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(Merrill) Univ. of Alabama, Birmingham. Introductory textbook features key words and learning objectives. Concentrates on basic concepts; biology, psychology, and sociology of mental retardation; intervention issues; and family considerations. Illustrated in two-tone. Previous edition: c1998.
- Sales Rank: #8738217 in Books
- Published on: 1985-10
- Original language: English
- Number of items: 1
- Binding: Hardcover
- 544 pages
From the Publisher
Announcing the new edition of the leading Introduction to Mental Retardation text for special educators and human service personnel, one that combines the most current research with a wealth of classroom experience to create a text that is both lively and engaging...never overly technical...yet firmly grounded in scholarship. Thorough updating makes the new Fourth Edition the best source available for information on current practice, ongoing research, legislation and litigation...as well as for a thoughtful analysis of recent trends and attitudes in society, politics, and the government. The text focuses on the unique relationship between the special educator and the learner with retardation. As it has through three highly successful editions, it again offers a comprehensive, yet succinct introduction to the field--from history and background, to the day-to-day problems of citizens with retardation and their place in society--written with a compassion and humanity that always comes through.
From the Back Cover
The market-leading text, Mental Retardation, Sixth Edition, continues to provide educators with timely information about the causes and characteristics of individuals with mental retardation across the lifespan.
- Changes to the new edition:
- A new chapter on assistive technology covers strategies and current trends in the field, benefits of assistive technology, related legislation and policy issues, teacher competencies for successfully implementing assistive technology, and assistive technology across the lifespan.
- A reorganized table of contents introduces students to the growing importance of legal issues earlier in the book, and divides the material on causes of mental retardation into two chapters to address the wealth of new research on biological and social causes.
- A new companion website, located at http://www.prenhall.com/beirne-smith, is integrated into the text via margin notes that cue readers to relevant online activities and resources, such as multiple-choice quizzes, links to related sites, article responses, and case studies. Students can also communicate with one another using the message board and chat room tools, and faculty can post and maintain syllabi using the online Syllabus Manager tool.
To view the website that accompanies the text, please go to http://www.prenhall.com/beirne-smith.
About the Author
Mary Beirne-Smith is associate professor in the Programs in Special Education at The University of Alabama. Her previous experience includes general and special education classroom teaching and public school administration. Her research interests center around academic interventions for students with mild learning disorders who are included in general education classrooms. She is currently involved in implementing a collaborative consultation project with several local education agencies. Mary received her M.Ed. and Ed.D. from the University of Virginia.
Richard E Ittenbach is a biostatistician in the Division of Biostatistics and Epidemiology at the Children's Hospital of Philadelphia. He has written numerous articles on the adjustment of persons with mental retardation, young adult development, and issues pertaining to the measurement of mental and special abilities. He received his Ph.D. in Education/School Psychology from the University of Alabama in 1989.
James R. Patton is the executive editor at Pro-Ed and adjunct associate professor at the University of Texas at Austin. He has experience teaching students with special needs at the elementary, secondary, and post-secondary levels. His research interests include curriculum development, life-long learning, instructional methodology, and teaching science. Currently he is developing integrated curricula and life skills programs. Jim earned his B.S. from the University of Notre Dame and his M.Ed. and Ed.D. from the University of Virginia.
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