Bases Psicopedagógicas de la Educación Especial, 4ta Edición - Deborah Deutsch Smith-

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Índice temático

(Se han eliminado todas las senten- Actividades de ampliación, en edu- sobrerrepresentación de los pro-
cias judiciales, porque en muchos cación de superdotados, 322-323 blemas emocionales y de
casos no tiene sentido realizar la tra- conducta, 343,350, 355-356
ducción) ADA. Ver Americans with Disabili-
Nota: El número de página seguido ties Act superdotados, métodos de enri-
de las letras f y t indica que se trata quecimiento, 314, 315t
de figuras y tablas, respectivamente. Adaptaciones para crear entornos
integradores. Ver también Integra- Agresión, 345-348, 362-364, 369,
A ción 377-378
para alumnos ciegos, 508
AAMR. Ver Asociación Americana para alumnos con autismo, 556 Agrupamiento por cluster, en la
para el Retraso Mental para alumnos con discapaci- educación de los superdotados,
dades del habla y/o del len- 324
Abrocharse los botones de la cha- guaje 232
queta, análisis de tareas para, para alumnos con discapaci- Agrupamiento por habilidades
272, 273t dades físicas o problemas definición de, 323
graves de salud, 422 en la educación de niños super-
Abuso para alumnos con pérdidas audi- dotados 321t, 323-324
estadísticas 356f tivas, 461
y discapacidades físicas o pro- para alumnos con problemas de Agrupamientos, 150
blemas graves de salud 409t- aprendizaje, 171 Agudeza 62-63, 485, 487
409-410 para alumnos con problemas Agudeza visual, 485, 488-489
y retraso mental 261-262 emocionales y de la con- Alfabetización en Braille, 484, 499,
y trastornos emocionales o de la ducta, 363
conducta 355-357 para alumnos con retraso 518
mental, 271 Altos logros 151-153
Accesibilidad para alumnos diversos, 111 Alumnos culturalmente diversos, 84
definición de, 416 para alumnos superdotados, 328
para personas con discapacidad, cambios políticos que afectan a,
17-19, 402, 405, 415-416 ADHD. Ver Déficit de atención/tras- 124-126
torno hiperactivo
Accidentes acuáticos, 409t causas de, 97-100
Accidentes de automóvil, 409t Adicciones, en la articulación 208, discapacidades en
Accidentes de tráfico, 408 208t excepcional, 101-108
Accidentes familias de, 114-115, 120-124
Afasia, 215 identificación de, servicios para,
forma de evitarlos, 411 Afroamericanos,
y discapacidades físicas y pro- 88-91
diferencias en lenguaje en, 103- infrarrepresentación de, en la
blemas graves de salud 409t, 104, 215-217
408-409 educación de alumnos super-
y lesión cerebral traumática 548 en educación especial, 88, 94-97, dotados, 83, 88-91, 97, 306,
y retraso mental, 262 96t 312-314, 330, 334-335
Acciones positivas, 126 integración de,
Aceleración, en la educación de los estrategias selectivas y modos de colaborando para, 115-119,
superdotados 321t, 323-324 aprendizaje, 314, 315t
Acomodación (visual) 484-485 118f
familias extensas de, 122 sensibilidad cultural y, 111
infrarrepresentación de, en la intervenciones educativas para,
108-109
educación de superdotados prevalencia de, 92-94, 95f
97, 330, 334 prevención de, 97, 100-101
sobrerrepresentación de,

Índice temático 617

en los tratornos emocionales tutorización entre iguales en, Asociación de Terapeutas Físicos
y de la conducta, 345, 154 Americanos, 19-20
350, 355-356
Aprendizaje incidental, 165 Asociación de Terapeutas Ocupacio-
en educación especial, 26-30, Aprendizaje incidental, 540-542 nales Americanos, 19-20
83, 88-92, 94-97, 96t Aprendizaje sin ayuda,
Asociación Nacional de Parálisis
superdotados, 312-314, 315t, definición de, 151 Cerebral, 20
328-329 discapacidades de aprendizaje y,
Asociación Nacional de Trabaja-
tipos de, 83-88 151-152 dores Sociales 16-17
transición a la vida adulta, 120 Aprendizaje visual, 483
Alumnos doblemente excepcio- Aproximación bilingüe-bicultural, Asociación para Personas con Disca-
nales, 314, 329 pacidades Severas (TASH) 561
American Printing House for the para alumnos sordos, 463-464
Blind, 516-517 Aproximación biogénica, en pro- Astigmatismo, 487t
American with Disabilities Act 7, Ataxia, en parálisis cerebral, 396
16-19, 402, 405, 415 blemas emocionales y de la con- Atención visual, 488-489
y ajuste social inadecuado, 348 ducta, 366t Atetosis, parálisis cerebral, 396
y discapacidades visuales, 506- Aproximación categórica, a las dis- Atlético, integración en, 404, 422-
capacidades, 5-6
507, 512-513 Aproximación conductual, en los 423
Americanización, 91 problemas emocionales y de Atribución,
Americanos nativos, 86-88 conducta, 366t
Aproximación de mantenimiento definición de, 151
caída de las puntuaciones en, bilingüe, 114-114t problemas de aprendizaje y, 151-
121 Aproximación de transición bilin-
güe, 114, 114t 153
familias extensas de, 122 Aproximación ecléctica, en pro- Atrofia del nervio óptico, 487t
servicios de ayuda en, 116-117, blemas emocionales y de la con- Audiodescripción, 517
ducta, 321t Audiograma 443
118f Aproximación educativa, en los tras- Audiograma, 440-442, 443f
sobrerrepresentación de, en edu- tornos emocionales y de la con- Audiólogo, 42,49, 206, 439-442
ducta, 366t Audiometría por conducción de
cación especial, 95-96, 96t Aproximación oralista, para alum-
superdotados, evaluación de, 313 nos sordos, 462-463 aire, 440-443
valores de, 106-107 Aproximación social-cognitiva, en Audiometría por conducción de
Amistades, retraso mental y, 268- los trastornos emocionales y de
269 la conducta, 366t hueso, 440-443
Análisis conductual. Ver Evaluación Articulación, desarrollo normal de, Audiometría, 439-443
funcional 203, 204f Aura, en epilepsia, 393-394
Análisis de tareas, 272, 273t Artritis juvenil, 393t, 398 Ausencia 413-415, 420-421
Analogías, 229 Asfixia, 260 Ausencias parciales, 394, 395t, 413t
Anemia celular, 399-401, 400t, 406, Asiáticos/habitantes del Pacífico, Ausencias, 331-340, 391-394, 393t,
415 85, 447-448
Anencefalia, 259-260, 263-264 Asistencia remota por ordenador 410
Aniridia, 487t 475 definición de, 394
Anorexia, 348 Transcripción, 475 orientaciones para actuar, 413t
Anoxia, 259-260 Asma, 398-399, 400t, 406-407, reconocimiento de, 394, 395t
Antidepresivos, 357, 536 409t, 412, 419-420 tipos de, 394
Aprendices de la Lengua Inglesa Asociación Americana de Problemas tratamiento de, 409t, 412
(ELL). Ver Eficacia limitada en Auditivos y del Lenguaje, 19, Autism Behavior Checklist (ABC,
inglés 210-212 530-532
Aprendices inactivos, 151-153 Asociación Americana del Retraso Autismo, 349, 523-524, 526-538
Aprendizaje cooperativo, Mental (AAMR), 12, 246-247, características de los niños con,
definición de, 324 254-255
en la educación de los superdo- Asociación Americana para las Dis- 537-538, 537t
capacidades de Aprendizaje, 20- causas de, 535-536
tados, 324-325 21, 140, 143 clasificación de IDEA de, 528-
para los alumnos bilingües y de Asociación de conceptos, 156
529
procedencia multicultural, definiciones de, 527-529
115-117 e integración, 552-555
reglas explícitas para, 497 familias y, 555-558
identificación de, 530
intervenciones educativas en,

551-555
prevalencia de, 534

618 Índice temático

prevención de, 535-537 Ayudas visuales, para las personas definición de, 246, 296
significado de, 530-534 con discapacidad visual, 516 en alumnos superdotados, 296-
tecnología para, 558-559, 559t
tipos de, 529-530 Ayudas, 297
y transición a la vida adulta, en retraso mental, 248, 250t, en la definición de retraso men-
269, 280-281
555, 557t familia, 280-281, 556-558 tal, 246
Autodeterminación, tipos de, 269 Cambios, 272
Cáncer infantil, 400t 413
definición de, 279, 373 B Capacidad visual, 488
en el retraso mental, 279 Cascada de servicios, 44-45
en los trastornos emocionales y Barreras físicas, 402, 405, 415-416 Castigo físico, 372
Barreras, físicas, 402, 405, 415-416 Castigo,
problemas de conducta, 373- Baston Hoover 491-493
374, 375t Bastón Kiddy 502 definición de, 372
lista de habilidades, 375t Bastones, para personas con disca- físico, 372
Ayudas auditivas digitales, 445, 471t orientaciones para, 373t
470-473 pacidad visual, 491-493, 502, Catarata,487t
Ayudas auditivas externas, 470 505 Cateterismo intermitente de lim-
Ayudas auditivas internas, 470 Bedlam, 352 pieza, 422
Ayudas auditivas, 445-446, 471t, Bionics, 428 Cateterismo, 422
470-473 BIP. Ver Planes de Intervención de la causas de, 408-410, 409t
Ayudas auditivas, 471t, 470-473 Conducta,
Ayudas auditivas, para personas con Boys, Tom 354 desconocidas, 409
discapacidades visuales, 516-517 Braille, 491, 499, 517 clasificación de IDEA de, 28,
Ayudas auditivas-detrás de la oreja, Braille, 499
443-444, 470 Buenas prácticas, 389-391
Ayudas comunitarias, en educación definición de, 104 desarrollo motor en, 418-419
multicultural, 115-119, 118f para las discapacidades de apren- factores múltiples en, 410
Ayudas de los abuelos, 281 herencia y, 408
Ayudas de telecomunicación, para dizaje, 164-165 prevalencia de, 406-407
personas sordas y con problemas Buenos compañeros, 268 prevención de, 409t, 409-412
auditivos, 471t, 473-475 Bulimia, 348 tipos de, 391-401
Ayudas especializadas, 268-29 tratamiento de, 412
Ayudas familiares, C y habilidades de comunicación,
creación, 556-558
de los abuelos, 281 CAI, Ver Sistemas de instrucción 419-420
de los hermanos, 281 asistidos por ordenador CBI. Ver Instrucción Basada en la
de los padres, 281-282
Ayudas genéricas, 269 Cáida de las puntuaciones Comunidad,
Ayudas gratuitas, 269 de los alumnos con problemas CBM. Ver Evaluación curricular
Ayudas incidentales, 269 de aprendizaje, 142, 175-177 CD-ROMs, en el lenguaje del tera-
Ayudas para la memoria, de los alumnos con problemas
para los alumnos con discapaci- emocionales y de conducta, peuta, 234-236
dades de aprendizaje, 167- 351-352, 377-378 Ceguera congénita, 487
169, 169f en los alumnos cultural y lin- Ceguera legal, 487-488
para los alumnos con retraso güísticamente diversos, 91, Ceguera. Ver también Sordo-ceguera,
mental, 265-266 121
Ayudas táctiles, para las personas pobreza y, 121 841-522
con discapacidad visual, 517 causas de, 493-494
Ayudas técnicas. Ver también Tec- Calidad de vida, congénita, 487
nología definición de, 277 definición de, 485-487
definición de, 470 dimensiones y componentes de, historia de la disciplina, 489-493
para las personas sordas y con 278t identificación de, 487-490
problemas auditivos, 471t retraso mental y, 276-279 legal, 487
470-475 transición y, 555 prevalencia de, 493
para personas con discapacidad prevención de, 493-495
visual, 516-517 CALP, 115 reglas de cortesía para, 508
Cambio de código, 328 significado de, 490
Cambio de paradigma, tardía, 487-488
tecnología para, 492-493, 415-

417
tipos de, 487

Índice temático 619

y transición a la vida adulta, 411- Education for All Handiccapped Clases de apoyo, 492
413 Children Act, 15-16 Clases de educación especial,

Células auditivas, 437-438, 438f Education for Homeless Chil- completas, 44t
Censo de clasificación, 83 dren’s Act, 18 parciales, 44t
Centro educativo, 42, 44t Clases ordinarias, 42-43
Centros de protección, 379 Eficiencia Limitada en Inglés Clases sensibles al lenguaje, 231-232
Centros residenciales, 12-14, 54-56, (LEP) 83-85, 91-92, 112-115 Clasificación, 156
Cociente de inteligencia,
467, 507, 510 familias y, 555-558 como criterio en los alumnos
CI. Ver Cociente intelectual, Habilidades de escucha, evalua-
Ciegos tardíos, 487 superdotados, 291-294, 300-
Circuito cerrado de televisión, 473 ción de, 140-142 301
Circuito cerrado de televisión, 516 Alfabetización, curva normal de, 250
Circuito de audio, 413 en el retraso mental, 248-251,
Citiziens Vocational Rehabilitation funcional, 503 251f
discapacidades visuales y, explicación de, 300, 300f
Act, 405 Cóclea, 437, 438f
Alumnos lingüísticamente di- 484, 499, 503, 505t, 518 Colaboración en la enseñanza, 42-
versos, 83-86 Habilidades de la vida cotidiana, 44, 44t
colaboración en la superación de,
cambios políticos que definición de, 275, 503 197, 230-232
afectan, 124-126 para alumnos con discapaci- con otras discapacidades, 212
definición de, 200
discapacidades en, 112 dades de aprendizaje, e integración, 230-232
causas de, 97-100 175-177 en alumnos preescolares, 223-
prevención de, 97, 100-101 para alumnos con discapaci- 227, 225t
intervenciones educativas dades visuales, 503-504 en escolares, 227-232
para alumnos con retraso familias y, 233-234
para, 108-121 mental, 272 historia de la disciplina, 210-212
excepcional, 101-108 Inteligencia lingüística, 89, 295t identificación de, 206-209
familias de, 115-116, 121-124 Inteligencia lógico-matemática, intervenciones educativas para,
superdotados, 312-314, 328- 89, 295t 223-233
intervenciones educativas en, mejora de la instrucción para,
329 551-555 227-229
identificación de, servicios Jacob K. Javits Gifted and prevalencia de, 212-213, 213f
Talented Students Education significado de, 209-210
para, 88-91 Act (1988) 305 tecnología para, 194, 234-237
integración de, Lentes (ojo), 484-485 tipos de, 199-203, 203t
condiciones de, 487t y transición a la vida adulta,
colaboración para, 115- LEP. Ver Competencia en Inglés 232-234
120, 118f Limitada Colaboración entre iguales 154
Let’s talk: Conversations, Commu- Colaboración, definición de, 49
sensibilidad cultural y, 111 cative Competente, and Direc- Comisión Nacional de Barreras
diferencias de lenguaje en, ting Discourse, 229 Arquitectónicas 405
Liberador II, 233-234 Comité Nacional para las Discapaci-
102-107, 216-218 Massachusetts Chapter 38, 766, dades de Aprendizaje, 137-139
prevalencia de, 93-94, 95f Scottish Education Act, 491 Compañeros, ayudas de, 281
competencia social de, 185- Section 504 16-19, 28, 348, 405 Competencia comunicativa 205-
Soldier’s Rehabilitation Act, 405 206, 229
187 Sólo en inglés, leyes 124-126 definición de, 205
transición a la vida adulta, Sonido, discapacidades de aprendizaje y,
definición de, 201 156-157
121 problemas con, 201 y competencia social, 206, 221-
Baja visión. Ver también Disca- tecnología para, 558, 559t 222
Televisión Decoder Circuitry Act, Competencia social,
pacidades visuales 481-522 474
definición de, 485-486 y transición a la vida adulta,
Bajo peso al nacer, y retraso 555, 557
mental, 261, 270 Citiziens Vocational Rehabilitation
Bajo rendimiento, 153 Act, 405
Bastón, 492, 502, 506 Citomegalovirus (CMV), infección,
Centro Lexintong, 446 401, 406, 449-450
Deficiencias límbicas, 393t, 397-
398, 428
definición de, 31
Discapacidades de baja inci-
dencia, muy, 523-565

620 Índice temático

competencia comunicativa y, Conferencias para padres, en las dis- definición de, 63
206, 221-222 capacidades de aprendizaje, 177- en los IEP, 63-65
182 C-print, 475
de alumnos con discapacidades Creatividad,
del lenguaje, 221-222 Conocimiento 269 como criterio para evaluar a los
Constructo teórico,
de alumnos con problemas del alumnos superdotados, 294f,
habla, 134-135 definición de, 249 294-295
inteligencia como, 249 definición de, 294
de alumnos cultural y lingüisti- Consultar colaboración, inhibición de, 306-307
camente diversos, 222 definición de, 230 y disciplina, 307-308
en discapacidades del habla o Crisis de la enseñanza, 167
de alumnos superdotados, 309t, Cued speech, 463
309-310 del lenguaje, 197, 230-232 Cuidados físicos especiales,
Contención Cuidados físicos especiales, 385-432
definición de, 156 adaptaciones de la instrucción
Comunicación interpersonal básica, de los alumnos con trastornos para, 420-421
emocionales y problemas de afectan al aprendizaje, 413-415
Habilidades (BICS), 115 conducta, 351 afectan al aula y a la escuela,
Comunicación manual, 463, 541 415-418
Comunicación mediante el tacto, de los alumnos discapacidades Características de los niños con,
de aprendizaje, 142 413-418
194 definición de, 389-391
Comunicación total, Contexto de demanda, 366-372 e integración. 421-423, 428-430
contexto de, 3-36 en niños preescolares, 418-419
para alumnos sordos, 462-463 esquemas de organización para,
para alumnos sordo-ciegos, 540 aspectos legales en el siglo XX, 391-392f
Comunicación 19-31 familias y, 424-428
ayudas tecnológicas para, 194, historia de la disciplina, 404-405
costes de, 28-29 identificación de, 401-402
232-234, 262-263 definición de, 24-30 intervenciones educativas en,
definición de, 199 eficacia de, 27, 31-33 418-424
en niños con discapacidades intervención nacional en, 14-19 niños escolares, 419-420
orígenes de, 10-14 significado de, 402-420
físicas y problemas graves de perspectivas de futuro, 31-33 tecnología y, 426-428
salud, desarrollo de, 420 problemas en, 6, 30-33, 42 y transición a la vida adulta,
manual. Ver también Lenguaje de segregación versus integración. 423-424
Signos 445, 540 Cuidados prenatales, 218, 261-264,
preescolares, estrategias de pro- Ver también inclusión, 28, 405-406, 411
moción, 223-227, 225t 559-561 Cultura de los sordos, 435-436,
proceso de, 198-199, 201f sobrerrepresentación de los 446, 451, 455-456, 467, 475-477
total, 462-463, 540 alumnos diversos, 27-28, 82, Currículo compacto, en la educa-
Comunidad sorda de la Viña de 88-92, 94-97, 96t ción de alumnos superdotados,
Martha, 8-9, 455-456 Contextos alternativos 64-65 321, 321t, 323
Concusión. Ver Lesión cerebral trau- Contextos de aprendizaje, diseño, Currículo funcional, para alumnos
mática, para alumnos con discapaci- con retraso mental, 272
Condiciones del ojo, 486 dades físicas y problemas graves Currículo ordinario,
Condiciones musculares/óseas, 391- de salud, 416-418 participación en. Ver también
392, 392f, 393t, 397-398 Continuo de servicios, 45-46 Inclusión, 48-51
Condiciones neuromusculares y Contracturas, con parálisis cerebral, Curva normal,
óseas, 391-398, 392f, 393t 396 definición de, 249-250
Conducta adaptativa Control de la conducta mediante el en cociente intelectual, 249-250,
autismo y, 534 uso de medicación, 350, 380- 250f
definición de, 246 381 Chica poderosa, 119
habilidades, 252t Conversación, 229 Chicago Youth Centers 119-120,
retraso mental y, 246, 251-252, Cordón espinal, definición de, 397 378
267, 272-274 Cordón espinal, lesiones de, 408-
Conducta antisocial, 364-366 409
Conductas autolesivas, en autismo, Cordón espinal, problemas de,
536-538 393t, 397, 398f
Conductas estereotipadas, 536-539, Cornea, 484-485
259 condiciones de, 487t
Conductas funcionalmente equiva- Correo electrónico, 333, 428, 559t
lentes, 530, 553 Cotas,

Índice temático 621

Child Psychiatry (Kanner) 352 Degeneración macular, 487t Diferencias culturales, 106
Childhood Autism Rating 330-532 Deletreo con los dedos, 464 Diferencias en comunicación, 87,
Christmas in Purgatory (Blatt), 40 Delincuencia juvenil, 345-348, 362-
103-107
D 364 Diferencias en educación, 333-334,
Delincuencia, 345-348, 362-364
Deaf President Now Movement 446, Demografía, 81, 92-94, 95f 558, 559t
455 Deportes, integración en, 404, 422- Diferencias en el lenguaje, 102-107

Debate proceso/producto 146 423, 507 sordera como, 455-456
Deberes, discapacidades de aprendi- Depresión, versus discapacidades de len-

zaje y, 1656-167 definición de, 348 guaje, 103, 104f, 216-218
Decibelios (dB) 439 reconocimiento de, 348-349 Diferencias en sensibilidad, 483
Declaración ante un juez, 60 tratamiento de, 356-357 Dificultades del habla, 193-244
Decodificador, 474 Derechos de los padres, 25
Defectos congénitos del corazón, Desajuste social, 348 características de los niños con,
Desarrollo del talento, 220t, 219-221
400f definición de, 297
Defectos del corazón, 400t en alumnos superdotados. Ver causas de, 214-215
Defectos del tubo neural, 259, 391- Dignidad del riesgo, 255
también Educación de super- Diminuto, 393t
392, 393t, 397, 398f dotados, 297, 298f Discalculia, 139
suplemento de ácido fólico y, Desarrollo motor, de los niños con Discapacidad visual, 481-522
263-264 discapacidad física y problemas Discapacidades cognitivas. Ver tam-
tratamiento de, 412 graves de salud, 418-420
Deficiencia de dopamina, en Desarrollo postural, de niños con bién Retraso mental, 244, 247
autismo, 513 discapacidad física y problemas discapacidades de aprendizaje
Déficit de atención conjunta, 538 graves de salud, 418-419
Déficit de atención, Desinstitucionalización, 255 con, 197
definición de, 153 Desviación estándar, personalidad y, 270-271
discapacidades de aprendizaje y, definición de, 300 Discapacidades de aprendizaje, 131-
en las pruebas de inteligencia, 192
153 300 aprendizaje sin ayuda con, 151-
Déficit de atención/hiperactividad Dexedrina
para el déficit de atención hipe- 153
clasificación de IDEA, 32-33, ractivo, 162, 188 aprendizaje, 150t, 156-158
146-147, 188, 387, 406 para los problemas emocionales, buenas prácticas para, 164-165
381 características de los niños con,
controversia sobre, 186-188 Diabetes, 400t
discapacidades de aprendizaje Diagnostic and Satatistical Manual 150t, 150-162
of Mental Disorders, cuarta edi- características definitorias de,
con, 134, 139-140, 146-147, ción, (DSM-IV)
153-154 clasificación, trastornos diagnos- 139t
DSM-IV, 160 ticados en los niños, 346-347 categorías de, relativas a, 136,
DSM-IV, criterios diagnósticos criterios diagnósticos, para el
para, 160, 161t déficit de atención hiperac- 146
medicación para, 162, 188, 380- tivo, 160, 161t causas de, 148-149
382 definición, conductual, 139-140
prevalencia de, 158 de los problemas de con- conferencias para padres en,
problemas emocionales y de
conducta, 348-350 ducta, 346-347 177-180
trastorno, 158-162, 345 de los problemas de disci- debate proceso/producto en, 146
WHO, 160 definición de,
y habilidades sociales, 156-161 plina, 346 definición, 134
Definición de educación especial del déficit de atención y tras- discapacidades del lenguaje y,
bilingüe, 83, 85t
Definición de superdotado según torno hiperactivo, 160 138, 149, 162, 195, 209-210,
Renzulli 294f, 294-295 descripción, de hiperactividad, 214
definición de, 207-208 e integración, 169-172
prevención de, 218 346 pasos a seguir para, 171
Degeneración de la retina, 487t Diagrama de Venn, 228 colaboración del profesorado
Dialecto, 103-105, 202, 216-218
en, 169, 173f
en alumnos superdotados, 138,

314-317, 316t, 328-329
en escolares, 144t, 164-173
estrategias de aprendizaje para,

164, 167-169
estrategias para,164-168

622 Índice temático

fórmulas de discrepancia para, tecnología para, 558-559, 559t desarrollo motor y postural en,
140 y transición a la vida adulta, 418-419

habilidades de pensamiento, 555, 557t desconocidas, 410
156 Discapacidades del desarrollo, 247 e integración, 421-423, 428-430
discapacidades del habla con, 208- en escolares, 419-421
heterogeneidad de, 134-150 en niños preescolares, 418-419
historia de la disciplina, 143-146 214 esquemas de organización para,
IDEA, 138 Discapacidades del lenguaje, 193-
identificación de, 140-142 391, 392f
instrucción directa para, 146, 244 familias y, 424-427
características de los niños con, habilidades de comunicación en,
165
instrucción en habilidades de la 220t, 221-222 desarrollo de, 419-420
causas de, 215-218 herencia y, 408
vida cotidiana en, 177 con discapacidades cognitivas, historia de la disciplina, 404-405
intervención educativa para, identificación de, 401-402
197 intervenciones educativas en,
162-178 con otras discapacidades, 212
Modelo de interacción atributo de contenido, 205-209 418-424
definición de, 200 múltiples factores en, 409-410
tratamiento, 146 diferencias de lenguaje versus, prevalencia de, 406-407
Nacional Joint Comittee on Lear- prevención de, 409t, 409-412
103, 104f, 216-218 significado de, 402-404
ning Disabilities (NJCLD) e integración, 230-232 tecnología y, 426-428
137-138 en escolares, 227-232 tipos de, 391-401
niños preescolares y riesgo para, en niños preescolares, 223-227, tratamiento de, 412
144t, 157, 162-164 y transición a la vida adulta,
opciones educativas después de 225
secundaria, 143, 176-177 familias y, 233-234 423-424
opciones educativas en secun- instrucción en lenguaje para, Discapacidades neuromotoras, 391-
daria, 175-177
perspectiva del ciclo vital, 144t 229 397, 392f, 393t
prevalencia de, 146, 146f intervenciones educativas para, Discapacidades ortopédicas, 389-
prevención de, 149
problemas emocionales y de 223-233 390
conducta con, 351 métodos de instrucción, 227-229 Discapacidades. Ver también Disca-
significado de, 142-143 pobreza y, 218
social, 150t, 156-158 prevalencia de, 212-213, 213f pacidades específicas,
tecnología y, 182-183, 183t prevención de, 218 alumnos diagnosticados con,
teoría del procesamiento de la significado de, 209-210
información. 155, 155f tecnología para, 194,234-237 por la raza/etnia, 85, 96t, 98
tipos de, 139-142 tipos de, 199-200, 203t, 203-206 aproximación categórica a, 5-8
y deberes, 180-182 uso de, 205-206, 209 definición de, 5-8
y déficit de atención hiperactivo, versus desarrollo normal del len- diferencias en, 5, 6f
153 en alumnos diversos,
y familias, 177-178 guaje, 216, 217t
y generalización, 153-155 y ayuda de un terapeuta, 197, causas de, 97-100
y lectura, 139140, 162-164 pobreza y, 98-100, 99t
y matemáticas, 139, 168 230-232 prevención de, 100-101
y motivación, 151-153 y competencia social, 221-222 esencia de, 5-10
y solución de problemas, 156 y rendimiento académico, 188 lenguaje apropiado en, 23, 23t
y transición a la vida adulta, y transición a la vida adulta, muy baja incidencia 523-565
144t, 173-179 percepciones culturales de, 100-
nivel socioeconómico y, 173 232-233 121
Discapacidades de muy baja inci- Discapacidades físicas, 385-432 perspectiva histórica en, 7-10
dencia, 523-565 sensibilidad social a, 22-24
discapacidades del aprendizaje y, accidentes o lesiones y, 409t, versus deficiencia, 6-9
139-140 409-410 Disciplina,
familias y, 555-558 atención en, alumnos con disca-
intervenciones educativas en, adaptaciones curriculares en, pacidades físicas y problemas
551-555 419-421 graves de salud, 413-415
conductas funcionalmente equi-
afectan al aprendizaje, 413-415 valentes en, 553
afectan al aula y a la escuela, contextos alternativos en, 64-65

415-418
características de los niños con,

413-418
causas de, 408-410, 409t
definición de, 389-391

Índice temático 623

en IDEA, 30-31, 368 Ver también Discapacidades neu- intervenciones en, 108-109
en problemas emocionales y de romotoras, preescolar, 109-110
relaciones familia-escuela en,
la conducta, 359, 369-372 y problemas de aprendizaje, 128,
imparcialidad en, 458 148-149 122-124
intervención del líder, 371, 371f tecnología y, 124
pensamiento divergente y crea- Disgrafia, definición de, 139 Educación de los superdotados
Dislexia, 136-137, 138, 143 aceleración en, 321t, 323-324
tivo, 369-370 Disonancia intercultural, 121-122 aproximaciones en, 321t, 323-
planes de intervención de la con- Disparo, 264, 264f, 412
Disposición ambiental, 190 324
ducta en, 64-65 Distorsiones, en articulación, 207, cambios de paradigma en, 296-
reestructuración ambiental para,
208t 297
221-222 Distrofia muscular de Duchenne desarrollo del talento en, 297,
reglas explícitas y, 497
tutorización entre iguales para, 408 298f
Distrofia muscular, 393t, 409 enriquecimiento en, 321t , 319,
154 Diversidad cultural, 110-111
consistencia en, 102 Diversidad. Ver también Educación 321t -323,
discriminación de, 436-439 historia de la disciplina, 302-303
herencia y, 450 multicultural infrarrepresentación de la diver-
historia de la disciplina, 442-446 dimensiones de, 81-82
identificación de, 439-442, 443 f prevalencia de, 92-94, 95f sidad de los alumnos en, 83,
poslocutivo, 436-437 significado de, 91 88-91, 97, 306, 312-314, 330,
prelocutivo, 436-437, 456 Dominancia lateral, 142-143 334-335
prevalencia de, 448 DSM-IV. Ver Diagnostic and Statistical integración en, 327-329
prevención de, 450-454 Manual of Mental Disorders, intervenciones en, 317-329
sensibilidad hacia, 454 cuarta edición servicios disponibles en, 324-
significado de, 442 327, 325f
tipos de, 439 E subgrupos que requieren aten-
tratamiento de, tecnología médi- ción especial en, 310-317
Ébano, 103-104 tecnología en, 331-334
ca para, 450-454 EBD. Ver Trastornos emocionales de y transición a la vida adulta, 329
y educación postobligatoria 467- Educación en la primera infancia.
la conducta, Ver Educación preescolar,
469 Ecolalia, 538 Educación especial,
y transición a la vida adulta, Edad adulta. Ver Transición a la vida Educación gratuita de calidad, 25-
26, 40, 52-55, 464
467-469 adulta definición de, 53
Discriminación, Edad cronológica, 251 equilibrio con el entorno menos
Edad mental, 248, 251 restrictivo posible, 48, 48f
género, en la educación de Educación bilingüe, 79-130 Educación humanista, en proble-
superdotados, 310-312 mas emocionales y de la con-
aprendizaje cooperativo en, 115- ducta
hacia las personas con discapa- 117 o trastornos de la conducta, 366t
cidad visual, 489-490, 512- Educación multicultural, 79-130
513, 484 aproximación en, 112-115, 114t aprendizaje cooperativo en, 115-
cambios políticos que afectan a, 117
hacia las personas con discapa- cambios políticos que afectan a,
cidad, 14 124-126 124-126
definición de, 83-85t definición de, 83, 85t
hacia las personas con discapaci- dialectos, diversidad cultural en, 110-111
dades físicas, 389 escolares, 110-115
eficacia en, 114-115, 116f evaluación en, 82-90, 101
hacia las personas con retraso escolar, 110-111 expectativas de los profesores en,
mental, 245 evaluación en habla y lenguaje, 91
familias y, 115-116, 120-124
hacia las personas sordas, 468- 215-218 historia de, 91-93
469 evaluación en, 89-92, 101 integración en
familias y, 114-115, 121-124
hacia los alumnos diversos, historia de, 122-124
Sobrerrepresentación de los integración en,
alumnos diversos, infra-
rrepresentación de los colaboración para, 115-119,
alumnos diversos 118f

Diseño universal, 18 sensibilidad cultural y, 110
Disfunción del sistema nervioso

central,
definición de, 128

624 Índice temático

colaborando para, 115, 118- Enfermedad mental. Ver también. episodios en
119 Problemas emocionales y de la reconocimiento de, 395t
conducta, 345, 352-354 tipos de, 394
sensibilidad cultural y, 111
intervenciones en, 108-120 Enfermedad, perspectiva histórica en, 405
lenguaje e instrucción en, 112- crónica, 392f, 398-401 prevalencia de, 406
prevención 410-412 primaria, 410
115 secundaria (lesión) 410
preescolares, 109-110 Enfermedad, técnicas de ayuda para, 413t
relaciones familia-escuela en, infecciosa, 392f, 400t, 401, 409t, tratamiento de, 412, 413t
410-412 Episodios de ausencia 394, 395, 413
123-124 y retraso mental, 259-260 Episodios psicomotores, 394, 395t,
tecnología y, 124 413t
tipos de alumnos en, 83-85 Enfermedades de transmisión sexual Episodios tónico-clónicos, 394,
y transición a la vida adulta, 121 que contagia la madre, y retraso 395t, 413t
Educación para todos los niños con mental, 259-260 Equipos de trabajo cooperativo, 180
discapacidad, 5, 15-16 Esclerosis múltiple, 393t
Children Act. Ver también Indivi- Enfermedades infecciosas, 392f, Escolares
400t, 401, 409t con discapacidad visual, 503-507
duals with Disabilities Educa- prevención de, 410-412 con discapacidades de aprendi-
tion Act
Educación permisiva, 5 Enriquecimiento, zaje, 144t, 164-172
Educación post-secundaria, definición de, 319 con discapacidades del habla y/o
definición de, en la educación de superdota-
para alumnos con discapaci- dos, 319-323, 321t del lenguaje, 227-232
dades de aprendizaje, 143, con discapacidades físicas y pro-
177-178 Ensayos de enriquecimiento en
para alumnos con discapaci- alumnos superdotados, 321t, blemas graves de salud, 420-
dades visuales, 511-512 321-323 421
para alumnos sordos y con dis- con diversidad cultural y lingüís-
capacidad auditiva, 467-469 Enseñanza cooperativa, 42-43, 44t tica, 110-115
Educating Emotionally Disturbed Chil- Enseñanza del lenguaje, 229 con retraso mental, 271-276
dren 352-354 Enseñanza en equipo, 42 con trastornos emocionales y de
Education for Homeless Children’s Enseñanza incidental, 552 la conducta, 366-374
Act , 108 Enseñanza Milieu , 226 sordos y con problemas audi-
Eficacia del lenguaje, 114-115, 116f Entornos menos restrictivos posi- tivos, 460-464
Eficiencia cognitiva/académica y lin- superdotados, 319-327
güística (CALP), 115 bles, 27, 30, 40-41, 53-57, 559- Escoliosis, 393t
Eficiencia social, 485 560 Escritura,
El Arco, 20, 255, 281 balance con una educación pú- discapacidades del lenguaje y,
El poder de las estrellas, 321-322 209-210
Eliminación de barreras, 416-417 blica y gratuita, 48, 48f y rendimiento académico, 272
ELS. Ver Inglés como segunda decisiones en, 54, 56t Escuela de Illinois para ciegos, 491-
lengua, definición de, 55 492
Emigrantes, 106-108 para alumnos con discapaci- Escuela de perros-guía 424
Eminencia, 302 dades de aprendizaje, 169 Escuelas especiales, para alumnos
Emplazamientos avanzados, 321t, para niños sordos, 464-467 con discapacidades físicas, 405
323 y acceso al currículo, 50 Escuelas infantiles, 48-49
Empleo protegido, 279 Entornos terapeúticos, 248 Escuelas infantiles, 48-49
Empleo, Entrenamiento auditivo, 473 Espaticidad, parálisis cerebral, 396
apoyos, 279 Entrenamiento en retraso mental, Especialista en ayudas técnicas, 49
discapacidad visual y, 511-512 249 Espectro autista, 529
retraso mental y, 279 Entrenamiento especial y programas Espina bífida, 259-260, 393t, 397,
servicios de transición en los IEP, de inserción laboral (STEP), 242 398f, 406
72 Entrenamiento perceptivo, para dis- suplemento de ácido fólico, 263-
Encefalitis, 183 capacidades de aprendizaje, 146, 264
Enfermedad crónica, 392f, 398-401 164 tratamiento de, 412
Enfermedad de Tay-Sachs, 264 Entrenamiento por pasos, 427 Episodios de ausencia, 394, 395t,
Epilepsia compleja parcial, 393, 413t
395t, 413t
Epilepsia, 391-394, 393t
causas de, 409-410
con retraso mental, 258
definición de, 391

Índice temático 625

Esquizofrenia, 349 Evaluación del discurso, adapta- Éxito curricular en secundaria, 512
Estereotipos, 22-24, 489-490 ciones para alumnos con disca- Éxito para todos 164-165
Esterilización, 282-284 pacidades físicas y problemas Exposición a las drogas, y pro-
Estigma, 252-253, 339, 354 graves de salud, 421
Estilos de aprendizaje, diferencias blemas emocionales y de con-
Evaluación funcional de la con- ducta,
culturales en, 86 ducta. Ver también Evaluación Externalización de la conducta, 341-
Estimulantes, funcional, 342, 346t, 362, 369, 377
definición, 58
para el déficit de atención hipe- F
ractivo, 162, 168 Evaluación funcional, 58, 531
definición de, 357 Familia extensa, 122, 281
para los trastornos emocionales en autismo, 532 Familias,
y los problemas de conducta, en problemas emocionales y de
382 la conducta, 357-358, 369- de alumnos con discapacidad
370 del habla y/o del lenguaje,
Estrabismo, 487t 233-234
Estrategias de aprendizaje y autori- Evaluación no discriminatoria, 88-
89 de alumnos con discapacidad
zación entre iguales, 167-169 física y problemas graves de
Estrategias de aprendizaje, Evaluación, 57-58, 89, 101, 313 salud, 426, 426t
Evaluación, 58-59
para alumnos con discapaci- de alumnos con discapacidades
dades de aprendizaje, 164, auténtica, 57-58, 89 de muy baja incidencia, 555-
167-169 de las discapacidades de apren- 558

tutorización entre iguales (PALS), dizaje, 140-142 de alumnos con discapacidades
167-168 de las discapacidades del habla o visuales, 513-515

Estrategias de mejora de los conte- del lenguaje, 206-209 de alumnos con problemas de
nidos, de las discapacidades físicas y los aprendizaje, 177-182
definición de, 228
para alumnos con discapaci- problemas graves de salud, de alumnos con problemas emo-
dades del lenguaje, 228-229 401-402 cionales y de conducta, 378-
de las pérdidas auditivas, 439- 379
Estrategias de organización, discapa- 442, 443f
cidades de aprendizaje y, 153 de los alumnos cultural y lin- de alumnos con retraso mental,
güisticamente diversos, 91- 281-282
Estribo, 437, 438f 93, 101, 312-314
Estudio independiente, en educa- de los problemas emocionales y de alumnos cultural y lingüisti-
de conducta, 350-351, 357- camente diversos, 114-115,
ción de superdotados, 321t, 321- 361 121-124
323 de los procesos de IEP, 62-63
Eugenesia, 282-284 de los sordo-ciegos, 539 de alumnos sordos o con pro-
Evaluación auténtica, 58-59, 89 de los superdotados, 298-301 blemas auditivos, 489
Evaluación de la competencia curri- de una discapacidad visual, 487-
cular (CBM), 57 490 de alumnos superdotados, 330
definición de, 57 de una lesión cerebral traumá- extensa, 122, 281
para los alumnos con discapaci- tica, 546-548 FAPE. Ver Educación pública y gra-
del autismo, 530-532 tuita,
dades de aprendizaje, 142, del retraso mental,248-252 Fast Sort 229-236
165-167 ecológica, 350 Fatiga, de los alumnos con discapa-
para los alumnos con problemas funcional, 59, 358-359, 369-370, cidad física y problemas graves
emocionales y de conducta, 530-531 de salud, 413-415
366-369, 368ft no discriminatoria, 88-89 Fenilcetonuria, 241,264
para los alumnos con retraso participación en, 50-51, 74-75 Fibroplasia retrolental, 487t, 492,
mental, 250-251 portafolios, 57-58, 89, 101,313 494
para los alumnos cultural y lin- Evaluación. Ver también Evaluación Fibrosis quística, 400t
güísticamente diversos, 89 apropiada, Fisioterapeutas, 19-20, 49, 402, 416-
Evaluación de la inteligencia, 300f, definición de, 56 418, 422, 426
300-301 en los procesos de IEP, 62-63 Fonología, 203
en el retraso mental, 248-249 Exceptional Children 91-92 Fórmulas de discrepancia, 140
sesgos y discriminación en, 88 Exceso de costes, 29-30 Frames of Mind (Gardner), 295
Evaluación de las Areas Adaptativas Frecuencia del sonido, 439
(AAA) 251-252 Fuente de recursos, 43, 44t

626 Índice temático

Funcionamiento intelectual, mejora definición de, 140 IFSP. Ver Programas individuali-
de, 251 en el déficit de atención hiperac- zados para las familias

Fundación Americana de la Epi- tivo, 140, 160-162, 161t, 345- Igualdad, y educación de alumnos
lepsia, 22, 394 346 superdotados, 302-304
Hipermedia,
G definición de, 182 Illinois Test of Psycholinguistic Abilities
Hipertexto (ITPA) 146
Generalización definición de, 182
discapacidades de aprendizaje y, para alumnos con discapaci- Implante coclear, 436, 450-454,
153-155 dades de aprendizaje 182- 453f, 471t 475-477
retraso mental y, 273-274 183
Hispanos Improving America’s Schools Act 39
Genios autistas, 529-532 alumnos lingüísticamente diver- Impulsividad,
Glaucoma, 487t sos, 85
Grados de retención. Ver Retención infrarrepresentación de, en edu- definición, 140
Gran mal, 394, 395t, 413t cación de superdotados, 97, en el déficit de atención hiperac-
Great American Vacations for Travelers 334
pérdidas auditivas en, 447 tivo, 140, 153, 161t
with Disabilities (Fodor) 17-18 sobrerrepresentación de, en edu- Inclusión. Ver también Integración
Grupos de apoyo, 19-22 cación especial, 95-97, 96t
Grupos especiales, 321t, 324 Historia y estructura de la disci- 28
plina, 228 Individuals with Disabilities Educa-
H Huesecillos, 437,438f
tion Act (IDEA) 16
Habilidades de elección, en retraso I autismo en, 528-529
mental 274-275 categorías en, 5-6
IDEA. Ver Individuals with Disabili- déficit de atención hiperactivo,
Habilidades de pensamiento, disca- ties Education Act (1997)
pacidades de aprendizaje y, 156 32-33, 146-147, 188, 387,
Identificación, 389-390, 406
Habilidades del hablar, de los niños de la lesión cerebral traumática, definición de educación especial,
sordos, 457-458 546-548 24-25
de las discapacidades físicas y discapacidades de aprendizaje
Habilidades sociales, problemas graves de salud, en, 138
déficit de atención hiperactivo, 401-402 discapacidades ortopédicas en,
159-161 de las discapacidades visuales, 389-390
dicapacidad visual y, 494-498 487-490 disciplina en, 30-31, 368
discapacidades de aprendizaje y, de las pérdidas auditivas, 439- garantías procedimentales, 60
150t, 156-158 442, 443f lesión cerebral traumática, 545-
trastornos emocionales y pro- de los alumnos cultural y lin- 546
blemas de conducta, 359-361 güísticamente diversos, 88- origen de, 15-17
92, 101, 312, 314 participación de los padres y los
Habla, de los alumnos superdotados, alumnos en, 59-60
definición de, 199 298-301 para el currículo de educa-
generación de, 199, 201f de los sordo-ciegos, 539
definición de, 60-61 ción ordinaria, 48-50
Headstar 109, 270, 356-357 del autismo, 58-59 para la evaluación, 50-51, 73-
Helping Handicapped Children School del retraso mental, 248-252
discapacidades del habla y/o del 74
(Doleh), 405 lenguaje, 206-209 planes de intervención conduc-
Hemofilia 405-408 problemas emocionales y de
Hepatitis B 400t, 412 conducta, 350-351, 357-359 tual en, 369-370
Hercios (Hz) 439 principios fundamentales en, 25-
Herida de cañonazo, 409t, 410 IEP. Ver Programas educativos indi-
Hermanas, sistemas de ayuda de, vidualizados, 26, 52-53
problemas graves de salud en,
281
Heterogeneidad 28, 389-390
programas educativos individua-
definición de, 134
de las discapacidades de apren- lizados en, 37-72
pruebas de evaluación no discri-
dizaje, 134, 149
Hidrocefalia, 264, 264f, 409t, 412 minatorias en, 88-89
Hiperactividad, 345-346 sordo-ceguera en, 538-539
tratornos emocionales en 343-

344,
Industrial School for Crippled and

Deformed Children 405

Índice temático 627

Infección CMV. Ver Infección por colaboración de los profe- Iris, 485
citomegalovirus, sores para, 169, 173f condiciones del, 487t

Infección STORCH, 400t, 401 pasos a seguir, 171 ITP, Ver Planes de transición indivi-
Infecciones, discapacidades físicas y de los alumnos con discapaci- dualizados,

problemas graves de salud, 407- dades de muy baja inci- J
408 dencia, 552-558
Infrarrepresentación de los alumnos de los alumnos con discapaci- Jacob K. Javits Gufted and Talented
diversos en la educación de los dades del habla y del len- Students Education Act (1988)
superdotados, 83,88-91, 97, 306, guaje, 230-231 305
312-314, 330, 334-335 de los alumnos con discapaci-
Ingenieria de rehabilitación, 426- dades físicas y problemas Journal of Applied Behavior Análisis
427 graves de salud, 421-423, (JABA)
Inglés como segunda lengua, 144, 428-430
146 de los alumnos con discapaci- Juegos de barreras, 229
Iniciativas de Educación Regular, 55 dades visuales y, 507-510 Juego
Inmersión total, para alumnos de los alumnos con problemas
bilingües, 114, 114t emocionales y de conducta, discapacidad visual y, 501-502
Inmunización, 238-239, 261-263, 363, 374-378 y desarrollo del lenguaje 225
410-4711, 427-450, 454 de los alumnos con retraso y evaluación del habla y/o del
Institucionalización, 38, 255-256 mental, 268-269, 271, 275-
Institution for Blind Youth 491 276 lenguaje, 206
Instituto de Investigación sobre de los alumnos sordos y con Justicia juvenil, 362-364, 377
Autismo, 528 problemas auditivos, 54-56,
Instituto Nacional para los Sordos, 460-462, 464-468 L
469 en actividades de ocio y deporte,
Instituto. Ver Educación Secundaria, 404, 423, 507 La ayuda procedente de los her-
Instrucción anclada, 265-268 en educación multicultural, manos, 281
Instrucción asisitida por ordenador colaborando para, 115-119,
(CAI) Laringe artificial, 233
definición de, 184 118f Learning Disabilities Diagnostic Inven-
para los alumnos con problemas sensibilidad cultural y, 111
en el sistema educativo ordi- tory (LDDI) 143
de aprendizaje, 182-183 nario, 48-51 Lector Kurzweil 185, 492-493, 516-
para los alumnos con problemas en la educación de los superdo-
tados, 327-329 517
emocionales y de conducta, total, 42-43, 44t, 54-56, 561 Lector personal, 499
379 Inteligencia (s), múltiple de Gadner, Lectura compartida, 168
Instrucción basada en la comuni- teoría de, 89, 295, 295t Lectura labial, 214,218
dad, Inteligencia cinetésica, 89, 295t Lectura y escritura en el aula (CLAS)
definición de, 273 Inteligencia interpersonal, 89, 295t
Instrucción basada en técnicas Inteligencia intrapersonal, 89, 295t 229
multi-media, 265-266 Inteligencia múltiple, teoría de Lectura,
Instrucción directa, para discapaci- Gardner sobre, 89, 295, 295t
dades de aprendizaje, 146, 165 Inteligencia musical/rítmica, 89, ayudas técnicas para, 185, 492-
Instrucción interdisciplinar, en edu- 295t 493
cación para superdotados, 319- Inteligencia verbal-lingüística, 89,
322, 321t 295t discapacidades de aprendizaje y,
Integración sensorial, 164 Inteligencia visuo-espacial, 89, 295t 139-140, 162-164
Integración total. Ver también Inclu- Interevención Ladder, de la disci- estrategias para, 164-168
sión, 42-43, 44t, 54-56, 561 plina, 371, 371f precursores de, 162-164
Integración, 559-561 Internalización de conductas, 342, discapacidad visual y, 484,
de los alumnos con autismo, 345, 346t, 348-349, 362 497-499, 503, 504t 518
552-556 Intérpretes, para alumnos sordos,
de los alumnos con discapaci- 467-468, 468t Legislación. Ver también American
dades de aprendizaje, 169- Intérpretes, para alumnos sordos, with Disabilities Act; Individuals
172 467-468, 468t with Disabilities Education Act
discapacidades del lenguaje y,
209-210, 222, 230-231
en el rendimiento académico,
272
sordera y pérdida auditiva y,
456-457

Lenguaje de Signos Americano
(ASL), 436, 455-456, 462-463

628 Índice temático