect on This Henry: Wraparound 200
8-6d Adolescent Education and Transition
to Adulthood 201
Looking Toward a Bright future 145
Chapter review 146
Council for Exceptional Children (CEC) standards
to accompany Chapter 6 147
Mastery activities and assignments 147
Part 3
34. people Who are Exceptional 148
CHaPtEr 7
Learning Disabilities 148
7-1 a Changing Era in the Lives of people
with Learning Disabilities 149
snapshot Mathew 149
7-2 Definitions and Classifications of Learning
Disabilities 150
7-2a Definitions 150
7-2b Classification 152
reflect on This Redefining Learning Disabilities Using a
Response to Intervention Model 153
7-3 Characteristics and prevalence of Learning
Disabilities 154
7-3a Academic Achievement 154
reflect on This Dyslexia: Searching for Causes 156
7-3b Intelligence 158
7-3c Learning Characteristics 159
35. 7-3d Social and Emotional Characteristics 160
7-3e Hyperactivity 160
7-4 Causes of Learning Disabilities 160
7-4a Neurological Factors 161
7-4b Maturational Delay 161
7-4c Genetic Factors 161
7-4d Environmental Factors 161
7-5 identification and assessment of Learning
Disabilities 161
7-5a Formal and Informal Assessment 161
7-5b Screening 162
7-5c Intelligence 163
7-5d Adaptive Skills 163
7-5e Academic Achievement 163
7-6 interventions and Treatments for people
with Learning Disabilities 163
snapshot Alice 164
7-6a Elementary Education Programs 164
Learning Through social Media Teen Use of Social Media
36. on the Rise 166
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x
Case study on Embracing Diversity Lucy 226
Looking Toward a Bright future 227
Chapter review 227
Council for Exceptional Children (CEC) standards to
accompany Chapter 9 229
37. Mastery activities and assignments 229
CHaPtEr 10
Communication Disorders 230
10-1 a Changing Era in the Lives of people
with Communication Disorders 231
10-2 Communication Development 231
snapshot Trinity 231
10-2a Expressive and Receptive Language 232
10-2b Speech and Language 233
10-2c Speech and Language Development 234
10-3 Language Disorders 236
10-3a Definitions and Classifications of Language
Disorders 237
10-3b Characteristics and Prevalence of Language
Disorders 237
10-3c Causes and Risk Factors of Language
38. Disorders 238
10-3d Identification and Assessment of Language
Disorders 239
10-3e Interventions and Treatments for Language
Disorders 240
Learning Through social Media Treating Language
Delays 241
assistive Technology World-Renowned Astrophysicist
Stephen Hawking’s Use of Assistive Technology 242
10-4 speech sound Disorders 242
10-4a Definitions and Classifications of Speech
Sound Disorders 242
10-4b Characteristics and Prevalence of Speech
Sound Disorders 242
10-4c Causes and Risk Factors of Speech
Sound Disorders 243
39. 10-4d Identification and Assessment of Speech
Sound Disorders 245
10-4e Interventions and Treatments for Speech
Sound Disorders 245
reflect on This Timothy: “I Think I Talk Okay, Don’ You?” 247
Case study on Embracing Diversity Emilio 247
10-5 Child onset fluency Disorder 248
10-5a Definitions and Classifications of Child Onset
Fluency Disorder 248
assistive Technology SymTrend ADL Activities
for Daily Living 201
Looking Toward a Bright future 202
Chapter review 202
Council for Exceptional Children (CEC) standards to
accompany Chapter 8 203
40. Mastery activities and assignments 203
CHaPtEr 9
intellectual and Developmental
Disabilities 204
9-1 a Changing Era in the Lives of people with
intellectual Disabilities 205
snapshot Actress Lauren Potter 205
9-2 Definitions and Classification of intellectual
Disabilities 206
9-2a Definition 206
9-2b Classification 208
9-3 Characteristics and prevalence of intellectual
Disabilities 209
9-3a Characteristics Common to Children and Youth
with Intellectual Disabilities 209
Learning Through social Media E-Buddies 210
41. reflect on This Eunice Kennedy Shriver: A Celebration
of an Extraordinary Life Dedicated to People with
Intellectual Disabilities 212
9-3b Prevalence of Intellectual
Disabilities 213
9-4 Causes of intellectual Disabilities 214
9-4a Genetic Conditions 214
9-4b Problems during Pregnancy 215
9-4c Problems during Birth 216
9-4d Problems after Birth 216
9-4e Poverty-Related Deprivation 216
9-5 identification and assessment of intellectual
Disabilties 217
9-6 interventions and Treatments for intellectual
Disability 217
9-6a Early Childhood Education 218
9-6b Elementary Education 218
Community support for Lifelong inclusion People with
Intellectual Disabilities 221
42. 9-6c Adolescent Education and Transition
to Adulthood 223
assistive Technology Assistive Technology for People with
Intellectual Disabilities 224
CO N T E N T S
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CO N T E N T S xi
11-3 Characteristics and prevalence of autism
spectrum Disorders 268
43. 11-3a Characteristics of Autism Spectrum
Disorders 268
snapshot Krista: A Girl with Asperger’s Syndrome 269
11-3b Other Conditions Associated with Autism
Spectrum Disorders 271
11-3c Unique Strengths 272
11-3d Prevalence of Autism Spectrum Disorders 272
reflect on This Donald T.: First Child Diagnosed with
Autism 273
Case study on Embracing Diversity Identifying Culturally
and Linguistically Diverse Children with ASD 274
11-4 Causes and risk factors of autism spectrum
Disorders 275
11-5 identification and assessment of autism
spectrum Disorders 275
11-6 interventions and Treatments for autism
spectrum Disorders 276
44. 11-6a Early Childhood Education 276
11-6b Elementary Education 277
11-6c Adolescent Education and Transition
to Adulthood 277
11-6d Evidence-Based Practices 278
assistive Technology Apps for Autism 280
Learning Through social Media Assessing and Treating
ASD 284
snapshot My Thoughts about the Education of High-
Functioning Individuals with Autism 285
11-6e Psychological and Medical Interventions 286
Community support for Lifelong inclusion people with
autism spectrum Disorders (asD) 287
Looking Toward a Bright future 289
Chapter review 290
Council for Exceptional Children (CEC) standards to
accompany Chapter 11 291
45. Mastery activities and assignments 291
CHaPtEr 12
severe and Multiple Disabilities 292
12-1 a Changing Era in the Lives of people
with Multiple Disabilities 293
snapshot Sarina 293
12-2 Definitions of people with severe
and Multiple Disabilities 294
12-2a The IDEA Definitions of Multiple Disabilities 295
12-2b Deaf–Blindness 295
reflect on This Mat’s Story: Joining the Community 296
10-5b Characteristics and Prevalence of Child
Onset Fluency Disorder 248
10-5c Causes and Risk Factors of Child Onset
Fluency Disorder 249
10-5d Identification and Assessment of Child
Onset Fluency Disorder 249
46. snapshot Windows to the World: A True Story 250
10-5e Interventions and Treatments for Child Onset
Fluency Disorder 251
10-6 social (pragmatic) Communication Disorder 251
10-6a Definitions and Classifications of Social
(Pragmatic) Communication Disorder 252
10-6b Characteristics and Prevalence of Social
(Pragmatic) Communication Disorder 252
10-6c Causes and Risk Factors of Social
(Pragmatic) Communication Disorder 253
10-6d Identification and Assessment of Social
(Pragmatic) Communication Disorder 253
10-6e Interventions and Treatments for Social
(Pragmatic) Communication Disorder 254
10-7 voice and resonance Disorders 255
10-7a Definitions and Classifications of Voice
47. and Resonance Disorders 255
10-7b Characteristics and Prevalence of Voice
and Resonance Disorders 255
10-7c Causes and Risk Factors of Voice
and Resonance Disorders 256
10-7d Identification and Assessment of Voice
and Resonance Disorders 257
10-7e Interventions and Treatments for Voice
and Resonance Disorders 257
Community support for Lifelong inclusion People with
Communication Disorders 258
Looking Toward a Bright future 259
Chapter review 259
Council for Exceptional Children (CEC) standards to
accompany Chapter 10 261
48. Mastery activities and assignments 261
CHaPtEr 11
autism spectrum Disorders 262
11-1 a Changing Era in the Lives of people
with autism spectrum Disorders 263
snapshot Diagnosing “C” 263
11-2 Definitions and Classification of autism
spectrum Disorders 265
11-2a Definitions of Autism Spectrum Disorders 265
11-2b Educational Classification of Autism
Spectrum Disorders 267
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xii
13-5 identification and assessment of sensory
Disabilities in Children and youth 331
13-5a Assessment of Hearing Loss 331
13-5b Assessment of Vision Loss 332
13-6 interventions and Treatments for
sensory Disabilities from Early Childhood
Through adulthood 334
13-6a Intervention Strategies for Youth Who Are
Deaf or Hard of Hearing 334
Case study on Embracing Diversity Xeeb 336
Learning Through social Media Experiences of People
with Sensory Impairments 339
reflect on This Motor Skill Development for Young
50. Children with Vision Loss 340
13-6b Intervention Strategies for Youth Who
Are Blind or Have Low Vision 340
Looking Toward a Bright future 347
Community support for Lifelong inclusion People with
Hearing and/or Vision Loss 348
Chapter review 350
Council for Exceptional Children (CEC) standards
to accompany Chapter 13 353
Mastery activities and assignments 353
CHaPtEr 14
physical Disabilities and other Health
Disorders 354
14-1 a Changing Era in the Lives of people with physical
Disabilities and other Health Disorders 355
snapshot I Have Cerebral Palsy … It Doesn’t Have Me! 355
51. 14-2 Cerebral palsy 356
14-2a Prevalence and Causation 357
14-2b Interventions 357
Learning Through social Media My Life with Cerebral
Palsy: Removing the Fence Around Social Barriers One
Post at a Time 358
assistive Technology VGo: The Ultimate School-Based
Robot 359
14-3 spina Bifida 360
14-3a Prevalence and Causation 361
14-3b Interventions 361
14-4 spinal Cord injury 363
14-4a Prevalence and Causation 363
14-4b Interventions 363
reflect on This What Do You Know About Stem Cells? 364
14-5 Muscular Dystrophy 365
12-3 Characteristics and prevalence 296
52. 12-3a Characteristics of Individuals with Severe
and Multiple Disabilities 297
12-3b Prevalence of Multiple Disability 298
12-4 Causes and risk factors associated
with Multiple Disabilities 298
12-5 assessment procedures used to identify severe
and Multiple Disabilities 299
12-6 interventions for Children and youth
with Multiple Disabilities 299
12-6a The Early Childhood Years 300
12-6b The Elementary School Years 302
Learning Through social Media Design Challenge: DIY
Assistive Game Controllers 303
12-6c The Adolescent Years 304
12-6d Inclusive Education 305
assistive Technology Meet Ashley 305
Case study on Embracing Diversity Ernesto 306
53. Community support for Lifelong inclusion People with
Severe and Multiple Disabilities 307
Looking Toward a Bright future 309
Chapter review 309
Council for Exceptional Children (CEC) standards
to accompany Chapter 12 311
Mastery activities and assignments 311
CHaPtEr 13
sensory Disabilities: Hearing and vision
Loss 312
snapshot Tamika Catchings of the WNBA 313
13-1 a Changing Era in the Lives of people
with sensory Disabilities 314
13-2 Definitions and Classifications of sensory
Disabilities 315
13-2a Hearing Loss 315
13-2b Vision Loss 318
54. snapshot Darran 320
13-3 Characteristics and prevalence of sensory
Disabilities 323
13-3a Characteristics of Hearing Loss 323
13-3b Prevalence of Hearing Loss 325
13-3c Characteristics of Vision Loss 325
13-3d Prevalence of Vision Loss 327
13-4 Causes associated with sensory Disabilities 328
13-4a Hearing Loss: Causes and Risk Factors 328
13-4b Vision Loss: Causes and Risk Factors 330
CO N T E N T S
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from the eBook and/or eChapter(s).
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55. time if subsequent rights restrictions require it.
CO N T E N T S xiii
snapshot Natalie: Reflections of a Very Talented
Communicator and Community Builder 397
15-1 a Changing Era in the Lives of people Who
are gifted, Creative, and Talented 398
15-1a Historical Developments 398
reflect on This An IQ of 228: Is that Possible? 399
15-2 Definitions and Classifications of people Who
are gifted, Creative, and Talented 401
15-3 Characteristics and prevalence of people Who
are gifted, Creative, and Talented 403
15-4 Causes associated with people Who
are gifted, Creative, and Talented 406
reflect on This Steve Jobs: “I Will Never Forget that
56. Moment.” 408
15-5 identification and assessment of people Who
are gifted, Creative, and Talented 408
15-5a Teacher Nomination 409
15-5b Intelligence and Achievement Tests 409
15-5c Creativity Tests 410
15-6 interventions and Treatment for people
Who are gifted, Creative, and Talented 411
15-6a Early Childhood Education 411
15-6b Elementary Education 411
Case study on Embracing Diversity Don-Wook Shin 412
Community support for Lifelong inclusion People Who
are Gifted, Creative, and Talented 414
Learning Through social Media How Grade Skipping
Changed Everything 417
assistive Technology Renzulli Learning: Differentiation
Engine 418
15-6c Adolescent Education and Transition to
57. Adulthood 419
15-6d Problems and Challenges of Giftedness 420
15-6e Historically Neglected Groups 421
reflect on This What a Colossal Loss! 421
Looking Toward a Bright future 424
Chapter review 425
Council for Exceptional Children (CEC) standards
to accompany Chapter 15 426
Mastery activities and assignments 426
references 427
author index 484
subject index 494
assistive Technology From Science Fiction to Reality:
Ekso Exoskeletons 365
58. 14-5a Prevalence and Causation 366
14-5b Interventions 366
14-6 Human immunodeficiency virus (Hiv) and acquired
immune Deficiency syndrome (aiDs) 367
14-6a Prevalence and Causation 367
14-6b Interventions 368
14-7 asthma 369
14-7a Prevalence and Causation 369
14-7b Interventions 370
14-8 seizure Disorders (Epilepsy) 371
14-8a Prevalence and Causation 372
14-8b Interventions 372
14-9 Diabetes 373
14-9a Prevalence and Causation 374
14-9b Interventions 375
Case study on Embracing Diversity Sarah and the “Pump” 375
14-10 Cystic fibrosis 376
14-10a Prevalence and Causation 376
14-10b Intervention 376
59. 14-11 sickle-Cell Disease 377
14-11a Prevalence and Causation 377
14-11b Interventions 377
14-12 Traumatic Brain injuries 379
14-12a Prevalence and Causation 379
14-12b Interventions 380
reflect on This Reflections from Soldiers 383
Community support for Lifelong inclusion People with
Physical Disabilities and Other Health Disorders 387
14-13 attention Deficit/Hyperactivity Disorder 389
14-13a Prevalence and Causation 391
14-13b Interventions 391
14-13c Adolescence and Adulthood 392
Looking Toward a Bright future 393
Chapter review 393
Council for Exceptional Children (CEC) standards
to accompany Chapter 14 395
60. Mastery activities and assignments 395
Part 4
Exceptional gifts and Talents 396
CHaPtEr 15
gifted, Creative, and Talented 396
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time if subsequent rights restrictions require it.
The Strategy Tutor 74
Software for Writing 167
61. SymTrend ADL Activities for Daily Living 201
Assistive Technology for People with Intellectual
Disabilities 224
World-Renowned Astrophysicist Stephen
Hawking’s Use of Assistive Technology 242
Apps for Autism 280
Meet Ashley 305
VGo: The Ultimate School-Based Robot 359
From Science Fiction to Reality: Ekso
Exoskeletons 365
Renzulli Learning: Differentiation Engine 418
Guide to Selected Text FeaturesGuide to Selected Text Features
reflect on this
case study on embracing diversity
assistive technology
xiv
62. Keani 21
Yasmeen 42
Ricardo 66
Loquisha 83
Ana 117
Halgan 133
Alice Revisited 170
Leon 192
Lucy 226
Emilio 247
Identifying Culturally and Linguistically Diverse
Children with ASD 274
Ernesto 306
Xeeb 336
Sarah and the “Pump” 375
Don-Wook Shin 412
A Few Famous People Who Are Differently Abled
(Yet Labeled As Having a Disability) 7
One City’s Response to ADA 13
The ADA: 20 Years Later 14
What’s My Role on the Multidisciplinary School-
63. Wide Assistance Team? 54
Meet Ellie and Kari and Their “Education for All”
Approach to Teaching Math in a High School
Classroom 81
Tips and Strategies for Co-Teaching
at the Secondary Level 90
Friday’s Kids Respite 132
Redefining Learning Disabilities Using a Response
to Intervention Model 153
Dyslexia: Searching for Causes 156
Henry: Wraparound 200
Eunice Kennedy Shriver: A Celebration of an
Extraordinary Life Dedicated to People with
Intellectual Disabilities 212
Timothy: “I Think I Talk Okay, Don’ You?” 247
Donald T.: First Child Diagnosed with
Autism 273
Mat’s Story: Joining the Community 296
64. Motor Skill Development for Young Children with
Vision Loss 340
What Do You Know About Stem Cells? 364
Reflections from Soldiers 383
An Iq of 228: Is that Possible? 399
Steve Jobs: “I Will Never Forget that
Moment.” 408
What a Colossal Loss! 421
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snaPsHot
65. lEarning tHrougH
soCial mEdia
Community suPPort
for lifElong inClusion
G U I D E T O S E L E C T E D T E X T F E AT U R E S xv
“Spread the Word to End the Word!” 8
10 Helpful and Compassionate Comments Heard
at an IEP Meeting 33
Is There a Role for Social Media in Special
Education? 56
Reflections on Inclusive Education and Parent
Involvement at the Secondary Level 86
Edutopia on Culturally Responsive
Teaching 106
Shasta Kearns Moore 127
Teen Use of Social Media on the Rise 166
Bring Change 2 Mind 182
E-Buddies 210
66. Treating Language Delays 241
Assessing and Treating ASD 284
Design Challenge: DIY Assistive Game
Controllers 303
Experiences of People with Sensory
Impairments 339
My Life with Cerebral Palsy: Removing the
Fence Around Social Barriers One Post at a
Time 358
How Grade Skipping Changed Everything 417
People with Emotional/Behavioral Disorders
(EBD) 196
People with Intellectual Disabilities 221
People with Communication Disorders 258
People with Autism Spectrum Disorders
(ASD) 287
People with Severe and Multiple Disabilities 307
People with Hearing and/or Visual Loss 348
67. People with Physical Disabilities and Other Health
Disorders 387
People Who are Gifted, Creative, and
Talented 414
"Disabled or Differently Abled" 3
Tara and Her 8 Tips for New Special Education
Teachers 25
Matt 49
Yvonne: The Early Childhood Years 57
Living with NO Boundaries: Meet Hector 79
José 95
Teela 123
Autism in the Family 130
Mathew 149
Alice 164
Jennifer and Linea 177
Actress Lauren Potter 205
Trinity 231
Windows to the World: A True Story 250
Diagnosing “C” 263
Krista: A Girl with Asperger’s Syndrome 269
68. My Thoughts about the Education of High-
Functioning Individuals with Autism 285
Sarina 293
Tamika Catchings of the WNBA 313
Darran 320
I Have Cerebral Palsy … It Doesn’t Have Me! 355
Natalie: Reflections of a Very Talented
Communicator and Community Builder 397
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to electronic rights, some third party content may be suppressed
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Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
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69. Copyright 2017 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
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time if subsequent rights restrictions require it.
About the Authors
MiCHaEL L. HarDMan is Distin-
guished Professor of Special Edu-
cation and Chief Global Officer at
the University of Utah. He served
as the University’s Interim Senior
Vice President for Academic Affairs
(Chief Academic Officer) in 2012–2013 and was previously
Dean of the College of Education (2007–2012). Dr. Hardman
has numerous experiences within education and public pol -
icy, including appointment as Trustee of the Ensign College
70. of Public Health, Ghana, West Africa; Matthew J. Guglielmo
Endowed Chair at California State University, Los Angeles;
Visiting Senior Scholar at Cambridge University; Senior Ed-
ucation Advisor and Kennedy Fellow, the Joseph P. Kennedy,
Jr. Foundation; Legislative Staff to the United States Senate;
the Governor’s Representative to the California Advisory
Commission on Special Education; University Coordinator
for the Eunice Kennedy Shriver National Center for Com-
munity of Caring; President of the Higher Education Con-
sortium for Special Education; and a member of the board
of directors for several international organizations. He has
directed or consulted on several international projects on
school improvement for USAID (Bosnia-Herzegovina), the
Organization for Economic Cooperation and Development
(France and Italy), UNICEF (Zanzibar and Tanzania), and
the government of Scotland.
Dr. Hardman has published widely in national and inter-
national journals in the field of education and has authored
ten college textbooks of which two, Human Exceptionality
and Intellectual Disabilities Through the Lifespan, are in
their 12th and 9th editions, respectively. As a researcher,
he has directed numerous national and international dem-
onstration projects in the areas of educational policy and
reform, teacher quality and professional development,
71. inclusive education, and preparing tomorrow’s leaders in
education.
M. WinsTon Egan is professor
emeritus and served as the chair of
the Teacher Education Department
at the David O. McKay School of Ed-
ucation, Brigham Young University.
Dr. Egan has taught children of all
ages, preschool through high school. He began his special
education career at Utah Boys Ranch. His writings appear in
Behavior Disorders, Journal of Teacher Education, Teacher
Education and Special Education, American Journal of Dis-
tance Education, Journal of Special Education, Rural Spe-
cial Education Quarterly, and Teaching and Teacher Educa-
tion. He has been honored with several university teaching
awards including Professor of the Year, Blue Key National
Honor Society, Brigham Young University; and Excellence in
Teaching Award, College of Education, University of Utah.
He has also been honored as an associate for the National
Network for Education Renewal (NNER). His interests in-
clude youth development, teacher socialization, education
for democracy, and emotional/behavioral disorders.
72. CLifforD J. DrEW is professor
emeritus of special education and
educational psychology at the Uni-
versity of Utah since 1971, and was
a faculty member at the University
of Texas at Austin and Kent State
University prior to coming to Utah. He has also served as
associate dean for research and outreach in the College of
Education, and as director of academic outreach and con-
tinuing education at the University of Utah. He received his
master’s degree from the University of Illinois and his PhD
from the University of Oregon. He has published numerous
articles in education and related areas including intellectual
disabilities, research design, statistics, diagnostic assess -
ment, cognition, evaluation related to the law, and informa-
tion technology. His most recent book is Adolescent Online
Social Communication and Behavior (IGI Global, 2010). His
professional interests include research methods in educa-
tion and psychology, human development and disabilities,
applications of information technology, and outreach in
higher education.
xvii
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time if subsequent rights restrictions require it.
xviii
JaynE MCguirE is an associate professor of Recreation
Administration at Humboldt State University. She teaches
courses in the Recreation Administration, Special Educa-
tion, and College Faculty Preparation programs. Dr. McGuire
is passionate about inclusion in the classroom and in the
community. During her career, she has as served as a high
school special education teacher, a therapeutic recreation
specialist, an executive director of an accessible adventure
organization, a Special Olympics coach and researcher, and
an assistant professor of special education. Dr. McGuire has
74. published articles, book chapters, and presented nationally
and internationally on inclusion of people who experience
disability, universal design for learning, and self-determi-
nation. She is actively involved with faculty development at
Humboldt State University and regularly collaborates with
the Office of Diversity and Inclusion, the College of eLearn-
ing and Extended Education, and the Student Disability Re-
source Center. Dr. McGuire was honored as the 2009 recipient
for Outstanding Faculty Award through the Humboldt State
University Student Disability Resource Center.
Tina TayLor DyCHEs is a professor of special education
at Brigham Young University and serves as an associate
dean in the David O. McKay School of Education. Dr. Dyches
earned her doctoral, master’s, and undergraduate degrees at
Illinois State University, Utah State University, and Brigham
Young University, respectively. She has worked with indi-
viduals with disabilities and their families for 30 years as a
special educator, consultant, professor, and administrator,
and has received numerous awards including the Council
for Exceptional Children’s Burton Blatt Humanitarian Award
and the Autism Society of America’s Autism Professional of
the Year Award. Her academic interests include adaptation of
families raising children with disabilities, children’s litera-
ture that includes characters with disabilities, multicultural
75. issues affecting children with autism and their families, and
provision of appropriate services to students with disabili -
ties. She has published over 70 book chapters and refereed
articles and has made over 190 professional presentations on
topics related to individuals with disabilities. Dr. Dyches has
co-authored several books, the most recent of which is IEPs:
Writing Quality Individualized Education Programs (2015).
gorDon s. giBB is associate professor of special education
at Brigham Young University and serves as coordinator of
undergraduate special education. Dr. Gibb taught students
with mild/moderate disabilities for 16 years while earning
his master’s of education at Brigham Young University and
doctoral degree at the University of Utah. As a teacher educa-
tor, Dr. Gibb focuses on effective reading and math instruc-
tion for students with learning disabilities and students for
whom English is a second language. His research includes
Tier 2 elementary reading instruction, first-generation im-
migrant parent and student knowledge and understanding
learning disabilities, and the IEP process. He has authored
and co-authored peer-reviewed publications, books, and
book chapters that address effective classroom practice, par -
ent understanding of special education, and the IEP process.
CaroL HaWKins soLoMon is the manager of TESOL K–12
76. teaching minor in the David O. McKay School of Education at
Brigham Young University. She also coordinates a national
professional development grant focused on the preparation
of in-service and preservice teachers to support the academic
language and content development of emergent bilingual
learners in public schools. She earned her master’s and under -
graduate degrees at Western Oregon State College and Brigham
Young University. She also earned a K–12 administrator/
superintendent certification from Portland State University.
Her professional experience includes 23 years in these roles:
special education teacher and district coordinator, Title 1A
teacher and district coordinator, ESL district coordinator, and
elementary principal. For four years, she also served as an
adjunct professor and grant coordinator in the Counseling
Psychology and Special Education Department at Brigham
Young University. Her professional life has been shaped pro-
foundly by experiences with family members with disabilities
and diverse cultural and linguistic backgrounds.
A B O U T T H E AU T H O R S
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77. to electronic rights, some third party content may be suppressed
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time if subsequent rights restrictions require it.
xix
Preface
The realization that we are all basically the same human beings,
who seek happiness
and try to avoid suffering, is very helpful in developing a sense
of brotherhood and
sisterhood; a warm feeling of love and compassion for others.
— Dalai Lama
Welcome to Human Exceptionality: School, Community, and
Family! In this, our new 12th edition, we are very pleased to
continue as a member of the Cengage Learning family. As
authors in a partnership with Cengage Learning, we fully
agree with our publisher’s mantra that “engagement is the
78. foundation of learning … engagement is at our core and our
focus is on engaging with learners, both in the classroom
and beyond, to ensure the most effective product design,
learning solutions, and personalized services—all to help
people learn.”
In doing so, our goal in writing this new edition is to
provide you, our readers, with a textbook that is current,
informative, relevant, user-friendly, and meaningful in both
your professional and personal life—a book that rises to the
Cengage vision of fostering academic excellence and profes-
sional development, as well as providing measurable and
meaning ful learning outcomes to you, the readers.
For some of you, this book is the beginning of your jour-
ney into the lives of people who are exceptional, their fami -
lies, and the schools and communities in which they live.
This text is first and foremost about people—people with
many different needs, desires, characteristics, challenges,
and lifestyles—people who for one reason or another are de-
scribed as exceptional. What does the word exceptional mean
to you? For that matter, what do the words disabled, chal-
lenged, or different mean to you? Who or what influenced
your knowledge and attitudes toward people with differing
abilities and the labels we often use to describe them? You
79. are most influenced by your life experiences. You may have
a family member, friend, or casual acquaintance who is ex-
ceptional. It may be that you are a person who is exceptional
in some way. Then again, you may be approaching a study of
human exceptionality with little or no background. In read-
ing and interacting with this book, we believe you will find
that the study of human exceptionality is the study of being
human. Perhaps you will come to understand yourself better
in the process. As suggested by the novelist Louis Bromfield,
There is a rhythm in life, a certain beauty which operates
by a variation of lights and shadows, happiness alternat-
ing with sorrow, content with discontent, distilling in this
process of contrast a sense of satisfaction, of richness
that can be captured and pinned down only by those who
possess the gift of awareness.
about This Edition
organization
We have thoughtfully listened to the needs of our current
adopters, the university instructors, and most importantly,
you—the students who use our book. In doing so, we have
organized our book into 15 chapters to easily coordinate
with a 15-week semester, a common time frame for many
university and college courses. Additionally, this book is
80. organized into four parts that can be taught easily within a
10-week period, with each part addressed over a two-week
period, which better accommodates universities or colleges
that follow a quarter system.
The four parts reflect the major themes of the book. In
Part 1, we begin with a focus on understanding exception-
ality through the lifespan. Also, we examine exceptionality
from the perspectives of many different disciplines. Part 2
looks into the meaning of diversity and the role of family and
is followed by Part 3, a study of individuals who are identi-
fied as exceptional. Our new edition concludes with Part 4,
an in-depth discussion on people with exceptional gifts and
talents. In responding to the needs and desires of our audi -
ence of students and adopters who are currently using this
text, as well as those who are considering adopting it for
future use, we have completely rewritten and updated three
chapters in Parts 2 and 3: “Cultural and Linguistic Diversity”
(Chapter 5), “Learning Disabilities” (Chapter 7), and “Autism
Spectrum Disorders” (Chapter 11).
new and updated features
●● In this edition, you will find that each chapter begins
with the heading “A Changing Era in the Lives of People
81. Who Are Exceptional” and concludes with “Looking
Toward a Bright Future.” The narratives within these
headings begin and end each chapter on a positive note
on the past, present, and future, while acknowledging
the challenges that people with differences face and
will continue to encounter in the years to come.
●● The feature, Learning through Social Media, intro-
duced in the 11th edition, is updated this edition to
reflect the ever-increasing and changing use of social
media in the 21st century. Social media on the Inter-
net, which began more as a personal convenience, is
moving rapidly into the realm of a necessity in every
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Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
82. xx
student’s learning experience. In this new edition,
many of the chapters highlight new and updated on-
line blogs and social media sites by and for people who
are exceptional, the purpose of which is to use this
ever-changing technology to promote greater inclu-
sion in schools, families, and communities.
●● The features that have been so popular with our read-
ers in past editions, including Reflect on This, Case
Study on Embracing Diversity, and Assistive Technol-
ogy, continue to appear in the 12th edition. Many of
these have been updated and expanded to provide the
most accurate and current information available in
both the professional literature and the popular press.
●● We continue to update and expand our unique topical
coverage of multidisciplinary and collaborative ap-
proaches to education, health care, and social services
with the Community Support for Lifelong Inclusion
feature (formerly Inclusion and Collaboration through
the Lifespan) that you’ll find in Chapters 7 through
83. 15. The change in this feature’s title is reflective of
the increasing emphasis on the important role the en-
tire community plays in supporting social and aca-
demic inclusion throughout the life of a person who
is exceptional.
●● The content of this new 12th edition corresponds with
the 2012 Council for Exceptional Children (CEC) Stan-
dards as highlighted in the margin icons within every
chapter. The Standards Correlation Chart at the end
of the book details where specific standards are ad-
dressed in the book.
●● MindTap for Education is a first-
of-its-kind digital solution with
an integrated e-portfolio that pre-
pares teachers by providing them
with the knowledge, skills, and
competencies they must demon-
strate to earn an education degree
and state licensure, and to begin
a successful career. Through ac-
tivities based on real-life teach-
ing situations, MindTap elevates
students’ thinking by giving them
84. experiences in applying concepts,
practicing skills, and evaluating
decisions, guiding them to become
reflective educators.
●● We are also very proud of the
fact that the 12th edition con-
tains nearly 1,200 citations from
sources that have been published
within the last decade and many
of which have been published
within the last two years. As authors, we are very
comfortable in saying to you, our readers, that the
12th edition of Human Exceptionality provides the
most current sources available on the lives of people
who are exceptional.
pedagogical features and student
Learning system
In addition to providing you with current and informative
content, we are committed to making your experience with
this textbook, interesting, enjoyable, and productive. To
this end, each chapter in this 12th edition contains new
and continuing features that will significantly enhance your
85. desire to learn more about human exceptionality.
Learning objectives and Chapter review
At the beginning of each chapter, we have provided tools
to assist you in locating and more effectively learning and
retaining key content. A set of learning objectives opens
each chapter and serves as an advanced organizer for your
reading. Learning objectives are directly linked to first-
order headings within the chapter narrative. For example,
Learning Objective 4-3 at the beginning of Chapter 4 reads:
●● Identify the purpose of person-centered transition
planning and the basic steps in its formulation.
The first-order heading that corresponds with Learning
Objective 4-3 can easily be found in chapter narrative
since it has the same numbering (4-3) as its corresponding
learning objective.
Each chapter concludes with a Chapter Review that re-
iterates the chapter’s learning objectives, summarizing key
concepts and content.
P R E FA C E
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
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not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
P R E FA C E xxi
snapshot
Snapshot features are personal insights into the lives of
real people. These insights may come from teachers, fam-
ily members, friends, peers, and professionals, as well as
from people who are exceptional. Each chapter in the
12th edition opens with a narrative Snapshot of people
who are exceptional, their family members, or teachers. We
believe you will find Snapshots to be one of the most enrich-
ing aspects of your introduction to human exceptionality.
For example, you’ll learn about:
87. ●● Tara Hillegas’s eight tips for new Special Education
Teachers (Chapter 2)
●● Jennifer and Linea and their unique mental health
challenges (Chapter 8)
●● Actress Lauren Potter from TV’s Glee (Chapter 9)
●● Trinity, a 7th grader with a fluency disorder (Chapter 10)
●● Diagnosing “C”, a mother’s reflection on her son being
diagnosed with autism (Chapter 11)
●● Sarina’s experiences in her neighborhood junior high
school (Chapter 12)
Community support for Lifelong inclusion
Another updated feature in this edition with a new title is
Community Support for Lifelong Inclusion. This feature pro-
vides helpful information on ways to interact with, include,
communicate with, or teach people who are exceptional
across a variety of settings (home, school, and community)
and age spans (early childhood through the adult years). We
hope these ideas will provide motivation for further think-
88. ing about ways to fully include these individuals as family
members, school peers, friends, or neighbors, as well as col -
laborate with other professionals concerned with improving
the lives of people who are exceptional.
reflect on This
Every chapter includes one or more Reflect on This boxes.
Each box highlights additional interesting and relevant in-
formation beyond the chapter narrative that will add to your
learning and enjoyment of the topic, such as:
●● “What’s My Role on the Multidisciplinary School-Wide
Assistance Team?” (Chapter 3)
●● “Redefining Learning Disabilities Using a Response
to Intervention Model” (Chapter 7)
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
89. Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
P R E FA C Exxii
assistive Technology
The 12th edition offers new information on the expanding
use of technology for people who are exceptional. Assis-
tive Technology features highlight important innovations
in computers, biomedical engineering, and instructional
systems. The following are examples of Assistive Technol -
ogy features:
●● “Assistive Technology for People with Intellectual
Disabilities” (Chapter 9)
●● “Apps for Autism” (Chapter 11)
●● “VGo: The Ultimate School-Based Robot” (Chapter 14)
●● “From Science Fiction to Reality: Ekso Exoskeletons”
(Chapter 14)
90. ●● “Renzulli Learning: Differentiation Engine” (Chapter 15)
Case study on Embracing Diversity
Each chapter includes a Case Study on Embracing Diversity
feature, which is an in-depth look at a personal story of ex-
ceptionality. Each Case Study on Embracing Diversity also
includes Application Questions to extend your knowledge
and apply what you learned from each vignette. You’ll find
a variety of stories, such as:
●● Ana, a first-grader from an impoverished and abusive
home environment where English language usage is
limited (Chapter 5)
●● Ten-year-old Leon’s challenging day as a boy with
emotional/behavioral disorders (Chapter 8)
●● Culturally and linguistically diverse children with
ASD (Chapter 11)
●● Xeeb, an 8-year-old Hmong boy with a hearing loss
(Chapter 13)
Learning through social Media
The Learning through Social Media boxes provide interest-
91. ing and informative online blogs and social media sites by
and for people who are exceptional, and the use of this tech-
nology to promote inclusion in school, family, and society.
Examples of Learning through Social Media boxes include:
●● “10 Helpful and Compassionate Comments Heard at
an IEP Meeting” (Chapter 2)
●● “Edutopia on Culturally Responsive Teaching” (Chapter 5)
●● “Bring Change 2 Mind” (Chapter 8)
●● “Design Challenge: DIY Assistive Game Controllers”
(Chapter 12)
●● “Experiences of People with Sensory Impairments”
(Chapter 13)
●● “My Life With Cerebral Palsy: Removing the Fence
around Social Barriers One Post at a Time” (Chapter 14)
End-of-Chapter features
In addition to the Chapter Review mentioned earlier, other
end-of-chapter features include a list of Council for Excep-
tional Children standards (updated in 2012) addressed in
92. the chapter and Mastery Activities and Assignments.
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from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
P R E FA C E xxiii
supplement package
MindTap™: The personal Learning
Experience
MindTap for Hardman/Egan/Drew, Human Exceptionality:
School, Community, and Family, 12th edition, represents a
new approach to teaching and learning. A highly person-
alized, fully customizable learning platform with an inte-
93. grated e-portfolio, MindTap helps students elevate thinking
by guiding them to:
●● Know, remember, and understand concepts critical to
becoming great teachers;
●● Apply concepts, create curriculum and tools, and dem-
onstrate performance and competency in key areas
in the course, including national and state education
standards;
●● Prepare artifacts for the portfolio and eventual state
licensure, to launch a successful teaching career; and
●● Develop the habits to become reflective practitioners.
As students move through each chapter’s Learning Path,
they engage in a scaffolded learning experience, designed
to move them up Bloom’s taxonomy, from lower- to higher-
order thinking skills. The Learning Path enables preservice
students to develop these skills and gain confidence by:
●● Engaging them with chapter topics and activating
their prior knowledge by watching and answering
questions about authentic videos of teachers teach-
94. ing and children learning in real classrooms;
●● Checking their comprehension and understand-
ing through Did You Get It? assessments, with var-
ied question types that are autograded for instant
feedback;
●● Applying concepts through mini-case scenarios—
students analyze typical teaching and learning situ-
ations, and then create a reasoned response to the
issue(s) presented in the scenario; and
●● Reflecting about and justifying the choices they made
within the teaching scenario problem.
MindTap helps instructors facilitate better outcomes by
evaluating how future teachers plan and teach lessons in
ways that make content clear and help diverse students
learn, assessing the effectiveness of their teaching prac-
tice, and adjusting teaching as needed. MindTap enables
instructors to facilitate better outcomes by:
●● Making grades visible in real time through the Student
Progress App so students and instructors always have
access to current standings in the class.
95. ●● Using the Outcome Library to embed national edu-
cation standards and align them to student learning
activities, and also allowing instructors to add their
state’s standards or any other desired outcome.
●● Allowing instructors to generate reports on students’
performance with the click of a mouse against any
standards or outcomes that are in their MindTap
course.
●● Giving instructors the ability to assess students on
state standards or other local outcomes by editing
existing or creating their own MindTap activities,
and then by aligning those activities to any state or
other outcomes that the instructor has added to the
MindTap Outcome Library.
MindTap for Hardman/Egan/Drew, Human Exceptional-
ity: School, Community, and Family, 12th edition, helps
instructors easily set their course because it integrates
into the existing Learning Management System and saves
instructors time by allowing them to fully customize any
aspect of the learning path. Instructors can
96. change the order of the student learning ac-
tivities, hide activities they don’t want for
the course, and—most importantly—create
custom assessments and add any standards,
outcomes, or content they do want (e.g., You-
Tube videos, Google docs). Learn more at www
.cengage.com/mindtap.
online instructor’s Manual with
Test Bank
An online Instructor’s Manual accompanies
this book. It contains information to assist
instructors in designing the course, including
sample syllabi, discussion questions, teach-
ing and learning activities, field experiences,
learning objectives, and additional online re-
sources. For assessment support, the updated
test bank includes true/false, multiple-choice,
matching, short-answer, and essay questions
for each chapter.
Anderson, L. W., & Krathwohl, D. (Eds.). (2001). A taxonomy
for learning, teaching, and
assessing: A revision of Bloom’s taxonomy of educational
objectives. New York: Longman.
97. MindTap Moves
Students Up
Bloom’s Revised
Taxonomy
Create
Evaluate
Analyze
Apply
Understand
Remember & Know
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Learning reserves the right to remove additional content at any
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P R E FA C Exxiv
powerpoint Lecture slides
These vibrant Microsoft PowerPoint lecture slides for each
chapter assist you with your lecture by providing concept
coverage using images, figures, and tables directly from
the textbook.
Cognero
Cengage Learning Testing Powered by Cognero is a flexible
online system that allows you to author, edit, and manage
test bank content from multiple Cengage Learning solutions;
create multiple test versions in an instant; and deliver tests
from your LMS, your classroom, or wherever you want.
acknowledgments
We begin with a very big thank you to our colleagues from
across the country and around the world who provided such
in-depth and constructive feedback on the 11th edition of
99. Human Exceptionality, including the following:
Glenda Baca, Montgomery College
Deborah Anne Banker, Angelo State University
Richard Carney, Community College of Allegheny County
Katherine Ellis-Donner, Erie Community College
Daniella Errett, Pennsylvania Highlands Community
College
Cheryl Every-Wurtz, Suffolk County Community College
Peter Griswold, William Paterson University
Laura Lane-Worley, Lee College
Alfred Longo, Ocean County College
Victoria Page-Voth, University of Maryland
Stacey Pistorova, Terra State Community College
Edward Schultz, Midwestern State University
Joan Silver, St. Joseph’s College
Brenda-Jean Tyler, Radford University
Barbara Wilson, Bloomsburg University of Pennsylvania
Special thanks to the people with disabilities and their fami -
lies who participated in the Snapshot, Case Study on Em-
bracing Diversity, and Assistive Technology features for this
book. These are the people who make up the heart of what
this book is all about. Throughout the writing and produc-
100. tion of this book, they made us keenly aware that this book
is first and foremost about people.
We are very proud that four outstanding author contribu-
tors are joining us for this new 12th edition. Our deep grati-
tude to chapter contributors Jayne McGuire from Humboldt
State University in northern California, and Tina Taylor
Dyches, Gordon S. Gibb, and Carol Hawkins Solomon from
Brigham Young University in Provo, Utah, for their major
contributions to this new edition.
As authors, we are certainly grateful for the commitment
and expertise of the Cengage editorial and production team
in bringing to fruition the highest-quality text possible.
This team has sought to consistently improve the readabil-
ity, utility, and appearance of this book. We want to thank
Senior Product Manager Mark D. Kerr. This is our second
opportunity to work with Mark and we appreciate his vision,
insights, and patience with us while consistently supporting
this text and its enhanced narrative and features.
A very special thank you to Julia White, associate con-
tent developer, who provided invaluable and substantive
insight into both the content and writing style of the new
101. edition. Julia kept us focused and on track, attending not
only to the quality of the content but also ensuring that
the book maintains its strong, user-friendly approach to
instruction. Julia’s attention to detail and in-depth editing
of the manuscript has been critical in presenting a new edi-
tion of which we are all very proud. Thanks also to Joshua
Taylor, associate content vendor services manager, for co-
ordinating the supplements. Our thanks to Jill Traut, project
manager for MPS, for her patience and expertise in leading
the process for reviewing the copyedited pages, as well as
the final page proofs for this text. The photo researcher for
this book, Manojkiran Chander, did an outstanding job of
locating photos that brought to life the text’s printed word.
Under Manojkiran’s direction, we have included the most
recent photographs from general education classes, includ-
ing school systems throughout the country that work with
the inclusion model, and current photos of families with
children and adults with disabilities.
To those professors who have chosen this book for adop-
tion, and to those students who will be using this book as
their first information source on people with differences,
we hope our 12th edition of Human Exceptionality meets
your expectations.
102. A loving thank you to our families who have always
been there during the past three decades of writing and
rewriting this text. We have strived “oh so hard” to produce
a book of which you can be proud.
Michael L. Hardman
M. Winston Egan
Clifford J. Drew
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
School, community, AnD FAmily
human
103. Exceptionality
twElFth EDition
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
2
Ji
m
W
es
104. t/
A
la
m
y
Part 1 ● through the Lifespan
CHaPtEr 1
Understanding Exceptionalities
in the 21st Century
Learning Objectives
After you complete this chapter, you will be able to:
1-1 Describe why we continue to label
people even when we know it may
have a negative effect on an
individual.
1-2 Identify three approaches to describe
human differences.
105. 1-3 Explain how societal views on people
with disabilities changed from
widespread discrimination to an era
of inclusion and support in the
21st century.
1-4 Identify the catalyst, effects, and
provisions of the americans with
Disabilities act.
1-5 Describe the role of health care,
psychology, and social services
professionals in meeting the needs
of people with disabilities.
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
106. Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
3
snapshot "Disabled or Differently abled"
Co
ur
te
sy
o
f J
os
ep
h
D
107. ol
so
n
A Blog by Joe Dolson
Many of those who could be consid-
ered disabled would not choose to self-
identify as disabled. Disability is a la-
bel, and like any label, the members of
the labeled group are diverse and may
exhibit the label in unexpected ways.
How many people with color blind-
ness self-identify as disabled? How
many people with children in stroll-
ers are unable to climb stairs with
their child—would they self-identify
as disabled? How many left-handed
people struggle with right-handed
scissors? Is this disability? An issue
may appear trivial, but that makes
the problem no less frustrating when
encountered.
What Is Disability?
108. Disability, at some level, affects ev-
ery part of our day-to-day existence.
Disability is nothing more than an
inability to make use of a particular
resource as it is presented to you. This
is how disability is particularly dif-
ferentiated from usability: With dis-
ability, you cannot use the resource
on your own. If a resource has poor
usability, you are able to use it, albeit
with difficulty.
This is why disability is not an
absolute. Disability only prevents
you from using tools if alternatives
are not made available to you in a
manner that you are able to use. The
blind can “see” if an object or action
is described well enough.
The previous examples are situa-
tions that may only disable the person
in certain circumstances. People with
color blindness are disabled when a
circumstance requires them to distin-
109. guish red from green with no other
clarifying indicators. Some people
may be able to carry their children
and stroller up the stairs; others may
not. An elevator, moving walkway,
or escalator platform can resolve the
problem. Some left-handed people can
successfully switch to the right hand,
or at least can manipulate right-
handed scissors in such a manner as
to successfully cut paper—but can
many switch hands to write a letter?
Physical strength or handedness
is not classically considered a disabil-
ity, but there can be no question that
they affect one’s ability to accomplish
certain tasks.
But Some People really
are “Normal”
Oh, yes, of course. I mean, I’m normal.
But you? Well, I have some doubts.
110. I mean, there are tons of things
that I can do that you can’t. Doesn’t
that mean you’re disabled? No? It just
means that you have a different set of
abilities than I do. Or, alternatively, a
different set of disabilities. Neither of
us is necessarily disabled; but we
are “differently abled.”
That’s right…I forgot. Everybody
has a different and independent
capability to perform tasks. Some
people are impaired when it comes to
math; others, art. Some people don’t
run very fast; others can’t walk. These
disabilities will always affect one’s
life. The degree to which disability
affects one’s life is highly variable.
People who are classically considered
disabled tend to have limitations that
are severe enough to affect their life
every day.
What is commonly called “nor-
111. mal” is truly just an abstract con-
cept that we apply to our personal
experience: Whether by attributing it
to ourselves or to others, it is rela-
tive to our own perceptions and our
environments.
The Web has a great power to
reduce that effect. It’s commonly re-
marked that people behave differ-
ently on the Web. This is because
the Web divorces them from their
mundane routine—and this is true
for everybody. On the Web, with a
well-designed and accessible web-
site, people with disabilities such
as cerebral palsy, sight impairment,
or hearing impairment can have an
experience fundamentally equal
to the experience of the so-called
“normal” user.
In any context, people with a dis-
ability are disabled not because of an
inherent inability to compensate, but
113. i e s i n t h e 21s t c e n t U r y4
a Changing Era in the Lives of People
with Disabilities
In our opening Snapshot, Joe Dolson, an Internet accessibility
consultant, emphasizes the
point that “disability is not an absolute.” Yet, for good or bad,
labeling is the fundamental
way society chooses to describe human difference. The purpose
of a label is to communicate
specific differences in people who vary significantly from what
is considered “typical or
normal.” Sociologists use labels to describe people who do not
follow society’s expectations
(e.g., sociopath); educators and psychologists use labels to
identify and provide services
for students with learning, physical, and behavioral differences
(e.g., autistic); and physi-
cians use labels to distinguish the sick from the healthy (e.g.,
diabetic). Governments label
people to identify who is eligible for, or entitled to, publicly
funded services and supports
(e.g., disabled).
1-1 Why Label People?
114. We use many labels, including disorder, impairment, disability,
and handicap, to describe
people who are different. These terms are not synonymous.
Disorder, the broadest of the
three terms, refers to a general abnormality in mental, physical,
or psychological function-
ing. Impairment goes one step further to indicate that the
disorder creates a barrier to
typical functioning. A disability is more specific than an
impairment and is associated
with a loss of physical functioning (e.g., loss of sight, hearing,
or mobility), or a challenge
in learning and social adjustment that significantly interferes
with typical growth and
development. A handicap is a limitation imposed on an
individual by demands in the en-
vironment and is related to the individual’s ability to adapt or
adjust to those demands. For
example, Franklin Roosevelt, the 32nd president of the United
States, used a wheelchair
because of a physical disability—the inability to walk—that
resulted from having polio as
a child. He used a wheelchair to move from place to place.
When the environment didn’t
accommodate his wheelchair (such as a building without ramps
115. that was accessible only
by stairs), his disability created a handicap. Historically,
handicap has taken on a very
negative connotation and is seldom used in today’s society. The
word handicapped literally
means “cap in hand”; it originates from a time when people with
disabilities were forced to
beg in the streets merely to survive. For President Roosevelt,
his advisers took great pains
to disavow his “handicap” because many people in the 1930s
and 1940s viewed it as a sign
of weakness. However, there is hope that such negative attitudes
are changing in the United
States today. The national monument in Washington, D.C. that
honors President Roosevelt
includes a life-size bronze statue of him sitting in a wheelchair.
Exceptional is a comprehensive label. It describes an individual
whose physical, intel-
lectual, or behavioral performance differs substantially from
what is typical (or normal),
either higher or lower. People described as exceptional include
those with extraordinary
abilities (such as gifts and talents) and/or disabilities (such as
learning disabilities or
116. intellectual disabilities). People who are exceptional, whether
gifted, disabled, or both,
benefit from individualized assistance, support, or
accommodations in school and com-
munity settings.
Labels are only rough approximations of characteristics. Some
labels, such as deaf,
might describe a permanent characteristic—loss of hearing;
others, such as overweight,
describe what is often a temporary condition. Some labels are
positive, and others are
negative. Labels communicate whether a person meets the
expectations of the culture.
A given culture establishes criteria that are easily exceeded by
some but are unreach-
able for others. For example, one society may value creativity,
innovation, and imagi-
nation, and will reward those who have such attributes with
positive labels, such as
bright, intelligent, or gifted. Another society, however, may
brand anyone whose ideas
significantly exceed the limits of conformity with negative
labels, such as radical,
extremist, or rebel.
117. Disorder
A disturbance in normal function-
ing (mental, physical, or
psychological).
Impairment
A state of being diminished, weak-
ened, or damaged, especially
mentally or physically.
Disability
A condition resulting from a loss of
physical functioning; or, difficulties
in learning and social adjustment
that significantly interfere with
normal growth and development.
Handicap
A limitation imposed on a person
by the environment and the
person’s capacity to cope with that
limitation.
Exceptional
118. An individual whose physical,
mental, or behavioral performance
deviates so substantially from the
average (higher or lower) that addi-
tional support is required to meet
the individual’s needs.
Gifts and talents
Extraordinary abilities in one or
more areas.
Learning disabilities
A condition in which one or more
of an individual’s basic psychologi-
cal processes in understanding or
using language are deficient.
Intellectual disabilities
Substantial limitations in function-
ing, characterized by significantly
subaverage intellectual functioning
concurrent with related limitations
in two or more adaptive skills. Intel-
lectual disability is manifested prior
to age 18.
119. Deaf
Individuals who have hearing
losses greater than 75 to 80 dB,
have vision as their primary input,
and cannot understand speech
through the ear.
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to electronic rights, some third party content may be suppressed
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Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
1-2 t h r e e a p p r o a c h e s t o U n d e r s ta n d i n g h U
M a n d i F F e r e n c e s 5
Moreover, the same label may have different meanings within a
120. culture. Let’s take the
example of Ellen who is labeled by her high school teachers as
a high achiever because
she always follows the rules and produces quality work. From
the teachers’ point of view,
this is a positive characteristic, but to Ellen’s peer group, it
could be negative. She may be
described by her high school classmates as an overachiever or
teacher’s pet.
As emphasized in our opening Snapshot, labels are not absolutes
and are often based
on perception and not fact. As such, what are the possible
consequences of using labels to
describe people? Although labels have always been the basis for
developing and provid-
ing services to people, they have also promoted stereotyping,
discrimination, and exclu-
sion. Some researchers suggest that the practice of labeling
people has perpetuated and
reinforced both the label and the stereotypical behaviors
associated with it (Hardman &
McDonnell, 2008; Mooney, 2007; Shifrer, 2013).
If labels may have negative consequences, why is labeling used
121. so extensively? One
reason is that many social services and educational programs for
people who are excep-
tional require the use of labels to distinguish who is eligible for
services and who is not.
Discussing the need to label students who have special
educational needs, Woolfolk (2013)
suggested that labeling may actually help protect a child with
learning differences from
a class bully who, knowing the child has an “intellectual
disability,” may be more willing
to accept the learning differences. Others (Hardman &
McDonnell, 2008; Rose, Swearer,
& Espelage, 2012) argue that labeling a child often has just the
opposite effect—the child
becomes more vulnerable to discrimination and abuse.
As Woolfolk suggests, however, the fact remains that being
“labeled” in today’s society
still opens doors to special programs, useful information,
special technology and equip-
ment, or financial assistance. To illustrate, Antonio, a child
with a hearing loss, must be
assessed and labeled as having a “hearing impairment” before
specialized educational or
122. social services can be made available to him in his school.
Another reason for the continued
use of labels is the “useful information” they provide to
professionals in communicating
effectively with one another; they also provide a common
ground for evaluating research
findings. Labeling helps people to identify the specific needs of
a particular group of in-
dividuals. Labeling can also help people to determine degrees of
needs or to set priorities
for services when societal resources are limited.
1-2 three approaches to Understanding Human
Differences
Differences are found in every society. Most people conform to
what is expected of them.
Conformity—acting as we are “supposed” to act, or looking the
way we are “supposed”
to look—is the rule for most of us, most of the time (Baron,
Branscombe, & Byrne, 2008).
Usually, we look the way we are expected to look, behave the
way we are expected to be-
have, and learn the way we are expected to learn. When a
person differs substantially from
these expectations, three approaches may be used to describe
123. the nature and extent of these
differences (see Figure 1.1).
1-2a a Developmental approach
To understand human differences, we must first establish the
definition of typical devel-
opment or what is often described as “normal.” According to the
developmental approach,
typical development can be described by using statistics (and
milestones)—that is, ob-
serving in large numbers of individuals those characteristics
that occur most frequently
at a specific age. For example, when stating that the average 3-
month-old infant is able
to follow a moving object visually, average is a statistical term
based on observations of
the behavior of 3-month-old infants. When comparing an
individual child’s growth to
that group average, differences in development (either advanced
or delayed) are labeled
accordingly.
Standard 6
Professional Learning and
Ethical Practice