Physical, Sensory, and Health Disabilities: An Introduction

Physical, Sensory, and Health Disabilities: An Introduction, 1/e

Frank G. Bowe, Hofstra University

Published June, 1999 by Prentice Hall Career & Technology

See other books about:
Physical Disabilities/Health Disabilities-Methods-Special Education

Severe/Multiple Disabilities - Methods-Special Education

Summary

The text is appropriate for either the Introductory or Methods course in Physical and/or Health Disabilities in the departments of special education, and occupational and physical therapy. This book equips students with the knowledge they need to be effective in working with individuals who have physical, sensory and/or health disabilities. The text focuses on the delivery of services to children, provides factual information about the specific disabilities and presents material on barriers that can hinder a full and rewarding life. Collaboration between teachers, counselors, therapists and family is emphasized throughout.

Features

Covers all major disability areas—Includes an extensive chapter on Health Impairments.

This text describes children, youth, and young adults with physical, sensory, and/or health impairments who (1) need special education (e.g., are served under IDEA), (2) do not (“section 504 students”), and (3) have secondary limitations (cognitive, sensory, etc.).

Emphasizes the person and their abilities first—Rather than their limitations.

This text helps your students to value them as people, not just as “problems to be fixed”.

Discusses teaching, therapy and counseling with individuals who have secondary conditions that often accompany physical or health disabilities.

Unlike many competing texts, this book focuses as much on teaching and counseling as on therapy.

Provides comprehensive coverage of housing, transportation, employment, and other obstacles individuals with physical and/or health disabilities must overcome.

These topics are seldom found in competing texts. Yet knowledge of them is essential for teachers, counselors, and therapists.

Stresses throughout the book that regular and special educators need to collaborate with each other—And that both kinds of educators need to work hand-in-hand with therapists and counselors.

This is the state-of-the-art in the field: The hallmark of leading-edge programs is that they feature collaboration.

Contains real-life examples drawn from the author's extensive experience.

The author has taught, counseled, worked with, and supervised (on the job) thousands of people with the conditions discussed in this book. That wealth of experience enriches the text.

Offers a resources section with contact information for key organizations, a glossary of important terms, references, and an index.

These are practical features that students find invaluable, both in the classroom and later in their work.

I. INTRODUCTION.

II. SERVICE DELIVERY.

III. THE DISABILITIES.

IV. THE ENVIRONMENT.