Richard M. Gargiulo > Quotes

“Study Questions Define the terms deaf and hard of hearing. Why is it important to know the age of onset, type, and degree of hearing loss? What is the primary difference between prelingual and postlingual hearing impairments? List the four major types of hearing loss. Describe three different types of audiological evaluations. What are some major areas of development that are usually affected by a hearing impairment? List three major causes of hearing impairment. What issues are central to the debate over manual and oral approaches? Define the concept of a Deaf culture. What is total communication, and how can it be used in the classroom? Describe the bilingual-bicultural approach to educating pupils with hearing impairments. In what two academic areas do students with hearing impairments usually lag behind their classmates? Why is early identification of a hearing impairment critical? Why do professionals assess the language and speech abilities of individuals with hearing impairments? List five indicators of a possible hearing loss in the classroom. What are three indicators in children that may predict success with a cochlear implant? Identify five strategies a classroom teacher can use to promote communicative skills and enhance independence in the transition to adulthood. Describe how to check a hearing aid. How can technology benefit individuals with a hearing impairment?”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“Denton, L., & Silver, M. (2012). Listening and understanding: Language and learning disabilities. In L. Barclay (Ed.), Learning to listen/listening to learn (pp. 372–453). New York, NY: American Foundation for the Blind.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“students with ADHD may benefit from using a seat cushion or a fidget toy (such as Silly Putty or a squeeze ball). Seat cushions can provide extra stimulation while seated, and fidget toys allow hand movements that can assist students in concentrating (Aune, Burt, & Gennaro, 2010; Denton & Silver, 2012). Students with ADHD may also benefit from self-monitoring. While traditionally self-monitoring involves paper and pencil, students can use technology to self-monitor, such as student response systems (Szwed & Bouck, 2013) as well as smartphones and other mobile technologies (for example, an iPod). Finally, assistive technology tools to support organization may benefit students with attention deficit hyperactivity disorder. See the accompanying Spotlight on Technology feature to learn additional ways that technologies can help.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“it is only human nature to wonder and second guess about choices made and paths not taken.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“Individuals who are hard of hearing are those in whom the sense of hearing, although defective, is functional either with or without a hearing aid. For these persons, the use of a hearing aid is frequently necessary or desirable to enhance residual hearing (Owens & Farinella, 2019). The extent to which persons with hearing impairment have difficulty developing speech and language is heavily influenced by the degree of hearing loss.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“Many individuals who are deaf or hard of hearing tend to identify with the Deaf community. They contend that they should be viewed not as deficient or pathological, but as members of a different culture with its own language, traditions, values, and history. For these individuals, their deafness provides a sense of pride and helps shape their self-identity (Owens & Farinella, 2019). The Deaf culture does not embrace the term hearing impaired. Its adherents view spoken English as an optional second language with ASL as the language of choice.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“One area of particular concern for professionals is the identification of ADHD in individuals from culturally and linguistically diverse backgrounds. Some are fearful that ethnic and cultural factors may lead to the overdiagnosis of ADHD in some groups, especially African American boys. Because this disorder is frequently identified by means of behavior rating scales, which rely on the subjective opinions of the evaluators, the issue of bias may arise. This concern is especially troublesome when the rater’s background differs from that of the student. Differences have been found in how teachers evaluate for ADHD in European American versus African American youngsters. African American boys, for example, were thought to exhibit the most severe symptoms of ADHD, and European American girls were seen as manifesting the least severe symptoms (Weyandt, 2007). Interestingly, Hispanic children are less likely than white and African American children to be diagnosed with ADHD (National Resource Center on ADHD, 2019a). The intriguing question then is “Are these authentic group differences (which likely reflect normative behaviors) or an indicator of possible rater bias?” Unfortunately, this issue currently remains unresolved.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“The Marland definition of giftedness (page 499) broadened the view of giftedness from one based strictly on IQ to one encompassing six areas of outstanding or potentially outstanding performance. The passage of Public Law 94–142, the Education for All Handicapped Children Act, in 1975 led to an increased interest in and awareness of individual differences and exceptionalities. PL 94–142, however, was a missed opportunity for gifted children, as there was no national mandate to serve them. Mandates to provide services for children and youth who are gifted and talented are the result of state rather than federal legislation. The 1980s and 1990s: The Field Matures and Provides Focus for School Reform Building on Guilford’s multifaceted view of intelligence, Howard Gardner and Robert Sternberg advanced their own theories of multiple intelligences in the 1980s. Gardner (1983) originally identified seven intelligences—linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal (see Table 15.2). Describing these intelligences as relatively independent of one another, he later added naturalistic as an eighth intelligence (Gardner, 1993). Sternberg (1985) presented a triarchic view of “successful intelligence,” encompassing practical, creative, and executive intelligences. Using these models, the field of gifted education has expanded its understanding of intelligence while not abandoning IQ as a criterion for identifying intellectually gifted children. A Nation at Risk (National Commission on Excellence in Education, 1983) described the state of education in U.S. schools as abysmal. The report made a connection between the education of children who are gifted and our country’s future. This commission found that 50 percent of the school-age gifted population was not performing to full potential and that mathematics and science were in deplorable conditions in the schools. The message in this report percolated across the country and was responsible for a renewed interest in gifted education as well as in massive education reform that occurred nationally and state by state.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“Weyandt, L. (2007). An ADHD primer (2nd ed.). Mahwah, NJ: Erlbaum.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“Zimmerman, G. & Zebehazy, K. (2011). Blindness and low vision. In J. Kauffman & D. Hallahan (Eds.), Handbook of special education (pp. 247–261). New York, NY: Routledge.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“The term deaf is often overused and misunderstood, and may be applied inappropriately to describe the various types of hearing loss. It can be defined as referring to those for whom the sense of hearing is nonfunctional for the ordinary purposes of life. IDEA 2004 (the Individuals with Disabilities Education Improvement Act, or PL 108–446) describes deafness as a hearing loss that adversely affects educational performance and is so severe that the child is impaired in processing linguistic information (communication) through hearing, with or without amplification (hearing aids). The term Deaf, used with a capital D, refers to those individuals who want to be identified with Deaf culture. It is inappropriate and misleading to use the term deaf in reference to any hearing loss that is mild or moderate in degree.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“Aune, B., Burt, B., & Gennaro, P. (2010). Behavior solutions for the inclusive classroom. Arlington, TX: Future Horizons.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“Considers American Sign Language (ASL) to be the natural language of the Deaf culture and urges recognition of ASL as the primary language”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“To provide a foundation in the use of ASL with its unique vocabulary and syntax rules; English as a second language (ESL) instruction”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“The majority of public school programs using total communication employ a form of Signed English for the sign language component.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“As adults, persons with ADHD will often exhibit a variety of characteristics such as the following: Anger management difficulties Avoidance of tasks that allow for little spontaneous movement Day dreaming Difficulty engaging in quiet, sedentary activities Feelings of restlessness Forgetfulness Frequent changes in employment Frequent interrupting or intruding on others Frequent shifts from one uncompleted activity to another Heightened distractibility Impaired concentration Relationship difficulties Speaking without thinking (Ramsay, 2015; Weyandt, 2007) These symptoms have the potential for significantly affecting a wide range of life activities, particularly employment opportunities. Yet medication, especially extended-release forms, coupled with psychotherapy, has proven to be beneficial for adolescents and adults with ADHD (National Institute of Mental Health, 2016).”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“Szwed, K., & Bouck, E. (2013). Clicking away: Using a student response system to self-monitor behavior in a general education classroom. Journal of Special Education Technology, 28(2), 1–12.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“total communication (TC) A method of communication for students with hearing impairments, designed to provide equal emphasis on oral and signing skills to facilitate communication ability.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“A prelingual hearing loss occurs prior to the development of speech and language while a postlingual impairment refers to a hearing loss manifesting itself after the acquisition of speech and language.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“Owens, R., & Farinella, K. (2019). Introduction to communication disorders (6th ed.). New York, NY: Pearson Education.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“The Jacob K. Javits Gifted and Talented Students Education Act (PL 100–297) was passed in 1988. The Javits Act states that “gifted and talented students are a national resource vital to the future of the Nation and its security and well-being” [Sec. 4102 (a) (1)]. This legislation reestablished the Office of the Gifted and Talented (originally created in 1974) and founded a national research center focusing on gifted children, demonstration projects in gifted education, and efforts aimed at identifying and serving pupils with gifts and talents from traditionally underrepresented groups. In the early 1990s, the Office of Educational Research and Improvement in the U.S. Department of Education issued National Excellence: A Case for Developing America’s Talent (Ross, 1993), the second national report on gifted children. The National Research Center on the Gifted and Talented generated research that was used by decision makers to design and implement policy and enact legislation. The demonstration projects focused on developing talents in areas with a large percentage of children who have been underrepresented in gifted services.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“Over the years, the term legally blind has been used as a federal definition of blindness. This definition involves using a Snellen chart, which is a clinical measurement of the true amount of distance vision an individual has under certain conditions. Legal blindness is a visual acuity of 20/200 or less in the better eye with correction or a visual field that is no greater than 20 degrees. In this definition, 20 feet is the distance at which visual acuity is measured. The 200 in this definition indicates the distance (200 feet) from which a person with normal vision would be able to identify the largest symbol on the eye chart.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“Ramsay, J. (2015). Psychological assessment of adults with ADHD. In R. Barkley (Ed.), Attention deficit hyperactivity disorder (4th ed., pp. 475–500). New York, NY: Guilford Press.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“The eye allows us to see and interpret the shapes, colors, and dimensions of objects by processing light. Light enters the eye first through the clear cornea and then through the circular opening in the iris called the pupil. Next the light is converged by the crystalline lens. The light progresses through the gelatinous vitreous humor to a clear focus on the retina, the central area of which is the macula. In the retina, light impulses are changed into electrical signals and sent along the optic nerve to the occipital (posterior) lobe of the brain, which interprets these electrical signals as visual images.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“The Javits legislation, reauthorized in 2001 as part of the No Child Left Behind Act (PL 107–110), was funded at $11.14 million in fiscal year 2004. Congress approved an appropriation of approximately $7.6 million for the Javits program in fiscal year 2008. The Javits funding was eliminated in 2010, curtailing research projects not yet completed. After a gap in funding, the Javits Act was funded again in 2013, and funding reached $12 million in 2016, the highest level in the history of the Javits Act. The National Center for Research on Gifted Education was also funded. Located at the University of Connecticut, the center has a partnership with the University of Virginia. In 2018, the Javits funding continued at $12 million. Academic standards have become increasingly important in the twenty-first century. The National Association for Gifted Children (2010) issued the Pre-K–Grade 12 Gifted Programming Standards. These standards focus on student outcomes and encourage collaboration among general education teachers, special educators, and teachers of the gifted in an effort to assist students in achieving projected outcomes. In 2010, the National Governors Association Center for Best Practices in conjunction with the Council of Chief State School Officers put forth the Common Core State Standards Initiative (2019), which provided standards in mathematics and English/language arts for Grades K–12. In 2013, the Next Generation Science Standards (2019) became available and were adopted by several states.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“Study Questions What is the legal definition of blindness? How does it differ from the IDEA definition? What does the Snellen chart assess? What does 20/200 mean? Describe how the eye functions. Define the terms myopia, hyperopia, and astigmatism. List five eye problems common to school-age children. Why is early detection of vision problems important? Describe the social and emotional characteristics of persons with visual impairments. What is functional vision, and how is it evaluated? Define the term learning media. Give three examples of different forms of learning media. In what two educational settings do the majority of students with a visual impairment receive a special education? What are some common educational accommodations that a student with a visual impairment may require? List five signs of possible vision problems in children. Identify three critical issues that must be addressed if an adolescent is to successfully transition to postsecondary education or enter the workforce. Besides cultural differences, what diversity issue must be addressed for parents who are also visually impaired? Identify five technology accommodations that can be provided in high school for a student who is legally blind. Discuss the shortage of orientation and mobility specialists and how a child’s educational plan is affected by a shortage of personnel.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“Do you think ADHD should be recognized as a separate disability category according to IDEA? Support your position. What are the three subtypes of ADHD? List three symptoms typical of each subtype. Identify three possible causes of ADHD. Give an example of each. Give five examples of characteristics typical of children and adolescents with ADHD. Why do you think pupils with ADHD frequently exhibit other academic and behavioral difficulties? How is ADHD diagnosed? What role do parents and teachers play in the diagnostic process? What role does medication play in the treatment of ADHD? Why is this approach controversial? Describe three other intervention options for students with ADHD. How can assistive technology help students with ADHD? ADHD is usually a lifelong condition. In what ways might this disorder affect the lives of adults with ADHD? Why are some professionals concerned about the identification of ADHD in students from culturally and linguistically diverse backgrounds?”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“Geddie, B., Bina, M., & Miller, M. (2013). Vision and visual impairments. In M. Batshaw, N. Roizen, & G. Lotrecchiano (Eds.), Children with disabilities (7th ed., pp. 169–188). Baltimore, MD: Paul H. Brookes.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality

“Visual impairment including blindness is defined in the Individuals with Disabilities Education Improvement Act (IDEA 2004, PL 108–446) as an impairment in vision that, even with correction, adversely affects an individual’s educational performance. The term includes both visual impairments and blindness. Educational services for students with visual impairments are determined by variations of the definition specified in IDEA. This definition encompasses students with a wide range of visual impairments, who may vary significantly in their visual abilities.”
― Richard M. Gargiulo, Special Education in Contemporary Society: An Introduction to Exceptionality