Developmental Perspectives on Children With High-incidence Disabilities

Abstract

Contents: Part I:Developmental Foundations and Extensions. R. Gallimore, Three Parallels Between the Development of Special Education and the Career of Professor Keogh. E.E. Werner, Risk and Protective Factors in the Lives of Children With High Incidence Disabilities. M.K. Rothbart, L.B. Jones, Temperament: Developmental Perspectives. R. Gallimore, L.P. Bernheimer, T.S. Weisner, Family Life Is More Than Managing Crisis: Broadening the Agenda of Research on Families Adapting to Childhood Disability. S. Vaughn, B. Elbaum, The Self-Concept and Friendships of Students With Learning Disabilities: A Developmental Perspective. Part II:Diagnosis, Classification, and Intervention. D.L. MacMillan, D.L. Speece, Utility of Current Diagnostic Categories for Research and Practice. S.R. Forness, K.A. Kavale, H.M. Walker, Identifying Children At Risk for Antisocial Behavior: The Case for Comorbidity. J.K. Torgesen, Reading Disabilities. B.Y.L. Wong, Metacognition in Writing. L.S. Fuchs, D. Fuchs, Performance Assessment Using Complex Tasks: Implications for Children With High-Incidence Disabilities. Part III:Policy. M.J. Kaufman, L.M. Lewis, Confusing Each With All: A Policy Warning. J.J. Gallagher, Knowledge vs. Policy in Special Education. G.R. Lyon, Programmatic Research in Learning Disabilities. Part IV:Biographical. M.S. Faust, C.K. Lindsay, C.E. Smith, A. Tessier, Multiple Perspectives on the Career of Professor Barbara K. Keogh.

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