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Brief Contents
PART ONE Special Education: Fundamentals and Processes
CHAPTER 1 An Overview of Special Education 1

CHAPTER 2 The Special Education Process: From Initial Identification to the Delivery of Services 28
CHAPTER 3 School, Family, and Community Collaboration 55
PART TWO IDEA High-Prevalence Exceptionalities: Foundations and Instruction
CHAPTER 4 Students with Learning Disabilities 84

CHAPTER 5 Students with Intellectual Disabilities 126
CHAPTER 6 Students with Emotional or Behavioral Disorders 164
CHAPTER 7 Students with Communication Disorders 202
PART THREE IDEA Low-Incidence Exceptionalities: Foundations and Instruction
CHAPTER 8 Students Who Are Deaf or Hard of Hearing 238

CHAPTER 9 Students with Blindness or Low Vision 270
CHAPTER 10 Students with Physical or Health Disabilities 304
CHAPTER 11 Students with Autism Spectrum Disorders 337
CHAPTER 12 Students with Severe Disabilities 376
PART FOUR Other Exceptionalities: Foundations and Instruction
CHAPTER 13 Students Who Are At Risk: Early Identification and Intervention 408
CHAPTER 14 Students with Attention Deficit/Hyperactivity Disorder 440
CHAPTER 15 Students Who Are Gifted and Talented 474
Appendixes
TEXT APPENDIX: Sample Individualized Education Program A-1
ONLINE APPENDIX Lesson Plans, Classroom Suggestions, and Instructional Resources
www.mhhe.com/tayloreducation2e
vii
Contents
Preface xiv
PART ONE Special Education:

Fundamentals and Processes
CHAPTER 1 An Overview of Special CHAPTER 2 The Special Education

Education 1 Process: From Initial Identification to the
Delivery of Services 28
Who Are Exceptional Students? 3
How Are Exceptional Students Initially Identified
How Many Exceptional Students Are There? 4
as Having a Possible Exceptionality? 30
What Are Special Education and Related Services? 7 Initial Identification of Infants, Toddlers,
Special Education 7 and Preschool Children 30
Related Services 9 Initial Identification of School-Aged Students 31
What Is the History of Special Education? 12 What Are the Prereferral Process
Early History 13 and the Referral Process? 31
The 17th through 19th Centuries 13 The Prereferral Process 32
The 20th Century 14 The Referral Process 38
How Have Litigation and Legislation How Do Students Become Eligible

Affected Special Education? 15 for Special Education? 39
Early Court Cases 16 The Use of Disability Labels 39
Early Legislation Affecting Special Education 16 Evaluation Procedures 41
Post–PL 94-142 Legislation 18 How Is an Exceptional Student’s
Current Legislation: Individuals with Disabilities Educational Program Developed? 43
Education Act (PL 108-446) 19
The Individualized Education Program 43
What Are Some Current and Future The Individualized Family Service Plan 46
Issues in Special Education? 24 Decisions about Program Placement 47
Overrepresentation of Students from Culturally or
Linguistically Diverse Backgrounds 24
Education and Transition of Infants and Toddlers 25
Role of the General Education Teacher 26
viii
Conflict Management 69
CHAPTER 3 School, Family, and Increasing Involvement of Diverse Families 69
Community Collaboration 55
What Are Best Practices for Collaboration
What Is Collaboration? 57 among School Personnel? 70
A Brief History of Collaboration 59 Co-teaching 71
Key Concepts of Collaboration 60 Role of Administrators in Collaboration 73
Barriers to Collaboration 63 Role of Paraprofessionals in Collaboration 74
Role of Teams in Collaboration 64 Role of Related Services Personnel in Collaboration 76
What Are Best Practices for Collaboration What Are Best Practices for Collaboration
between Schools and Families? 65 between Schools and Communities? 78
Increasing Student Involvement 66 Best Practices for Collaboration in Early Childhood 78
Increasing Family Involvement 67 Best Practices for Collaboration for Transition to
Increasing Sibling Involvement 68 Adult Living 79
PART TWO IDEA High-

Prevalence Exceptionalities:
Foundations and Instruction
CHAPTER 4 Students with Learning CHAPTER 5 Students with Intellectual

Disabilities 84 Disabilities 126
What Are the Foundations of Learning What Are the Foundations of Intellectual
Disabilities? 86 Disabilities? 128
A Brief History of Learning Disabilities 86 A Brief History of Intellectual Disabilities 128
Definitions of Learning Disabilities 88 Definitions of Intellectual Disabilities 129
Prevalence of Learning Disabilities 89 Prevalence of Intellectual Disabilities 132
What Are the Causes and Characteristics What Are the Causes and Characteristics of
of Learning Disabilities? 90 Intellectual Disabilities? 133
Causes of Learning Disabilities 90 Causes of Intellectual Disabilities 133
Characteristics of Students with Learning Disabilities 91 Characteristics of Students with Intellectual Disabilities 135
How Are Students with Learning How Are Students with Intellectual
Disabilities Identified? 97 Disabilities Identified? 139
Response to Intervention 97 Intelligence Testing 139
The Use of Standardized Testing 99 Adaptive Behavior Skills Assessment 140
Academic Skills Assessment 140
What and How Do I Teach Students
with Learning Disabilities? 101 What and
nd How Do
Instructional Content 101 I Teach Students
Instructional Procedures 106 with Intellectual
tellectual
Disabilities?
ties? 141
What Are Other Instructional Considerations for
Instructional
uctional
Teaching Students with Learning Disabilities? 113 Content
ontent 141
The Instructional Environment 113 Instructional
uctional
Instructional Technology 116 Procedures
rocedures 147
What Are Some Considerations for the

General Education Teacher? 119
What Are Other Instructional Considerations What Are Other Instructional Considerations
for Teaching Students with Intellectual for Teaching Students with Emotional or
Disabilities? 150 Behavioral Disorders? 191
The Instructional Environment 151 The Instructional Environment 192
Instructional Technology 154 Instructional Technology 195
What Are Some Considerations for the General What Are Some Considerations for the
Education Teacher? 157 General Education Teacher? 195
CHAPTER 6 Students with Emotional or CHAPTER 7 Students with

Behavioral Disorders 164 Communication Disorders 202
What Are the Foundations of Emotional What Are the Foundations of

and Behavioral Disorders? 166 Communication Disorders? 204
A Brief History of Emotional and Behavioral Disorders 166 A Brief History of Communication Disorders 204
Definitions of Emotional and Behavioral Disorders 167 Definitions of Communication Disorders 205
Classification of Individuals with Emotional or Behavioral Prevalence of Communication Disorders 209
Disorders 168
What Are the Causes and Characteristics
Prevalence of Emotional and Behavioral Disorders 169
of Communication Disorders? 210
What Are the Causes and Characteristics of Causes of Communication Disorders 210
Emotional and Behavioral Disorders? 170 Characteristics of Students with Communication Disorders 212
Causes of Emotional and Behavioral Disorders 171
How Are Students with Communication
Characteristics of Students with Emotional or Behavioral
Disorders 171 Disorders Identified? 216
Identification of Language Disorders 216
How Are Students with Emotional or
Identification of Speech Disorders 218
Behavioral Disorders Identified? 173
Evaluation of Students Who Are Linguistically Diverse 218
Observation 174
Behavior Rating Scales 174 What and How Do I Teach Students with
Behavior Assessment Systems 175 Communication Disorders? 220
Personality Inventories 175 Instructional Content 221
Projective Tests 175 Instructional Procedures 222
What and How Do I Teach Students with What Are Other Instructional Considerations for
Emotional or Behavioral Disorders? 176 Teaching Students with Communication Disorders? 226
Instructional Content 176 The Instructional Environment 226
Instructional Procedures 181 Instructional Technology 230

PART THREE IDEA Low-

Incidence Exceptionalities:
Foundations and Instruction
CHAPTER 8 Students Who Are Deaf or of Deafness and Hard of Hearing? 244
Hard of Hearing 238 Causes of Hearing Losses 245
What Are the Foundations of Deafness Characteristics of Deaf Students and Those
Who Are Hard of Hearing 246
and Hard of Hearing? 240
A Brief History of Deafness and Hard of Hearing 240
Definitions of Deafness and Hard of Hearing 242
Prevalence of Deafness and Hard of Hearing 244
x
How Are Students Who Are Deaf or
Hard of Hearing Identified? 250 CHAPTER 10 Students with Physical or
Identification of Newborns and Young Children
Health Disabilities 304
Who Are Deaf or Hard of Hearing 251
What Are the Foundations of Physical and
Identification of School-Aged Students Who
Are Deaf or Hard of Hearing 251
Health Disabilities? 306
A Brief History of Physical and Health Disabilities 306
Assessment of the Effect on Educational Performance 251
Definitions of Physical and Health Disabilities 307
What and How Do I Teach Students Who Prevalence of Physical and Health Disabilities 307
Are Deaf or Hard of Hearing? 252
What Are the Causes and Characteristics of
Instructional Content 253
Physical and Health Disabilities? 308
Instructional Procedures 256
Orthopedic Impairments 309
What Are Other Instructional Considerations for Other Health Impairments 311
Teaching Students Who Are Deaf or Hard of Traumatic Brain Injury 315
Hearing? 257
How Are Students with Physical or
The Instructional Environment 257
Health Disabilities Identified? 318
Instructional Technology 260
Identification of Orthopedic Impairments 319
What Are Some Considerations for the Identification of Other Health Impairments 320
General Education Teacher? 264 Identification of Traumatic Brain Injury 320
What and How Do I Teach Students with

CHAPTER 9 Students with Blindness or
Physical or Health Disabilities? 321
Low Vision 270
What Are the Foundations of Blindness Instructional Procedures 324
and Low Vision? 272 What Are Other Instructional Considerations for
A Brief History of Blindness and Low Vision 272 Teaching Students with Physical or Health
Definitions of Blindness and Low Vision 274 Disabilities? 327
Prevalence of Blindness and Low Vision 275 The Instructional Environment 327
of Blindness and Low Vision? 276 What Are Some Considerations for the
Causes of Blindness and Low Vision 276 General Education Teacher? 332
Characteristics of Students with Blindness or Low Vision 278
CHAPTER 11 Students with Autism
How Are Students with Blindness or Spectrum Disorders 337
Low Vision Identified? 281
Identification of Blindness or Low Vision What Are the Foundations of Autism Spectrum
in Infants and Toddlers 281 Disorders? 339
Identification of Blindness or Low Vision A Brief History of Autism
in School-Aged Students 282 Spectrum Disorders 339
Comprehensive Assessment 282 Definitions of Autism
Spectrum Disorders 340
Prevalence of Autism
Blindness and Low Vision? 286 Spectrum Disorders 341
What Are the Causes and
Characteristics of Autism
What Are Other Instructional Considerations for Spectrum Disorders? 342
Teaching Students with Blindness or Low Vision? 294 Causes of Autism
The Instructional Environment 294 Spectrum Disorders 342
Instructional Technology 297 Characteristics of Autism
Spectrum Disorders 344
How Are Students with Autism Spectrum Classification of Individuals with Severe Disabilities 380
Disorders Identified? 349 Prevalence of Severe Disabilities 381
Early Screening 350
What Are the Causes and Characteristics of
Diagnosis 350
Severe Disabilities? 381
What and How Do I Teach Students with Causes of Severe Disabilities 381
Autism Spectrum Disorders? 351 Characteristics of Students with Severe Disabilities 382
How Are Students with Severe Disabilities
Identified? 387
What Are Other Instructional Considerations Assessment Strategies for Identification 387
for Teaching Students with Autism Identification of Individuals with Deaf-Blindness 388
Spectrum Disorders? 363
with Severe Disabilities? 389
What Are Some Considerations for the Instructional Procedures 394
Teaching Students with Severe Disabilities? 398
CHAPTER 12 Students with Severe
Disabilities 376
What Are the Foundations of Severe Disabilities? 378
A Brief History of Severe Disabilities 378
Definitions of Severe Disabilities 379
PART FOUR Other

Exceptionalities: Foundations
and Instruction
What Are Factors That Place Children At Risk? 414
CHAPTER 13 Students Who Are At Risk: Conditions of Established Risk 414
Early Identification and Intervention 408
Conditions of Biological/Medical Risk 415
What Are the Foundations of At-Risk Conditions? 411 Conditions of Environmental Risk 415
A Brief History of At-Risk Conditions 411 Protective Factors 419
The Definition of At Risk 412 Profile of an At-Risk Child 419
Prevalence of Students Who Are At Risk 413 How Are Children Who Are At Risk Identified? 421
The Identification of Infants and Toddlers At Risk 421
The Identification of Young Children At Risk 422

Who Are At Risk? 424

Students Who Are At Risk? 431
The Home Environment 432

How Are Students Who Are Gifted
CHAPTER 14 Students with Attention and Talented Identified? 485
Deficit/Hyperactivity Disorder 440 Identification of Preschool Children
with Gifts or Talents 485
What Are the Foundations of Attention
Identification of School-Aged Students
Deficit/Hyperactivity Disorder? 443 with Gifts or Talents 486
A Brief History of Attention Deficit/Hyperactivity Disorder 443
Identification of Underrepresented Groups
The Definition of Attention Deficit/Hyperactivity Disorder 443 with Gifts or Talents 488
Prevalence of Attention Deficit/Hyperactivity Disorder 444 Alternative Approaches to Identification 490
What Are the Causes and Characteristics of What and How Do I Teach Students Who
Attention Deficit/Hyperactivity Disorder? 446 Are Gifted and Talented? 490
Causes of Attention Deficit/Hyperactivity Disorder 446 Acceleration and Enrichment 491
Characteristics of Students with Attention Deficit/ Instructional Content 493
Hyperactivity Disorder 447
Gardner’s Theory of Multiple Intelligences 494
How Are Students with Attention Deficit/ Instructional Procedures 495
Hyperactivity Disorder Identified? 451
Interviews 451
Students Who Are Gifted and Talented? 499
Questionnaires and Checklists 452
Rating Scales 453
Academic Testing 453
Direct Observation 453 What Are Some Considerations for the
Attention Deficit/Hyperactivity Disorder? 454
APPENDIXES
Instructional Procedures 456 TEXT APPENDIX: Sample Individualized
Education Program A-1
What Are Other Instructional Considerations
ONLINE APPENDIX: Lesson Plans, Classroom
for Teaching Students with Attention Suggestions, and Instructional Resources
Deficit/Hyperactivity Disorder? 462
www.mhhe.com/tayloreducation2e
Instructional Technology 465 GLOSSARY G-1
What Are Some Considerations for the REFERENCES R-1
General Education Teacher? 467 PHOTO CREDITS C-1
NAME INDEX I-1
CHAPTER 15 Students Who Are Gifted
and Talented 474 SUBJECT INDEX I-10
What Are the Foundations of Gifts and Talents? 476

A Brief History of Gifts and Talents 476
Definitions of Gifts and Talents 477
Prevalence of Gifts and Talents 478

of Gifts and Talents? 479
Causes of Gifts and Talents 479
Characteristics of Students Who Are Gifted and
Talented 481
Preface
We are excited to offer you the second edition of Exceptional Students: Educating
All Teachers for the 21st Century. The field of education has evolved into one that
requires collaboration among families, communities, and schools. Within schools,
special and general educators must collaborate to be effective and efficient in teach-
ing and responding to the demands of new standards, statewide assessments, and
calls for education reform. In this second edition of Exceptional Students: Educat-
ing All Teachers for the 21st Century, we have refined our content to reflect the
role of the special educator while continuing to address the role of the general
educator in serving special populations.
The second edition includes updated references and photographs, changes to the
content emphases and discussions to reflect current thought and practice, and addi-
tions/deletions of tables and figures to also reflect current thought. The following
section, New Additions to the Second Edition, outlines more specifics. We would like
to stress that this text includes information from DSM-5, the latest from the AAIDD,
and other important publications and references that define and influence the field of
special education. We are grateful to the instructors and students who have given us
their feedback on the text. Their classroom experiences inspired suggested refine-
ments that we incorporated throughout the second edition.
New Additions to the Second Edition

Each chapter of the book has been rewritten and revised to reflect current research.
References and photographs have been updated throughout. The content has been
refined for clarity and consistency.
Chapter 1: New research and figures reflect the 31st Annual Report to Con-
gress on IDEA.
Chapter 2: Content has been reorganized slightly to reflect Response to Inter-
vention (RtI) research.
Chapter 3: Person-centered planning information has been updated to reflect
current practice. The co-teaching models have been revised and updated to
reflect current practice. The interagency agreement section has been removed
to more closely match the actual practice of most teachers.
Chapter 4: Information on instructional practices has been expanded a bit to
reflect the emphasis on STEM programs. The practices section has also been
updated to reflect the ever-increasing focus on access to the general education
curriculum.
Chapter 5: The terminology has been changed to intellectual disabilities from
mental retardation (except as when historically appropriate). The definition and
identification procedures have been changed to reflect the AAIDD’s most recent
publications. The supports model of service delivery has been updated as well.
The preventive measures section now reflects more current thinking in the field.
The academic content and instructional technology sections have been
expanded to reflect the more current focus on inclusion while maintaining the
need for functional skills and community-based instruction.
Chapter 6: The definition and identification procedures have been changed to
reflect the DSM-5 revisions and a more current focus on evaluation. The instruc-
tional procedures sections have been updated.
xiv
Chapter 7: The content has been updated to reflect the changes in delivery of
services options.
Chapter 8: The characteristics information has been updated to reflect more
recent research. The environmental arrangements section has also been updated.
Chapter 9: Both the national agenda and expanded core curriculum informa-
tion includes more recent changes. The assessment section has been updated to
include current practice. The assistive technology section has been updated
with outdated material deleted.
Chapter 10: The Individualized Health Care plans section has also been revised
to better reflect current practice.
Chapter 11: All of the foundation section has been rewritten to reflect changes
made in the DSM-5. Outdated tables also have been deleted to reflect these
changes. The practices section has been updated to reflect more emphasis on
accessing the general education curriculum. Instructional technology has been
updated and expanded.
Chapter 12: In general, the overall coverage in this chapter has been reduced
to better reflect reviewers’ preferences. The levels of support discussion has
been updated to reflect the new AAIDD publications. The table on various syn-
dromes has been deleted and readers are referred to the National Institutes of
Health website for detailed information of medical conditions and syndromes.
Accessing the general education curriculum discussion has been revised and
updated. Information on alternative assessments has been minimized as the pro-
cedures vary from state to state.
Chapter 13: All prevalence and risk factors statistics have been updated to reflect
newer definitions and trends. Assessment tools have been updated. Information
that was duplicative has been removed. The skills in early literacy identified by the
National Early Literacy Panel (NELP) which have replaced the National Reading
Panel skills as the areas on which to focus with this age group are discussed.
Chapter 14: The definition section and tables in the foundations section have
incorporated the changes made in the DSM-5. The instructional procedures sec-
tions have been updated.
Chapter 15: Schoolwide Enrichment Model (SEM) material has been added to
expand coverage of research on gifted and talented students.
An Emphasis on What Teachers Need to

Know and Be Able to Do
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The new edition of Exceptional Students pro- C H A P T ER OU T LIN E

vides balanced coverage of the foundations of F O U N D AT I O N S P RA C T I C E
exceptionalities that future teachers need to
F OU N D AT I ON S
What Are the Foundations of Learning Disabilities? What and How Do I Teach Students with Learning
Disabilities?
know to understand their students and responsi- A Brief History of Learning Disabilities
Definitions of Learning Disabilities Instructional Content
Prevalence of Learning Disabilities Types of Content Knowledge
bilities, and the practical information they need What Are the Causes and Characteristics of Learning
Areas of Instructional Content
Transition Planning
to effectively teach their students. Although the Disabilities?

Causes of Learning Disabilities
Instructional Procedures

general topics addressed are similar to those of Characteristics of Students with Learning Disabilities Teaching Students with Learning Disabilities?
How Are Students with Learning Disabilities The Instructional Environment
other textbooks, coverage of these topics is Identified? Instructional Technology
Response to Intervention
What Are Some Considerations for the General
enhanced within each chapter of Exceptional The Use of Standardized Testing Education Teacher?
Students, second edition.
xv
Coverage of practical information related to instructional content, instructional
procedures, the instructional environment, and instructional technology has been
expanded from its traditional treatment so that each chapter provides equal amounts
of foundational and practical material. In addition, two topics crucial for future teach-
ers to understand in order to best support their students—collaboration and students
at risk—are stand-alone chapters.
Foundational Information for Understanding

Exceptionalities
The first half of each exceptionality chapter is devoted to the foundational informa-
tion about exceptionalities that future teachers need to know. This section discusses
the history, definitions, prevalence, causes, characteristics, and identification proce-
dures of the specific exceptionality. Devoting the first half of the chapter to foun-
dational content provides future teachers with the groundwork they will need to
make informed instructional decisions in the classroom.
Foundational coverage is also highlighted through the An Important Event fea-
ture, which presents a key event or the publication of seminal research that has
helped shape special education today. Reflection questions, designed to help students
consider their opinion or the importance of the event, accompany each discussion.
Examples of important events include the founding of the Council for Exceptional
Children, publication of Wang and Birch’s proposal for the use of the Adaptive Learn-
tay10505_ch08_238-269.indd Page 239 23/12/13 1:48 PM f-500
ing Environment Model, and publication of the results of the Carolina Abecedarian
/204/MH02103/tay10505_disk1of1/0078110505/tay10505_pagefiles
Project. Even though Exceptional Students emphasizes practical applications, we

believe it is vital for students to understand how special education has evolved and to
consider their place in its continuing development.
Practical Information to Guide Classroom

Planning and Instruction
The second half of each exceptionality chapter provides instructional and peda-
gogical information future teachers need to know to effectively teach students.
This part of the chapter is organized around instructional content, instructional
procedures, the instructional environment, and instructional technology, as well as
specific considerations for the general education teacher. In addition, the general
education section introduces topics that are
important when planning and implementing
I N T R O D U C I N G A L L I S ON instruction for students with special needs
within the general education classroom.
Allison is a 6-year-old girl who has just greatly reduced the infections and room services if her literacy skills,
started the first grade. She has a hear- their severity. which will be monitored and assessed Practical strategies are also highlighted in
ing loss resulting from repeated and
severe ear infections in infancy and
Allison uses hearing aids that make
it possible for her to learn using her
frequently, can be developed in her
general education class. Also, an audi-
the following features:
throughout her early childhood. The auditory channel. Her speech and lan- ologist will provide consultation to
infections resulted in a bilateral con- guage skills are delayed, likely the Allison’s parents, teachers, and speech
ductive hearing loss. Her loss is mild to
moderate—she does not hear clearly
result of not hearing adequately in
early childhood. Her parents are con-
and language pathologist to ensure her
hearing aids are working properly, are
Chapter-opening Case Study
until sounds reach a 40 decibel level. cerned about her literacy skills devel- being maintained, and are being used and Revisit Opportunities
She experiences this hearing loss opment as she begins school. Because as effectively as possible. 䊏
across all frequencies of sound detect- she qualified for early intervention, the Each chapter begins with a scenario
able by the human ear. Prior to enter- school and Allison’s parents developed
ing school, Allison received early an IEP for her. She receives speech describing a student with special needs in
intervention services at home from an
audiologist and early childhood special
and language services regularly. An
itinerant teacher for students who are
the context of his or her educational expe-
educator. Because of her frequent ill- deaf or hard of hearing provides con- rience. Throughout the chapter, readers are
nesses, she only sporadically attended sultation to her general education
a center-based preschool program. teacher. The team did not feel they
presented with related questions called
With time, medical interventions should “pull out” Allison for resource Revisits, which ask students to apply key
concepts they have just learned to an actual
xvi
situation. These cases tie the chapter together, allow for contextual learning, and
offer an instructor several additional topics for discussion. For example, in Chapter 8,
the reader is introduced to Allison, a student with a hearing loss. Later in the
chapter, the reader is asked whether Allison would be considered deaf or hard of
hearing, what issues she mighttay66373_ch03_063-091.indd
have with her identity, and how her teacher might
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plan for accommodations during literacy instruction.
Classroom Suggestions
Classroom Suggestions Strategies to Promote
As in the first edition, the emphases on practical classroom Family Involvement
suggestions and strategies is maintained. Each chapter
❑ Provide professional development.
includes several Classroom Suggestions with strategies
and tips. These clear, concise strategies serve as mini- ❑ Teach families their rights under state and federal laws.
guides for future teachers, giving them confidence to enter ❑ Plan for family input and seek that input regularly. Family members are important in
providing information about the social, behavioral, communication, academic skill, and
their classrooms ready to handle myriad situations. Exam- curriculum needs of their child. Involve family members as critical decision makers in the
life of the child.
ples of Classroom Suggestions include Strategies to Pro-
mote Family Involvement, Guidelines for Implementing ❑ Use plain language that family members can understand.
Cooperative Learning, Examples of Instructional Grouping ❑ Show respect for ethnicity/culture and language.
Accommodations for Students with Intellectual Disabilities, ❑ Adjust meeting schedules to accommodate family schedules (for example, scheduling IEP
meetings after school when parents are not at work).
and Accommodations for a Student Who Has Difficulty
❑ Expand parents’ and siblings’ roles as appropriate to the family’s wishes and abilities, such as
with Self-Control. providing academic support (for example, tutoring, helping with homework), going on field
trips, chaperoning, and other appropriate activities.
Source: Taylor, G. R. (2004). Parenting skills & collaborative services for students with disabilities. Lanham, MD:
Classroom Examples ScarecrowEducation.
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The second edition of Exceptional Stu-
dents continues to include classroom arti-
facts and sample handouts of real and
relevant student and teacher work. For Classroom Example A Sample Team-Teaching Plan
example, the text shares a sample Team-
Teaching plan, a Contingency Contract, and
The Plan
a Social Story with picture cues to assist Learning Goal: Students will be able to use place values concepts to represent whole numbers and decimals using
with waiting in line in the cafeteria. numerals, words, expanded notation, and physical models (Ohio Content Area Standards: Grade Three Mathematics:
Numbers and Number Systems).
Lesson Objective: Students will be able to describe the multiplicative nature of the number system (e.g., 2520 can be
represented as 2 ⫻ 1000 ⫹ 5 ⫻ 100 ⫹ 2 ⫻ 10 ⫹ 0 ⫻ 1).
IEP Objectives (as appropriate): John will be able to apply principles of multiplication to solve computational and word
Practical Considerations for problems with 90% accuracy.
the Classroom Instructional Grouping: Students will be in one large group for initial instruction (one teach, one assist), followed by
students being divided for smaller group instruction (parallel teaching), and finally divided into one smaller homogeneous
group and one large homogeneous group (alternative teaching).
Concluding each chapter, Practical Consid-
erations for the Classroom: A Reference
for Teachers provides an at-a-glance practical summary the future teacher can take
into the classroom. Sections of the feature include What IDEA Says about the Spe-
cific Exceptionality, Identification Tools, Characteristics, Indicators You Might See,
Teaching Implications, Methodologies and Strategies to Try, Considerations for the
General Classroom, and Collaboration.
Coverage of Collaboration
We strongly believe that helping our future teachers to be part of a collaborative
team will result in a better educational experience for the exceptional student, the
general education teacher, and the special education teacher. We have continued to
devote a complete chapter to collaboration and have updated the section on co-
teaching in particular. The chapter provides an introduction to collaboration includ-
ing its history and key concepts and the roles of different team members. It also
explores best practices in collaboration among schools and families, between school
personnel, and between schools and communities. In addition, we’ve integrated
issues of collaboration in individual chapters where relevant.
xvii
Practical Considerations for the Classroom Students with Learning Disabilities
Methodologies and Considerations for the General
What IDEA Says about Learn- Characteristics Indicators You Might See Teaching Implications Strategies to Try Classroom and Collaboration
ing Disabilities: Learning Disabili-
ties is an IDEA category. IDEA Related to Reading May have problems with phonological awareness or processing; rapid Instructional Content t Task Analysis (p. 113) Instruction generally occurs in
automatic naming; word recognition (mispronunciation; skipping, t Most students with learning disabilities will participate in the general t Cognitive Strategies the general education
defines learning disabilities as “a classroom.
adding, or substituting words; reversing letters or words; difficulty education curriculum. They will most likely need intensive instruction in (p. 115)
disorder in one or more of the basic blending sounds together); and comprehension (due to lack of the process of learning and in the content of learning. t Metacognitive The general education teacher
psychological processes involved in background knowledge, difficulty understanding text structure, and t Consider need for the curriculum to include declarative knowledge, Strategies (p. 115) should:
understanding or in using language, vocabulary deficits). procedural knowledge, and conditional knowledge.
t Mnemonics (p. 117) t Establish a positive climate
spoken or written, which may mani- t Support content areas of reading (phonological awareness, decoding
that promotes valuing and
and comprehension), written language (teaching writing as a process), t Attribution Retraining
fest in an imperfect ability to listen, accepting personal
mathematics (computation and problem solving), and study skills (such (p. 118)
think, speak, read, spell, or do math- Related to Possible problems with basic number facts, calculation, application, responsibility for learning.
as listening, note taking, time management, comprehending textbook
ematical calculations.” Disorders Mathematics language of math, problem solving, oral drills and worksheets, word t Consider accommodations
usage and memory strategies).
problems, math anxiety, and retrieving information from long-term such as changes in presentation,
included are perceptual disabilities, t Transition planning should include the development of goal setting and
memory. instructional methods or materials,
brain injury, minimal brain dysfunc- self-advocacy.
assignments and tests, response
tion, dyslexia, and developmental modes, the learning environment,
aphasia. Disorders not included are time demands and scheduling.
Writing and Written Possible problems with handwriting, spelling, or written language/ Instructional Procedures t Consider adapting the
learning problems that are primarily
Expression written expression (punctuation, vocabulary, and sentence structure). t Provide a structured instructional program with daily routines and academic content.
the result of visual, hearing, or motor
Characteristics expectations; clear rules; curriculum presented in an organized, sequential t Consider a parallel or
disabilities; mental retardation; emo- fashion; and a focus on learning tasks rather than extraneous stimuli. overlapping curriculum.
tional disturbance; or environmental, t In planning, consider what, how, and when to teach; provide activities for
cultural, or economic disadvantage. practice, feedback, and evaluation; organize and pace the curriculum; and Collaboration
Expressive and Possible problems with Producing and understanding language.
provide smooth transitions.
Receptive General and special educators
t Consider using task analysis and direct instruction.
Identification Tools: The general Language should consult on:
t Consider using cognitive and metacognitive strategies instruction.
classroom teacher often makes the Characteristics t Determining the curriculum
Consider whether using the Learning Strategies Curriculum would be of
initial identification based on class- use in teaching academics and social interaction. Consider attribution t Developing accommodations
room observation and performance, retraining. t Choosing procedures and
Cognitive-Related Possible problems with attention, memory, strategy use, and t Effective instructional practices for ELLs include using visuals to reinforce strategies
and state- or districtwide assess-
Characteristics metacognition. concepts and vocabulary, utilizing cooperative learning and peer tutoring, t Planning the physical
ments. Prereferral Assessment and environment
making strategic use of the native language by allowing students to
RTI Approaches: Possibly uses cri- organize their thoughts in their native language, providing sufficient time t Planning for assistive
terion-referenced testing, curricu- and opportunity for students to use oral language and writing in formal and technology
lum-based assessment, and Social and Possible social skills deficits, and problems with social cognition and informal contexts, and focusing on rich vocabulary words during lessons to
Emotional relationships with others. May have fewer friends and less social be used as vehicles for teaching literary concepts. Also consider providing
criterion-referenced measurement.
Characteristics status than peers. Possible behavioral problems include depression, simplified, appealing, multisensory lectures; adapting textbooks and
Formal Identification: Several anxiety disorders, and antisocial personality disorder. May also display assignments; and using supplementary materials.
sources are used for identification. learned helplessness.
They may include intelligence and Instructional Environment
achievement tests, tests measuring
t Reduce congestion in high-traffic areas, make sure you can see all
process skills, and language and students, make frequently used materials and supplies easily accessible,
academic tests. The response to ensure that all students can see whole class presentations.
intervention approach may also be t For preschool students, the environment should be structured and
used. promote efficiency, accessibility, independence, and functionality. It
should also promote language and literacy development.
t For elementary and secondary students, the environment should be
organized to prevent “dead time.” Structure and routine are important.
Space should be available for individual work, large and small group work,
peer tutoring, and cooperative learning. Decrease possible distractions.
t Effective grouping options include one-to-one instruction, small group,
whole class, peer tutoring, and classwide peer tutoring.
Coverage of Students at Risk

As part of our belief in including practical and relevant information for all future
teachers, we have included a chapter dedicated to at-risk children (Chapter 13).
Regardless of whether they receive services under Part C of IDEA, children at risk
may be identified as needing services through Part B of IDEA. If identified early and
addressed appropriately, the learning challenges of some of these students can be
remediated without formal identification. This chapter enables future teachers to
identify students who may be at risk and provide them with the appropriate supports.
Integration of Key Topics

Based on our experience teaching introduction to special education courses, and
feedback from readers, instructors, and reviewers, we have updated but maintained
integration of topics that include:
• Inclusion: The inclusive classroom is first introduced in Chapter 2 (The Special
Education Process). To further emphasize the importance of this topic, and to
discuss it in a relevant and practical manner, the final section of each chapter
in Parts Two–Four focuses on the inclusive, general education classroom. As
members of the collaborative special education team, both the special educa-
tion teacher and the general education teacher benefit from fully understanding
inclusion. It prepares the future general education teacher for a classroom with
exceptional students and enables the future special education teacher to better
understand general classroom needs, thereby fostering better collaboration.
• Student Cultural Diversity: Diversity is first introduced in Chapter 1 (An Over-
view of Special Education) and then discussed within each chapter. For example,
effective instructional strategies for English language learners with learning dis-
abilities are suggested in Chapter 4 (Students with Learning Disabilities); working
xviii
with families from diverse backgrounds when implementing assistive technology
for students with intellectual disabilities is discussed in Chapter 5 (Students with
Intellectual Disabilities); and the underidentification of culturally diverse gifted
students is explored in Chapter 15 (Students Who Are Gifted and Talented).
• Technology: Technology offers a range of support and learning opportunities for
students. With the explosive growth of technology tools, an understanding of
how and when to use these tools and their benefits should be discussed. Each
chapter in Parts Two–Four presents a section on relevant technologies useful
in the instruction and support of students with special needs.
• Early Intervention and Transition: Like technology, early intervention and
transition issues vary by exceptionality. Coverage ranges from the importance
of early intervention with children diagnosed with an autism spectrum disorder,
to special transition support, such as for postsecondary education for students
with learning disabilities.
Features That Support Student Learning

Students in our classrooms not only need to read textual information but also need
to understand, analyze, and synthesize the large amount of material presented to
them. The second edition of Exceptional Students includes the following peda-
gogical aids as guides for future teachers, resulting in more application and a better
understanding of special education.
• Chapter Opening Outline: Each chapter begins with a chapter outline designed
as an advance organizer to prepare the reader for the content to come.
• Check Your Understanding: Concluding each major section are several ques-
tions presented to check understanding of key ideas. This allows students to
learn and digest material in smaller chunks. By using this tool, students can
work through the material at their own pace, checking that they fully under-
stand one concept before moving to the next.
• Marginal Definitions of Key Terms: For easy reference, full definitions of key
terms are presented in the margin next to where they appear in the chapter.
These definitions are also available in the glossary at the end of the text.
• Chapter Summary: Key concepts are highlighted to reinforce an understanding
of the most important concepts and provide an effective tool for studying.
• Reflection Questions and Application Activities: Chapter-ending reflection
questions encourage debate, active learning, and reflection, along with applica-
tion activities that may involve field components and emphasize learning in
real environments, with real students and practitioners, and in schools and
communities.
Supplemental Offerings
The second edition of Exceptional Students is accompanied by a wealth of teaching
and learning resources.
• Instructor’s Manual by Tandra Tyler-Wood, University of North Texas. Each
chapter includes an overview, objectives, outline, and key vocabulary list; teach-
ing strategies; classroom activities; alternative assessment activities; possible
responses to the Revisit questions asked in the text; and additional case studies
and examples.
• Test Bank by Donna Kearns, University of Central Oklahoma. Each chapter is
supported by multiple-choice and true/false questions categorized by type of
question and level of difficulty, and essay questions.
• EZTest Online Computerized Test Bank. Test questions are available elec-
tronically through EZTest. EZTest is a flexible and easy-to-use program that
xix
enables instructors to create tests from book-specific items combined with their
own items. Multiple versions of the test can be created, and any test can be
exported for use with course management systems such as WebCT and Black-
board. In addition, EZ Test Online is accessible virtually anywhere via the Web,
and eliminates the need to install testing software. Instructors also have the
option of delivering tests through iQuiz™ via students’ iPods™.
• PowerPoint Slides by Donna Kearns, University of Central Oklahoma. The
PowerPoint slides cover the key points of each chapter and include charts and
graphs from the text. The PowerPoint presentations serve as an organization
and navigation tool, and can be modified to meet your needs.
• Classroom Performance System (CPS) Content by Richael Barger-Anderson,
Slippery Rock University. Each chapter includes objective and opinion questions
to be used in a Classroom Performance System (“clickers”) to gauge student
understanding and spark discussion.
• Course Management Cartridges. Cartridges including material from the
Online Learning Center and the test bank are available and can be customized
to match your course. Our cartridges are free for adopting instructors.
• Online Learning Center—Student Study Guide with quizzes by Craig Rice,
Middle Tennessee State University. The Online Learning Center houses a stu-
dent study guide including a study checklist and practice quizzes, Web links for
further exploration, and online appendices with additional classroom examples.
• Annual Editions: Educating Children with Exceptionalities. This collec-
tion of reprinted contemporary articles from sources such as Teaching Excep-
tional Children, Educational Leadership, and Intervention in School and
Clinic can be packaged with Exceptional Students for a reduced price.
xx
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Acknowledgments
We want to start by thanking our significant others— Janet Lerner, Northeastern Illinois University
Yvette, Dave, and Joyce—for putting up with us for Brenda Myles, The University of Kansas
the many, many hours we ignored them as we were
J. David Smith, University of North Carolina at
involved in this project.
Greensboro
Just as it takes a team to educate students with
exceptionalities, so it does to write a textbook. We Joyce VanTassel-Baska, The College of William
gratefully acknowledge the feedback, guidance, and Mary
and contributions offered by our expert consul- Jo Webber, Texas State University, San Marcos
tants who helped ensure current and comprehen- Sydney S. Zentall, Purdue University
sive coverage in their areas of specialty; design
consultants who commented on the cover and inte-
rior designs; peer reviewers who teach relevant Design Consultants
college courses and were able to suggest how
Patricia Campbell, Valdosta State University
chapters or discussions could be improved to best
meet the way they teach and their students learn Robert E. Faulk, University of Memphis
the course content; and especially the reviewers of Holly Hoffman, Central Michigan University
the new second edition. Donna Kearns, University of Central Oklahoma
The second edition of Exceptional Children
Craig Rice, Middle Tennessee State University
would not be possible without the feedback from
instructors and students who used the book in Susan Simmerman, Utah Valley State College
their classrooms. We thank the reviewers who gave James Thompson, Illinois State University
us their feedback for this revision. Shirley E. Thompson, Valdosta State University
Second Edition Reviewer List Peer Reviewers
Teresa Bridger, Prince George’s Community Gary Allison, University of Delaware

College Ellyn Lucas Arwood, University of Portland
Barbara E. Bromley, California State Polytechnic Richael Barger-Anderson, Slippery Rock
University, Pomona University
Roxann L. Clark, Northwestern Oklahoma State Dawn Behan, Upper Iowa University
University Rebecca Newcom Belcher, Northwest Missouri
Faith Cousens, Marist College State University
DeAnn Lechtenberger, Texas Tech University Dawn Berlin, California State University,
Karen Phelan, Anne Arundel Community College Dominguez Hills
Diane Plunkett, Fort Hays State University Carrie Ann Blackaller, California State University,
Dominguez Hills
Margaret Shippen, Auburn University
Sally Burton-Hoyle, Eastern Michigan University
Kathleen M. Chinn, New Mexico State University
Expert Consultants Denise Clark, University of Wisconsin-Oshkosh
Hank Bersani, Western Oregon University Martha Cocchiarella, Arizona State
University-Tempe
Diane P. Bryant, The University of Texas at Austin
Christina Curran, Central Washington
Barbara Clark, California State University, Los
University
Angeles
Stephen Dempsey, Emporia State University
Belva Collins, University of Kentucky
Douglas Eicher, Missouri Western
Maureen Conroy, The University of Florida
J’anne Ellsworth, Worthman University
Thomas N. Kluwin, Gallaudet University
Theresa Estrem, University of Minnesota
S. Jay Kuder, Rowan University
xxii
Richard Evans, University of Texas, Permian Joseph Nolan, Indiana University of
Basin Pennsylvania
Bob Faulk, University of Memphis Anne Papalia-Berardi, Millersville University
Mary Fisher, Purdue University E. Michelle Pardew, Western Oregon University
Constance J. Fournier, Texas A&M University Kathlyn Parker, Eastern Michigan University
Derrick Fries, Eastern Michigan University Loreena Parks, Eastern Michigan University
Kenneth Coffey, Mississippi State University Linda Parrish, Texas A&M University
Dan Glasgow, Northeastern State University Darcie Peterson, Utah State University
Blanche Jackson Glimps, Tennessee State Barbara Rebhuhn, University of Wisconsin–River
University Falls
Patrick Grant, Slippery Rock University Craig Rice, Middle Tennessee State University
Barbara Green, University of Central Oklahoma Patricia Rippe, Peru State College
Holly Hoffman, Central Michigan University Phyllis Robertson, University of Texas, Austin
Jack Hourcade, Boise State University Lynne A. Rocklage, Eastern Michigan University
Susan Hupp, University of Minnesota Loline Saras, Kutztown University
Nithya Narayanaswamy Iyer, SUNY, Oneonta Susan Simmerman, Utah Valley State College
Donna Kearns, University of Central Oklahoma Scott Sparks, Ohio University
Myung-sook Koh, Eastern Michigan University Terry Spigner, University of Central Oklahoma
Wilbert Corry Larson, Eastern Kentucky Georgine Steinmiller, Henderson State
University University
Marcel Lebrun, Plymouth State College Linda Strunck, Ball State University
Barbara Lee, Kean University Linda Svobodny, Minnesota State University
Yeun joo Lee, California State University, Moorhead
Bakersfield Kristine Swain, University of Nebraska, Omaha
Joan D. Lewis, University of Nebraska, Kearney James Thompson, Illinois State University
Reid Linn, James Madison University Shirley E. Thompson, Valdosta State University
Carmelita Lomeo-Smrtic, Mohawk Valley Tandra Tyler-Wood, University of North Texas
Community College Doreen Vieitez, Joliet Junior College
Joy McGehee, Northwestern State University Phillip Waldrop, Middle Tennessee State
Dianna McNair, Central Washington University University
Joseph Merhaut, Slippery Rock University Robin Wells, Eastern New Mexico University
Martha Meyer, Butler University Barbara Wert, Bloomsberg University
Dorothy D. Miles, Saint Louis University James Yanok, Ohio University
N. Kagendo Mutua, University of Alabama Dalun Zhang, Clemson University
xxiii
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Another random document with
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No doubt, Caleb profoundly agreed with this characterisation of
Letizia, held he up never so plump a protestant hand.
“Oh, do give your consent to our marriage,” he gurgled. “I know
that there is a difference of religion. But I have ventured to think once
or twice that you could overlook that difference. I have remarked
sometimes that you did not appear to attach very great importance to
your religion. I’ve even ventured to pray that you might come in time
to perceive the errors of Romanism. In fact, I have dreamed more
than once, ma’am, that you were washed in the blood of the Lamb.
However, do not imagine that I should try to influence Letizia to
become one of the Peculiar Children of God. I love her too dearly,
ma’am, to attempt any persuasion. From a business point of view—
and, after all, in these industrious times it is the business point of
view which is really important—from a business point of view the
match would not be a very bad one. I have a few humble savings,
the fruit of my long association with you in your enterprises.”
Caleb paused a moment and took a deep breath. He had reached
the critical point in his temptation of Madame Oriano, and he tried to
put into his tone the portentousness that his announcement seemed
to justify.
“Nor have I been idle in my spare time, ma’am. No, I have devoted
much of that spare time to study. I have been rewarded, ma’am. God
has been very good to me and blessed the humble talent with which
he entrusted me. Yes, ma’am. I have discovered a method of using
chlorate of potash in combination with various other chemicals which
will undoubtedly revolutionise the whole art of pyrotechny. Will you
consider me presumptuous, ma’am, when I tell you that I dream of
the moment when Fuller’s Fireworks shall become a byword all over
Great Britain for all that is best and brightest in the world of
pyrotechny?”
Madame Oriano’s eyes flashed like Chinese fire, and Caleb,
perceiving that he had made a false move, tried to retrieve his
position.
“Pray do not suppose that I was planning to set myself up as a
manufacturer of fireworks on my own. So long as you will have me,
ma’am, I shall continue to work for you, and if you consent to my
marrying your Letizia I shall put my new discovery at your service on
a business arrangement that will satisfy both parties.”
Madame Oriano pondered the proposal in silence for a minute.
“Yes, you can have Letizia,” she said at last.
Caleb picked up the hand that was hanging listlessly over the
coverlet and in the effusion of his gratitude saluted it with an oily
kiss.
“And you’ll do your best to make Letizia accept me as a husband?”
he pressed.
“If I say you can have Letizia, caro, you willa have her,” the mother
declared.
“You have made me the happiest man in England,” Caleb oozed.
Whereupon he walked on tiptoe from the room with a sense even
sharper than usual that he was one of the Lord’s chosen vessels, a
most peculiar child even among the Peculiar Children of God.
Just when the hot August day had hung two dusky sapphire lamps
in the window of the room, Madame Oriano, who had been lying all
the afternoon staring up at the shadows of the birds that flitted
across the ceiling, rang the bell and demanded her daughter’s
presence.
“Letizia, devi sposarti,” she said firmly.
“Get married, mamma? But I don’t want to be married for a long
time.”
“Non ci entra, cara. Devi sposarti. Sarebbe meglio—molto meglio.
Sei troppo sfrenata.”[7]
[7] “That doesn’t come into it, my dear. You must get
married. It would be better—much better. You are too
harum-scarum.”
“I don’t see why it should be so much better. I’m not so harum-
scarum as all that. Besides, you never married at my age. You never
married at all if it comes to that.”
“Lo so. Perciò dico che tu devi sposarti.”[8]
[8] “I know that. That’s why I say that you must get married.”
“Thanks, and who am I to marry?”

“Caleb.”
“Caleb? Gemini! Caleb? Marry Caleb? But he’s so ugly! And he
don’t wash himself too often, what’s more.”
“Bello non é ... ma che importa? La bellezza passa via.”
“Yes, I daresay beauty does pass away,” said Letizia indignantly.
“But it had passed away from Caleb before ever he was born.”
“Che importa?”
“I daresay it don’t matter to you. But you aren’t being expected to
marry him. Besides, you’ve had all the beaux you wanted. But I
haven’t, and I won’t be fobbed off with Caleb. I just won’t be, and you
may do what you will about it.”
“Basta!” Madame Oriano exclaimed. “Dissa talk is enough.”
“Basta yourself and be damned, mamma,” Letizia retorted. “I won’t
marry Caleb. I’d sooner be kept by a handsome gentleman in a big
clean cravat. I’d sooner live in a pretty house he’d give me and drive
a crimson curricle on the Brighton Road like Cora Delaney.”
“It does not import two pennies what you wish, figlia mia. You willa
marry Caleb.”
“But I’m not in love with him, the ugly clown!”
“Love!” scoffed her mother. “L’amore! L’amore! Love is mad. I have
hadda so many lovers. Tanti tanti amanti! Adesso, sono felice? No!
Ma sono vecchia assai. Yes, an old woman—una vecchia miserabile
senza amanti, senza gambe—e non si fa l’amore senza gambe,
cara, ti giuro—senza danaro, senza niente.”
Sans love, sans legs, sans money, sans everything, the old
woman dropped back on her pillows utterly exhausted. A maid came
in with candles and pulled the curtains to shut out the dim grey into
which the August twilight had by now gradually faded. When the
maid was gone, she turned her glittering, sombre eyes upon her
daughter.
“You willa marry Caleb,” she repeated. “It willa be better so—molto
meglio cosi. Gli amanti non valgono niente. All who I have been
loving, where are dey now? Dove sono? Sono andati via. Alla gone
away. Alla gone. You willa marry Caleb.”
Letizia burst into loud sobs.
“But I don’t want to marry, mamma.”
“Meglio piangere a diciasette che rimpiangere a sessanta,”[9] said
Madame Oriano solemnly. “You willa marry Caleb.”
[9] “Better to weep at seventeen than to repine at sixty.”
Letizia felt incapable of resisting this ruthless old woman any

longer. She buried her head in the gaudy satin coverlet and wept in
silence.
“Allora dammi un bacio.”
The obedient daughter leaned over and kissed her mother’s lined
forehead.
“Tu hai già troppo l’aria di putana, figlia mia. Meglio sposarti.
Lasciammi sola. Vorrei dormire. Sono stanca assai ... assai.”[10]
[10] “You have already too much the air of a wanton, my

daughter. Better to get married. Leave me alone. I want to
sleep. I’m very tired.”
Madame Oriano closed her eyes, and Letizia humbly and
miserably left her mother, as she wished to be left, alone.
CHAPTER IV
MARRIED LIFE
So, Caleb Fuller married Letizia Oriano and tamed her body, as
without doubt he would have succeeded in taming the body of any
woman of whom he had lawfully gained possession.
Madame Oriano did not long survive the marriage. The effort she
made in imposing her will upon her daughter was too much for a
frame so greatly weakened. Once she had had her way, the desire to
live slowly evaporated. Yet she was granted a last pleasure from this
world before she forsook it for ever. This was the satisfaction of
beholding with her own eyes that her son-in-law’s discovery of the
value of chlorate of potash as a colour intensifier was all that he
claimed for it. That it was likely to prove excessively dangerous when
mixed with sulphur compounds did not concern this pyrotechnist of
the old school. The prodigious depth and brilliant clarity of those new
colours would be well worth the sacrifice of a few lives through
spontaneous ignition in the course of manufacturing them.
The first public demonstration that Caleb gave was on the evening
of the Fifth of November in a Clerkenwell tea-garden. It is unlikely
that Madame Oriano ever fully comprehended the significance of
these annual celebrations. If she ever did wonder who Guy Fawkes
was, she probably supposed him to be some local English saint
whose martyrdom deserved to be commemorated by an abundance
of rockets. As for Caleb, he justified to himself some of the pleasure
that his fireworks gave to so many people by the fact that the chief
festival at which they were employed was held in detestation of a
Papist conspirator.
On this particular Fifth of November the legless old lady was
carried in an invalid’s chair through the press of spectators to a
favourable spot from which she could judge the worth of the
improved fireworks. A few of the rabble jumped to the conclusion
that she was a representation of Guy Fawkes himself, and set up the
ancient chorus:
Please to remember the Fifth of November

Gunpowder treason and plot;
We know no reason why gunpowder treason
Should ever be forgot!
A stick and a stake for King George’s sake,
A stick and a stump for Guy Fawkes’s rump
Holla, boys! holla, boys! huzza-a-a!
Madame Oriano smiled grimly when Caleb tried to quiet the

clamour by explaining that she was flesh and blood.
“Letta dem sing, Caleb. Non fa niente a me. It don’ta matter
notting to me.”
A maroon burst to mark the opening of the performance. This was
followed by half-a-dozen rockets, the stars of which glowed with
such greens and blues and reds as Madame Oriano had never
dreamed of. She tried to raise herself in her chair.
“Bravo, Caleb! Bravissimo! Ah dio, non posso più! It is the besta
colore I havva ever seen, Caleb. E ottimo! Ottimo, figlio mio.”
She sat entranced for the rest of the display; that night, like a
spent firework, the flame of her ardent life burnt itself out.
The death of his mother-in-law allowed Caleb to carry out a plan
he had been contemplating for some time. This was to open a
factory in Cheshire on the outskirts of his native town. He anticipated
trouble at first with the Peculiar Children of God, who were unlikely to
view with any favour the business of making fireworks. He hoped,
however, that the evidence of his growing prosperity would presently
change their point of view. There was no reason to accuse Caleb of
hypocrisy, or to suppose that he was anything but perfectly sincere in
his desire to occupy a high place in the esteem of his fellow
believers. Marriage with a Papist had in truth begun to worry his
conscience more than a little. So long as Letizia had been a
temptation, the fact of her being a daughter of Babylon instead of a
Peculiar Child of God had only made the temptation more
redoubtable, and the satisfaction of overcoming it more sharp. Now
that he was licensed to enjoy her, he began to wonder what effect
marriage with a Papist would have on his celestial patron. He felt like
a promising young clerk who has imperilled his prospects by
marrying against his employer’s advice. It began to seem essential
to his salvation that he should take a prominent part in the prayer-
meetings of the Peculiar Children of God. He was ambitious to be
regarded himself as the most peculiar child of all those Peculiar
Children. Moreover, from a practical standpoint the opening of a
factory in the North should be extremely profitable. He already had
the London clients of Madame Oriano; he must now build up a solid
business in the provinces. Fuller’s Fireworks must become a byword.
The King was rumoured to be ill. He would be succeeded by another
king. That king would in due course have to be solemnly crowned.
Liverpool, Manchester, Sheffield, Leeds, and many other large towns
would be wanting to celebrate that coronation with displays of
fireworks. When the moment arrived, there must be nobody who
would be able to compete with Fuller and his chlorate of potash.
So to Brigham in Cheshire Caleb Fuller brought his wife. In some
fields on the outskirts of the town in which he had spent a poverty-
stricken youth he built his first sheds, and in a dreary little street
close to Bethesda, the meeting-house of the Peculiar Children of
God, he set up his patriarchal tent. Here on a dusty September dawn
just over two years after her last public appearance at “Neptune’s
Grotto,” Letizia’s eldest daughter was born. The young wife of Caleb
was not yet thoroughly tamed, for she produced a daughter exactly
like herself and called her Caterina in spite of the father’s objection
to a name associated with the wheels of which he made so many.
Not only did she insist on calling the child Caterina, but she actually
took it to the nearest Catholic chapel and had it baptised by a priest.
It happened about this time that one of the apostles of the
meeting-house was gravely ill, and Caleb, who had designs on the
vacant apostolic chair, decided that his election to it must not be
endangered by the profane behaviour of his young wife. When he
remonstrated with her, she flashed her eyes and tossed her head as
if he were still Caleb the clerk and she the spoilt daughter of his
employer.
“Letizia,” he said lugubriously, “you have destroyed the soul of our
infant.”
“Nonsense!”
“You have produced a child of wrath.”
“My eye!” she scoffed.
Caleb’s moist lips vanished from sight. There was a long silence
while he regarded his wife with what seemed like two pebbles of
granite. When at last he spoke, it was with an intolerable softness.
“Letizia, you must learn to have responsibilities. I am frightened for
you, my wife. You must learn. I do not blame you entirely. You have
had a loose upbringing. But you must learn.”
Then, as gently as he was speaking, he stole to the door and left
Letizia locked behind him in her bedroom. Oh, yes, he tamed her
body gradually, and for a long time it looked as if he would tame her
soul. She had no more daughters like herself, and each year for
many years she flashed her eyes less fiercely and tossed her head
less defiantly. She produced several other children, but they all took
after their father. Dark-eyed Caterina was followed by stodgy
Achsah. Stodgy Achsah was followed by podgy Thyrza. These were
followed by two more who died almost as soon as they were born, as
if in dying thus they expressed the listlessness of their mother for this
life. Maybe Letizia herself would have achieved death, had not the
way Caleb treated little Caterina kept her alive to protect the child
against his severity.
“Her rebellious spirit must be broken,” he declared, raising once
more the cane.
“You shall not beat her like this, Caleb.”
“Apostle Jenkins beat his son till the child was senseless, because
he stole a piece of bread and jam.”
“I wish I could be as religious as you, Caleb,” said his wife.
He tried to look modest under the compliment.
“Yes,” she went on fiercely, “for then I’d believe in Hell, and if I
believed in Hell I’d sizzle there with joy just for the pleasure of seeing
you and all your cursed apostles sizzling beside me.”
But Letizia did not often break out like this. Each year she became
more silent, taking refuge from her surroundings in French novels
which she bought out of the meagre allowance for clothes that her
husband allowed her. She read French novels because she
despised the more sentimental novelists of England that were so
much in vogue at this date, making only an exception in favour of
Thackeray, whom she read word for word as his books appeared.
She was learning a bitter wisdom from literature in the shadows and
the silence of her wounded heart. After eight years of married life she
bore a son, who was called Joshua. There were moments when
Letizia was minded to smother him where he lay beside her, so
horribly did this homuncule reproduce the lineaments of her loathed
husband.
Meanwhile, the factory flourished, Caleb Fuller became the
leading citizen of Brigham and served three times as Mayor. He built
a great gloomy house on the small hill that skirted the mean little
town. He built, too, a great gloomy tabernacle for the Peculiar
Children of God. He was elected chief apostle and sat high up in
view of the congregation on a marble chair. He grew shaggy
whiskers and suffered from piles. He found favour in the eyes of the
Lord, sweating the poor and starving even the cows that gave him
milk. Yes, the renown of Fuller’s Fireworks was spread far and wide.
The factory grew larger year by year. And with it year by year waxed
plumper the belly and the purse of Caleb himself, even as his soul
shrivelled.
In 1851 after twenty years of merciless prosperity Caleb suffered
his first setback by failing to secure the contract for the firework
displays at the Great Exhibition. From the marble chair of the chief
apostle he called upon the Peculiar Children of God to lament that
their Father had temporarily turned away His countenance from
them. Caleb beat his breast and bellowed and groaned, but he did
not rend his garments of the best broadcloth, because that would
have involved his buying new ones. The hulla-balloo in Bethesda
was louder than that in a synagogue on the Day of Atonement, and
after a vociferous prayer-meeting the Peculiar Children of God went
back to their stuffy and secretive little houses, coveting their
neighbours’ wives and their neighbours’ maids, but making the best
of their own to express an unattainable ideal. Horrid stuffy little
bedrooms with blue jets of gas burning dimly through the night-time.
Heavy lumps of humanity snoring beneath heavy counterpanes.
Lascivious backbiting of the coveted wives and maids on greasy
conjugal pillows. Who in all that abode of prurient respectability and
savage industrialism should strip Caleb’s soul bare? Who should not
sympathise with the chief apostle of the Peculiar Children of God?
Yet, strange to say, Caleb found that God’s countenance
continued to be averted from his own. He was still licking the
soreness of his disappointment over the Exhibition fireworks when
one morning in the prime of June his eldest daughter left the great
gloomy house on the hill, never to return. While Caleb stormed at his
wife for not taking better precautions to keep Caterina in bounds, he
was aware that he might as well be storming at a marble statue. He
lacked the imagination to understand that the soul of Letizia had fled
from its imprisonment in the guise of Caterina’s lissom body. But he
did apprehend, however dimly, that henceforth nothing he might say
or do would ever again affect his wife either for good or for ill.
Cold dark eyes beneath black arched brows surveyed him
contemptuously. He had never yet actually struck Letizia; but he
came near to striking her at that moment.
“She wanted to go on the stage.”
“A play-actress! My eldest daughter a play-actress!”
“Alas, neither she nor I can cup those drops of blood she owes to
you. But her soul is hers and mine. You had no part in making that.
Even if you did crawl over my body and eat the heart out of me, you
slug! Do what you like with the others. Make what you can of them.
But Caterina is mine. Caterina is free.”
“As if I had not suffered enough this year,” Caleb groaned.
“Suffered? Did you say that you had suffered?” His wife laughed.
“And what about the sufferings of my Caterina all these years of her
youth?”
“I pray she’ll starve to death,” he went on.
“She was starving to death in this house.”
“Ay, I suppose that’s what the Church folk will be saying next. The
idle, good-for-nothing slanderers! Not content with accusing me of
starving my cows, they’ll be accusing me of starving my children
now. But the dear Lord knows....”
“You poor dull fool,” Letizia broke in, and with one more glance
from her cold dark eyes she left him.
Caterina had as dissolute a career as her father could have feared
and as miserable an end as he could have hoped, for about twelve
years later, after glittering with conspicuous shamelessness amid the
tawdry gilt of the Second Empire, she died in a Paris asylum
prematurely exhausted by drink and dissipation.
“Better to die from without than from within,” said her mother when
the news was brought to Brigham.
“What do you mean by that?” Caleb asked in exasperated
perplexity. “It’s all these French novels you read that makes you talk
that high-flown trash. You talk for the sake of talking, that’s my
opinion. You used to talk like a fool when I first married you, but I
taught you at last to keep your tongue still. Now you’ve begun to talk
again.”
“One changes in thirty-four years, Caleb. Even you have changed.
You were mean and ugly then. But you are much meaner and much
uglier now. However, you have the consolation of seeing your son
Joshua keep pace with you in meanness and in ugliness.”
Joshua Fuller was now twenty-six, an eternal offence to the eyes
of his mother, who perceived in him nothing but a dreadful reminder
of her husband at the same age. That anybody could dare to deplore
Caterina’s life when in Joshua the evidence of her own was before
them enraged Letizia with human crassness. But Joshua was going
to be an asset to Fuller’s Fireworks. Just as his father had perceived
the importance of chlorate of potash in 1829, so now in 1863 did
Joshua perceive the importance of magnesium, and the house of
Fuller was in front of nearly all its rivals in utilising that mineral, with
the result that its brilliant fireworks sold better than ever. The
Guilloché and Salamandre, the Girandole and Spirali of Madame
Oriano, so greatly admired by old moons and bygone multitudes,
would have seemed very dull affairs now. Another gain that Joshua
provided for the business was to urge upon his father to provide for
the further legislation about explosives that sooner or later was
inevitable. With an ill grace Caleb Fuller had complied with the
provisions of the Gunpowder Act of 1860; but, when the great
explosion at Erith occurred a few years later, Joshua insisted that
more must be done to prepare for the inspection of firework
establishments that was bound to follow such a terrific disaster.
Joshua was right, and when the Explosives Act of 1875 was passed
the factory at Brigham had anticipated nearly all its requirements.
By this time Joshua was a widower. In 1865, at the age of twenty-
eight, he had married a pleasant young woman called Susan
Yardley. After presenting him with one boy who was christened
Abraham, she died two years later in producing another who was
christened Caleb after his grandfather.
The elder of these two boys reverted both in appearance and in
disposition to the Oriano stock, and old Mrs. Fuller—she is sixty-
three now and may no longer be called Letizia—took a bitter delight
in never allowing old Mr. Fuller to forget it. She found in the boy, now
a flash of Caterina’s eyes, now a flutter of Madame Oriano’s eyelids.
She would note how much his laugh was like her own long ago, and
she would encourage him at every opportunity to thwart the
solicitude and defy the injunctions of Aunt Achsah and Aunt Thyrza.
When her son protested against the way she applauded Abraham’s
naughtiness, she only laughed.
“Bram’s all right.”
“I wish, mamma, you wouldn’t call him Bram,” Joshua protested.
“It’s so irreverent. I know that you despise the Bible, but the rest of
us almost worship it. I cannot abide this irreligious clipping of
Scriptural names. And it worries poor papa terribly.”
“It won’t worry your father half as much to hear Bram called Bram
as it’ll worry poor little Bram later on to be called Abraham. That
boy’s all right, Josh. He’s the best firework you’ve turned out of this
factory for many a day. So, don’t let Achsah and Thyrza spoil him.”
“They try their best to be strict, mamma.”
“I’m talking about their physic, idiot. They’re a pair of pasty-faced
old maids, and it’s unnatural and unpleasant to let them be for ever
messing about with a capital boy like Bram. Let them physic young
Caleb. He’ll be no loss to the world. Bram might be.”
Joshua threw his eyes up to Heaven and left his unaccountable
mother to her own unaccountable thoughts. He often wondered why
his father had never had her shut up in an asylum. For some time
now she had been collecting outrageous odds and ends of furniture
for her room to which none of the family was allowed access except
by special invitation. Ever since Caterina had run away old Mrs.
Fuller had had a room of her own. But she had been content with an
ordinary bed at first. Now she had procured a monstrous foreign
affair all gilt and Cupids and convolutions. If Joshua had been his
father he would have taken steps to prevent such a waste of her
allowance. He fancied that the old man must be breaking up to allow
such furniture to enter the house.
Not long after the conversation between Joshua and his mother
about Bram, a travelling circus arrived at Brigham on a Sunday
morning. The Peculiar Children of God shivered at such a
profanation of the Sabbath, and Apostle Fuller—in these days a truly
patriarchal figure with his long white food-bespattered beard—
preached from the marble chair on the vileness of these sacrilegious
mountebanks and the pestilent influence any circus must have on a
Christian town. In spite of this denunciation the chief apostle’s own
wife dared to take her elder grandchild on Monday to view from the
best seats obtainable the monstrous performance. They sat so near
the ring that the sawdust and the tan were scattered over them by
the horses’ hoofs. Little Bram, his chin buried in the worn crimson
velvet of the circular barrier, gloated in an ecstasy on the
paradisiacal vision.
“Brava! Bravissima!” old Mrs. Fuller cried loudly when a demoiselle
of the haute école took an extra high fence. “Brava! Bravissima!” she
cried when an equestrienne in pink tights leapt through four blazing
hoops and regained without disarranging one peroxide curl the
shimmering back of her piebald steed.
“Oh, grandmamma,” little Bram gasped when he bade her good
night, “can I be a clown when I’m a man?”
“The difficulty is not to be a clown when one is a man,” she
answered grimly.
“What do you mean, grandmamma?”
“Ah, what?” she sighed.
And in their stuffy and secretive little bedrooms that night the
Peculiar Children of God talked for hours about the disgraceful
amount of leg that those circus women had shown.
“I hear it was extremely suggestive,” said one apostle, smacking
his lips with lecherous disapprobation.
“Was it, indeed, my dear?” the dutiful wife replied, thereby offering
the man of God an opportunity to enlarge upon the prurient topic
before he turned down the gas and got into bed beside her.
“Bram was very naughty to go to the circus, wasn’t he, Aunt
Achsah?” young Caleb asked in a tone of gentle sorrow when his
pasty-faced aunt leaned over that Monday night to lay her wet lips to
his plump pink cheeks.
“Grandpapa was very cross,” Aunt Achsah mournfully replied,
evading the direct answer, but implying much by her expression.
“Gran’papa’s not cross with me, is he, auntie?” young Caleb asked
with an assumption of fervid anxiety.
“No, my dear child, and I hope that you will never, never make
your dear grandfather cross with you.”
“Oh, I won’t, Aunt Achsah,” young Caleb promised, with what Aunt
Achsah told Aunt Thyrza was really and truly the smile of one of
God’s most precious lambs.
“Thyrza, Thyrza, when that blessed little child smiles like that,
nobody could deny him anything. I’m sure his path down this vale of
tears will always be smoothed by that angelic smile.”
She was talking to her sister in the passage just outside young
Caleb’s bedroom—he had already been separated from his elder
brother for fear of corruption—and he heard what she said.
When the footsteps of his aunts died away along the passage, the
fat little boy got out of bed, turned up the gas, and smiled at himself
several times in the looking-glass. Then he retired to bed again,
satisfied of his ability to summon that conquering smile to his aid
whenever he should require it.
CHAPTER V
TINTACKS IN BRIGHAM
On a wet and gusty afternoon in the month of March, 1882, Bram
Fuller, now a stripling of sixteen, sat in one of the dingiest rooms of
that great gloomy house his grandfather had begun to build forty
years before. It looked less stark, now that the evergreen trees had
grown large enough to hide some of its grey rectangularity; but it did
not look any more cheerful in consequence. In some ways it had
seemed less ugly at first, when it stood on top of the mean little hill
and was swept clean by the Cheshire winds. Now its stucco was
stained with great green fronds and arabesques of damp caused by
the drip of the trees and the too close shrubberies of lanky privet and
laurel that sheltered its base. Old Mr. Fuller and his son were both
under the mistaken impression that the trees planted round Lebanon
House—thus had the house been named—were cedars. Whereas
there was not even so much as a deodar among the crowd of
starveling pines and swollen cryptomerias. Noah’s original ark
perched on the summit of Ararat amid the surrounding waters
probably looked a holier abode than Lebanon House above the sea
of Brigham roofs.
The town had grown considerably during half a century, and old
Mr. Fuller had long ago leased the derelict pastures, in which his
cows had tried to eke out a wretched sustenance on chickweed and
sour dock, to accommodate the enterprising builder of rows of little
two-storied houses, the colour of underdone steak. The slopes of the
hill on which the house stood had once been covered with fruit-trees,
but the poisoning of the air by the various chemical factories, which
had increased in number every year, had long made them barren.
Joshua had strongly advised his father to present the useless slopes
to Brigham as a public recreation ground. It was to have been a
good advertisement both for the fireworks and for the civic spirit that
was being fostered by the Peculiar Children of God. As a matter of
fact, Joshua himself had some time ago made up his mind to join the
Church of England as soon as his father died. He was beginning to
think that the Bethesda Tabernacle was not sufficiently up-to-date as
a spiritual centre for Fuller’s Fireworks, and he was more concerned
for the civic impression than the religious importance of the gift. On
this March afternoon, however, the slopes of Lebanon were still a
private domain, for old Mr. Fuller could never bring himself to give
away nine or ten acres of land for nothing. He was much too old to
represent Brigham in Parliament himself, and it never struck him that
Joshua might like to do so.
So, Bram Fuller was able to gaze out of the schoolroom window,
to where, beyond the drenched evergreens hustling one another in
the wind, the drive ran down into Brigham between moribund or
skeleton apple-trees fenced in on either side by those raspberry-
tipped iron railings that his grandfather had bought so cheaply when
the chock-a-block parish churchyard was abolished and an invitingly
empty cemetery was set apart on the other side of the town for the
coming generations of Brigham dead. Bram was still a day-boy at the
grammar school, and as this afternoon was the first half-holiday of
the month he was being allowed to have a friend to tea. Jack
Fleming was late, though. There was no sign of him yet coming up
the slope through the wind and wet. Bram hoped that nothing had
happened to keep him at home. He was so seldom allowed to
entertain friends that Jack’s failure to appear would have been an
overwhelming disappointment. He looked round the schoolroom
dejectedly. Never had it seemed so dingy and comfortless. Never
had that outline portrait of Queen Victoria, filled in not with the
substance of her regal form, but with an account of her life printed in
minute type, seemed such a futile piece of ingenuity; never had the
oilcloth seemed infested with so many crumbs, nor the table-cloth
such a kaleidoscope of jammy stains.
Old Mrs. Fuller had been right when she recognised in the baby
Bram her own race. She and he had their way, and Abraham was
never heard now except in the mouth of the grandfather. Yes, he was
almost a perfect Oriano, having inherited nothing from his father, and
from his mother only her pleasant voice. He was slim, with a clear-
cut profile and fine dark hair; had one observed him idling gracefully
on a sun-splashed piazza, he would have appeared more
appropriate to the setting than to any setting that Brigham could
provide. He was a popular and attractive youth with a talent for
mimicry, and a gay and fluent wit. His young brother, who fortunately
for the enjoyment of Bram and his friend had been invited forth
himself this afternoon, was a perfect Fuller save that he had
inherited from his mother a fresh complexion which at present only
accentuated his plumpness. All the Fuller characteristics were there
—the greedy grey eyes, the podgy white hands, the fat rump and
spindle legs, the full wet lips and slimy manner. To all this young
Caleb could add his own smile of innocent candour when it suited his
purpose to produce it. At school he was notorious as a toady and a
sneak, but he earned a tribute of respect from the sons of a
commercial community by his capacity for swopping to his own
advantage and by his never failing stock of small change, which he
was always willing to lend at exorbitant interest on good security.
Bram was badly in debt to his young brother at the present moment,
and this added something to the depression of the black March
afternoon, though that was lightened at last by the tardy arrival of his
expected friend with the news that Blundell’s Diorama had arrived in
Brigham and would exhibit itself at seven o’clock.
“We must jolly well go, Bramble,” Jack declared.
Bram shook his head despondently.
“No chink!”
“Can’t you borrow some from young Caleb?”
“I owe him two and threepence halfpenny already, and he’s got my
best whalebone-splice bat as a security till I pay him back.”
“Good Lord, and I’ve only got sixpence,” Jack Fleming groaned.
“Anyway, it’s no use,” Bram went on. “The governor wouldn’t let
me go into Brigham on a Saturday night.”
“Can’t you find some excuse?”
Bram pondered for a few seconds.
“I might get my grandmater to help.”
“Well, buck up, Bramble. It’s a spiffing show, I hear. They’ve got
two girls with Italian names who play the guitar or something. We
don’t often get a chance of a decent evening in Brigham.”
“You’re right, Jack. All serene! Then I’ll have a try with the
grandmater. She’s such an old fizzer that she might manage it.”
Bram went up cautiously to old Mrs. Fuller’s room. She was
seventy now, but still able to hate fiercely her octogenarian husband
who was for ever browsing among dusty commentaries on the Old
Testament nowadays, and extracting from the tortuous fretwork of
bookworms such indications of the Divine purpose as the exact date
and hour of the Day of Judgment. He was usually clad in a moth-
eaten velveteen dressing-gown and a smoking cap of quilted black
silk with a draggled crimson tassel. The latter must have been worn
as a protection to his bald and scaly head, because not a puff of
tobacco smoke had ever been allowed to contend with the odour of
stale food that permeated Lebanon House from cellar to garret.
The old lady was sitting by the fire in her rococo parlour, reading
Alphonse Daudet’s new book. Her hawk’s face seemed to be not so
much wrinkled as finely cracked like old ivory. Over her shoulders
she wore a wrap of rose and silver brocade.
“Why, Bram, I thought you were entertaining visitors this
afternoon.”
“I am. He’s downstairs in the schoolroom. Jack Fleming, I mean.”
“Is that a son of that foxy-faced solicitor in High Street?”
Bram nodded.
“But Jack’s rather decent. I think you’d like him, grandmamma.”
“Ah, I’m too old to begin liking new people.”
Bram kicked his legs together, trying to make up his mind what line
to adopt for enlisting the old lady’s sympathy.
“Blundell’s Diorama is here,” he announced at last.

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CHAPTER 1 An Overview of Special Education 1

PART TWO IDEA High-Prevalence Exceptionalities: Foundations and Instruction

CHAPTER 4 Students with Learning Disabilities 84

PART THREE IDEA Low-Incidence Exceptionalities: Foundations and Instruction

CHAPTER 8 Students Who Are Deaf or Hard of Hearing 238

PART FOUR Other Exceptionalities: Foundations and Instruction

PART ONE Special Education:

CHAPTER 1 An Overview of Special CHAPTER 2 The Special Education

How Have Litigation and Legislation How Do Students Become Eligible

PART TWO IDEA High-

CHAPTER 4 Students with Learning CHAPTER 5 Students with Intellectual

What Are Some Considerations for the

CHAPTER 6 Students with Emotional or CHAPTER 7 Students with

What Are the Foundations of Emotional What Are the Foundations of

Projective Tests 175 Instructional Procedures 222

Instructional Procedures 181 Instructional Technology 230

What Are Some Considerations for the

PART THREE IDEA Low-

What and How Do I Teach Students with

PART FOUR Other

What and How Do I Teach Students

What Are Other Instructional Considerations for

What Are Some Considerations for the

What Are the Foundations of Gifts and Talents? 476

What Are the Causes and Characteristics

New Additions to the Second Edition

An Emphasis on What Teachers Need to

The new edition of Exceptional Students pro- C H A P T ER OU T LIN E

to effectively teach their students. Although the Disabilities?

What Are Other Instructional Considerations for

Students, second edition.

Foundational Information for Understanding

Project. Even though Exceptional Students emphasizes practical applications, we

Practical Information to Guide Classroom

tay66373_ch03_063-091.indd Page 81 11/19/07 5:14:16 PM epg /Users/epg/Desktop/Najmi 16:11:07/d20477-01_7m_s08GA

Coverage of Students at Risk

Integration of Key Topics

Features That Support Student Learning

Second Edition Reviewer List Peer Reviewers

Teresa Bridger, Prince George’s Community Gary Allison, University of Delaware

“Thanks, and who am I to marry?”

[9] “Better to weep at seventeen than to repine at sixty.”

Letizia felt incapable of resisting this ruthless old woman any

[10] “You have already too much the air of a wanton, my

Please to remember the Fifth of November

Madame Oriano smiled grimly when Caleb tried to quiet the

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