Full Download Human Exceptionality School Community and Family 11th Edition Hardman Solutions Manual
Full Download Human Exceptionality School Community and Family 11th Edition Hardman Solutions Manual
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2
EDUCATION FOR ALL
PART 1 THROUGH THE LIFESPAN
As we move through the second decade of the 21st century, we have come a long way in our
understanding of diversity in today’s society—that is, everyone is unique in some way.
For some of you, this book is the beginning of your journey into the past, present, and future of
people who are exceptional. It is a journey about those with diverse needs, desires, interests,
backgrounds, characteristics, and lifestyles. What does the word exceptional mean to you? Who
or what influenced your knowledge, attitudes, and behavior toward people, and the words you
use to describe them? You may have a family member, friend, or casual acquaintance who is
exceptional in some way—or you may be a person who has at one time or another been
described as “different.” The purpose of this book is to put forward a critical premise for the 21st
century. That is, understanding human exceptionality is to understand ourselves.
Our journey into the lives of people with differences begins with four chapters that encompass
the life span in family, school, and community living, moving through the early childhood years
into elementary school and on to adolescence, high school, and the challenging transition to
becoming an adult with disabilities in a complex and changing world.
INSTRUCTOR’S OVERVIEW
Chapter 2, “Education for All,” provides an introduction to the field of education in a 21st
century world. From the origins of special education to the Individuals with Disabilities Act,
we examine the critical distinction between schooling for the privileged and the right of every
child to a free and appropriate education. Characteristics of effective special education practice
are discussed, including the hallmarks of the field (individualization, intensive instruction, and
the explicit teaching of skills), as well as the critical elements of appropriate instruction,
including multitiered systems of support (Response to Intervention), universal design for
learning, access to the general education curriculum, and greater accountability for student
achievement.
CHAPTER-AT-A-GLANCE
SECTION 504/ADA AND Learning Objectives: Web Resources: Observe your service learning
REASONABLE Focus 6 http://www.ed.gov/offices/OSER placement. What model of
ACCOMODATIONS P. 43-45 S/IDEA/regs.html service delivery, undifferentiated
Power Point Slides: or individually referenced, is
Ch. 2 employed? What reasons do you
Premium Website: think are behind the selection of
Test Bank, ExamView: Videos service delivery models?
Ch. 2
WebQuests:
Chapter 2, Quest 2 - Education
for All: Global Perspectives
http://questgarden.com/84/34/6/0
91021111658/
WebTutor:
Online resources for your course
management system
LOOKING TOWARD A BRIGHT Power Point Slides: Premium Website: Have your students describe the
FUTURE p. 45-47 Ch. 2 Videos social, economic, and political
pressures that make the reality of
Test Bank, ExamView: WebTutor: NCLB and IDEA a challenge to
Ch. 2 Online resources for your course realize.
management system
FOCUS PREVIEW
After studying this chapter, your students should be able to discuss their answers to the following:
Focus 1
What educational services were available to students with disabilities during most of the 20TH century?
Focus 2
Identify the principal issues in the right-to-education cases that led to the eventual passage of the national
mandate to educate students with disabilities.
Focus 3
Identify five major provisions of the Individuals with Disabilities Education Act.
Focus 4
Discuss the special education referral, assessment, planning, and placement process.
Focus 5
Identify three principles that are intended to assure that schools across the nation are accountable for
student learning. Under IDEA 2004, what must a student’s IEP include to ensure access to the general
curriculum?
Focus 6
Distinguish between students with disabilities who are eligible for services under Section 504/ADA and
those eligible under IDEA.
CHAPTER/LECTURE OUTLINE
Language: English
PUBLISHED BY
EDITORIAL STAFF
Associate Editors:
Advisory Board:
COLUMBUS, OHIO
Perennial Tumbleweeds 67
John H. Schaffner
PUBLISHED BY
John H. Schaffner.
Annual tumbleweeds,
Tumble-grasses,
Perennial tumbleweeds.
E. E. Masterman.
In 1898, I planted 1000 burs; 917 grew two plants to the bur.
In 1899, I planted 1000 burs; 921 grew two plants to the bur.
In 1900, I planted 1000 burs; 913 grew two plants to the bur.
Total three years, 3000 burs; 2751 grew two plants to the bur.
Of the remaining 249 burs some grew one plant, some none;
some had one, some had two apparently sound seeds. I regret that no
further notice was taken of these seeds. The only object was to
determine whether the two seeds could be made to grow at the same
time. An account of the work was sent to Professor Selby, asking
whether further experiment was necessary; he replied that he
thought not.
Perhaps it should be added that I selected only apparently sound
burs; soil was taken from a field near a creek where cockleburs grow
abundantly. It was passed through a ¼ inch-mesh wire sieve, and
carefully searched over with the aid of a glass. This soil was taken to
a distant part of the farm; in it the seeds were planted and nature did
the rest.
I also made observations as follows: I searched among
specimens growing for a mile along a creek, for two plants growing
together and not nearer than five inches to any other plant. Of the
1500 specimens examined each year for three years, two plants
always grew from one bur.
Why have I obtained such opposite results as compared with
Professor Arthur’s? Can it be referred to locality, soil, or some other
more favorable conditions?
The substance of the above was presented, December 27, 1900,
to the Ohio Academy of Science and it provoked a discussion in
which Professors Kellerman, Schaffner, Mosely and others
participated. Dr. Kellerman thought that the results of Arthur’s
experiments were perhaps more nearly in accord with what usually
takes place in nature. He pointed out the mistake of quoting or
saying that Arthur has shown “that only one of the seeds can be
caused to germinate the first year.” Turning to the printed report of
the experiments in question (Proc. 16th, An. Meeting Soc. Prom. Agr.
Sci., 1895), I find that, based on many experiments made previous to
1895, he gives the result in round numbers as follows: “Out of every
hundred ordinarily well formed cockleburs, seventy will produce one
seedling each, and five two seedlings each the first year after
maturity; the remaining twenty-five will for various reasons fail to
grow. Thirty of the hundred will produce seedlings the second year
after maturity, five will produce seedlings the third year after
maturity, and two or three seedlings will be produced in subsequent
years.”
Later experiments by Dr. Arthur seemed to show a lower
percentage of cases of the sprouting of both seeds to the bur in one
season. In the summary he states: “The germination of both seeds of
a bur of Xanthium in one season is exceptional.”
In view of the above and in accordance with the suggestions of
others I purpose continuing my experiments relative to this subject.
The following interesting statement is made by Dr. Arthur, in
the report cited, touching the cause of the difference in the action of
the two seeds; he says it “appears to be constitutional; a hereditary
character residing in the protoplasm of the embryo.”
New London, Ohio.
PLANT REMAINS FROM THE BAUM
VILLAGE SITE.
W. C. Mills.
Dr. V. Sterki.
In June of last year I took some Opuntia plants home, and also
some top joints heavily set with large buds. The former were planted
in the garden, the latter set in an Oleander tub. When, after a month,
none of the flower buds had opened, it was thought that they were
too many, as the joints bearing them were without roots, and most of
them were cut off and left lying on the ground, where a part of them
later on became partly or entirely covered with soil. In September, I
was surprised to find them all green and fresh; most of them had
rooted, and a few even sprouted, sending up shoots from half an inch
to over an inch high, being perfect little joints. At the present writing
(Jan. a. c.) all are alive, and, no doubt, will grow out to plants next
summer. They will be watched closely and further report be given.
It might be added that the Opuntia calyx-tube, which is later the
fruit, has “eyes,” that is buds, of the same character as the ordinary
buds of the plant, with clusters of bristles; and out of these the young
shoots grew, when the bud took root.
Evidently these buds retain more of the nature of the mother
plant than is common in flowers. It is unknown to me whether
similar observations have been made before. But it would be of
interest to make experiments with different plants. Would the
receptacles root and sprout if detached after flowering and
fertilization have taken place? Would the buds sprout when left in
situ on the mother plant, after the flowering parts had been removed,
the receptacle only left in place? Will the buds of other genera of
Cacteae, and other similar succulent plants behave in the same way,
under favorable conditions?
So-called viviparous plants are, as is well known, rather
common, e. g. among Gramineae, Cyperaceae, Polygoneae. But there
the actual flower parts develop into leaves, from which they had
originally been derived, and while yet remaining on the parent plant.
New Philadelphia, Ohio.
NOTE ON THE INVOLUCRAL LEAVES OF
SYNDESMON.
F. H. Burglehaus.
W. A. Kellerman.
W. A. Kellerman.