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While traumatic brain injury (TBI) became a special education category within the Individuals with Disabilities Education Act (IDEA) in 1990, societies have dealt with TBI far back in history. According to Granacher (2007), there have been writings about the examination of skulls from battlefields in which a hole was drilled into the skull using a trepanning tool apparently to provide some physical relief for the injured soldier. Interestingly, Levin, Benton, and Grossman (1982) stated that this tool continued to be part of Medieval and Renaissance surgeons' practice. At that time, the surgeons believed that trepanation was a vital procedure to improve the brain pulsations and hence the overall well-being of the person with a TBI; however, the medical effectiveness of this procedure did not materialize and it was replaced by brain surgery in the 20th century (Levin et al., 1982).

Students with learning disabilities constitute the single largest category of special education need. Early identification and intervention of learning disabilities can positively impact a child’s academic performance by making achievement possible. Undetected learning disability may lead even an adult student to struggle with poor grades, low self-esteem, loss of interest in higher education, and reduced employment opportunities. Thus, learning disabilities, though considered both high-incidence and often mild in the continuum of disabling conditions, have a significant long-term impact on education, social adjustment and career achievement.

This book examines current practices and issues related to assessing, instructing and lifelong planning for individuals with autism and developmental disabilities. Due to the inclusive philosophy of educating, training and treating individuals with autism and developmental disabilities, society is being challenged in a variety of ways to deal effectively with the growing number of children and adults with autism and developmental disabilities. Educators, mental health professionals, clinicians and parents are constantly searching for information on best practices and research-based findings related to: identification, characteristics, diagnosis; special, general, early and postsecondary education; and quality of life concerns. In this book, the authors provide information on best practices and research-based knowledge that should be helpful. For example, there are chapters on assessment which examine the emerging field of infant mental health, testing protocols, barriers to diagnosing diverse students and recent developments in the diagnosing and assessment of autism spectrum disorders such as genetic testing, home movies and robots. Also, there are a number of chapters on instructional aspects that delineate curriculum innovations, procedures to implement social skills, the use of assistive technology and planning for postsecondary education. Lastly, there are chapters on lifelong planning that provide readers with unique content on self-determination, the challenges of meeting social competence, sibling aspects and employment and retirement considerations. Finally, there is a case study and a chapter on the reflections of an individual with Autism Spectrum Disorders (ASD) that provide the reader with insightful commentary on the thinking and emotional experiences of persons with ASD.

Families of persons with ASD face significant challenges. A history of theoretical and treatment efforts which have indicted parents as instrumental to the development of their children's disorders has been replaced with clear statements regarding the biological basis of ASD. However, family influences may contribute to the management of ASD symptoms, and highlights from the literature on Expressed Emotion were discussed for their relevance to management of persons with ASD. Consideration of the deficits associated with the development of social cognition in persons with ASD was given in the service of fostering improved understanding of specific points of intervention. A review of the basic elements of the Lovaas (1987) method was presented as a foundation for understanding current trends in treatment. Suggestions for counselors of families of persons with ASD concluded the chapter.