This excellent resource provides an approach to research and evaluation that helps educators better understand and address the needs of students with various disabilities.
This comprehensive volume examines the facts, characters, and events that shaped this field in Western Europe, Canada, and the United States. From the first efforts to teach disabled people in early Christian and Medieval eras to such current mandates as Public Law 94-142, this study breaks new ground in assessing the development of special education as a formal discipline. "The History of Special Education" presents a four-part narrative that traces its emergence in fascinating detail from 16th-century Spain through the Age of Enlightenment in 17th-century France and England to 18th-century issues in Europe and North America of placement, curriculum, and early intervention. The status of teachers in the 19th century and social trends and the movement toward integration in 20th century programs are considered as well. -- From product description.
'[T]his book provides an excellent overview of special education, which will be a valuable resource for teachers, school managers and administrators, parents and indeed anyone with an interest in the development of provision for pupils with special educational needs. It is also likely to be an invaluable source book for researchers and postgraduate students alike' - REACH 'The Handbook offers a range of views on how to empower all learners to transcend their current performance and go "beyond the limits"' - Journal of Cognitive Education and Psychology `This text makes an important contribution to special education. Perhaps, more significantly, it makes an important contribution to inclusive education, and possibly, even more widely, to education in general...it is a book that has significance for all of us who wish to move education towards a more equitable, democratic, humane, and dignified system for our young people' - Education in the North In recent years there has been increasingly vigorous debate about the nature and purpose of special education, and what might be considered the appropriate responses to pupils who experience difficulties in learning. This Handbook brings together the most up to date knowledge of this area and will serve as the major source book of authoritative information and ideas about current and future directions for special education. It examines the intricate relation between theory, research and practice, and places a particular emphasis on what has been learned about providing for students who experience difficulties in learning, how these understandings can contribute to new conceptualisations of special education and the development of more inclusive schools. This comprehensive, research-based work, brings together scholarship on an international level, and covers topics that transcend national boundaries. It will become essential reading for all professionals and academics with any interest in this important and dynamic field.
Research Methods in Special Education equips readers with the knowledge needed to make a difference with data. Authors Drs. Brittany L. Hott, Frederick J. Brigham, and Corey Peltier provide access to cutting edge methodologies and related skills researchers need to successfully carry out projects in applied settings. Dedicated chapters focusing on quantitative research synthesis (e.g., meta-analysis, meta-synthesis), single case design, and program evaluation methods allow readers deeply invested in the field of special education to develop a firm foundation, enabling them to ask and answer their socially significant research questions. Written for students in special education teacher prep programs, early career faculty, school administrators, and curriculum specialists, this text includes numerous features that set it apart from other available resources: Dedicated chapters on ethics, establishing effective research partnerships, and evidence-based practice Cutting-edge program evaluation methods and reporting Comprehensive coverage of methods commonly used in special education Detailed information on securing special education funding Case studies, exemplars, resources, and recommendations for additional reading Faculty materials including practice problems and activities available at www.efacultylounge.com YouTube videos featuring interviews with authors The up-to-date research practices in this text are a valuable addition for educators and researchers serving students with disabilities who have a responsibility to support in-school and post-school outcomes. Research Methods in Special Education gives educators the tools to facilitate a deeper understanding of the research process and evidence-based practice.
This book introduces research and solutions tested in schools with students with intellectual disabilities, socio-emotional difficulties, and extreme illnesses. It also provides extremely talented students' opinions on best teaching practices. In addition to students, the authors aim to bring out voices of their parents, teachers, and other people supporting them. The book serves people working with questions of special education: practitioners, researchers, and teachers and students in the field of special education worldwide. The authors present successful study processes which are secured by caring interaction, flexible, and student-centered teaching and multi-professional collaboration. The elements of caring education are the guiding principles of new special education.
This book is an account of the epic struggle for special education in America's schools. It chronicles the actions of community leaders, families, caregivers, instructors, physicians, scientists, lawyers, judges, lawmakers, businesspersons, journalists, social activists, and persons with disabilities. It details the creation of facilities in which special learners would be safe, productive, independent, respected, and self-fulfilled. The book discusses techniques for assessing the presence, scope, and etiology of disabilities. Finally, American Special Education describes novel, sometimes expensive, and frequently controversial interventions, and places each development within the remarkable confluence of social and political circumstances that propelled the transformation of special education.
Educators who work with students with disabilities have the unique challenge of providing comprehensive and quality educational experiences for students who have a wide range of abilities and levels of focus. Pedagogies and educational strategies can be applied across a student population, though they tend to have varied success. Developing adaptive teaching methods that provide quality experiences for students with varied disabilities are necessary to promote success for as many of these students as possible. Special Education Design and Development Tools for School Rehabilitation Professionals is a comprehensive research publication that examines special education practices and provides in-depth evaluations of pedagogical practices for improved educational experiences for students with disabilities. Highlighting a range of topics such as bilingual education, psychometrics, and physical education, this book is ideal for special education teachers, instructors, rehabilitation professionals, academicians, school administrators, instructional designers, curriculum developers, principals, educational software developers, researchers, and students.
This book presents a study of the perspectives and experiences of 36 disabled young adults, some of their parents, teachers and friends, on coming of age as a disabled person in Iceland. The young people of the study belong to the first generation of disabled children and youth to grow up with normalisation and inclusion in school and society as the law of the land. The aim is to describe, explore and interpret the social construction of disabled adulthood within culture and society, and to describe how inclusive and exclusionary processes within families, school and society, impact young disabled persons' claims to adulthood. The study is located within disability studies, and within a social constructivist, interpretative framework, involving interviews and document analysis. This volume focuses on the emergence of young disabled adulthood and on how families, general or segregated special education and special or generic support systems and relationships impact that process. The lesson learned form this book apply to the disabled everywhere.
The only comprehensive reference devoted to special education The highly acclaimed Encyclopedia of Special Education addresses issues of importance ranging from theory to practice and is a critical reference for researchers as well as those working in the special education field. This completely updated and comprehensive A-Z reference includes about 200 new entries, with increased attention given to those topics that have grown in importance since the publication of the third edition, such as technology, service delivery policies, international issues, neuropsychology, and RTI. The latest editions of assessment instruments frequently administered in special education settings are discussed. Only encyclopedia or comprehensive reference devoted to special education Edited and written by leading researchers and scholars in the field New edition includes over 200 more entries than previous edition, with increased attention given to those topics that have grown in importance since the publication of the third edition—such as technology, service delivery policies, international issues, neuropsychology, and Response to Intervention, Positive Behavioral Interventions and Supports (PBIS), Autism and Applied Behavior Analysis Entries will be updated to cover the latest editions of the assessment instruments frequently administered in special education settings Includes an international list of authors and descriptions of special education in 35 countries Includes technology and legal updates to reflect a rapidly changing environment Comprehensive and thoroughly up to date, this is the essential, A-Z compilation of authoritative information on the education of those with special needs.
Debating Special Education is a provocative yet timely book examining a range of criticisms made of special education in recent years. Michael Farrell analyses several key debates in special education giving balanced critical responses to inform policy and practice for the future of special education. The book identifies possible limitations to the current special education knowledge base and provision. Michael Farrell examines the value of labelling and classification, and asks if intelligence testing may have detrimental effects; and addresses a number of complex issues such as: how practitioners work within special education; and if, sometimes, professionals may be self-serving whether there is distinctive provision for different types of disabilities and disorders inclusion as mainstreaming offered as an alternative to special education, and the challenges this presents. The author's conclusion is that in responding to these challenges, special education demonstrates its continuing relevance and strength. Presenting a range of international, cross-disciplinary perspectives and debates – which are vital to an understanding of special education today, and written in Farrell's typically accessible style – this book will be relevant for teachers of special children in ordinary and special schools; those on teacher training courses and anyone whose work relates to special education.
"Professor, mentor, author, disability advocate, seminar leader around the world—Dr. David Anderson corralled his many talents and worldwide experiences to author this important book. The volume should prove invaluable to Christians concerned about disabilities, especially teachers. Without flinching, Dr. Anderson tackles the tough issues: How could a good and benevolent God permit disabled children? Are disabilities the result of sin? How does a Christian teacher of the disabled differ from secular counterparts? Especially helpful is his emphasis on the reflective teacher integrating faith and learning. Certainly this is a volume that belongs on the bookshelves of anyone concerned with disabilities." —Steven A. Kaatz PhD, Graduate Programs in Special Education, Bethel University, St. Paul, Minnesota "I have had the privilege of traveling with Dr. Anderson as he has taught the concepts addressed in this book to educators, pastors, and parents in a variety of countries. I've seen the material come alive as leaders discover the importance of thinking Christianly about disability. This book has the potential of impacting all readers in similar ways. Dr. Anderson challenges all of us to come to grips with a biblical worldview and then to live it out within our spheres of influence. Toward a Theology of Special Education thus encourages all readers to think Christianly about disability. Such thinking will then motivate us to care with God's care and to serve with God's concern for justice and compassion." —Dr. Richard Schoenert, pastor emeritus, Calvary Church, Roseville, Minnesota
This set of 62 volumes, originally published between 1951 and 1999, amalgamates a wide breadth of literature on Special Educational Needs, with a particular focus on inclusivity, class management and curriculum theory. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject how it has evolved over time, and will be of particular interest to students of Education and those undertaking teaching qualifications.
Enduring Issues in Special Education is aimed at any course in the undergraduate or graduate special education curriculum that is wholly or partly devoted to a critical examination of current issues in special education. The book organizes 28 chapters into seven sections using familiar structuring principles—what, who, where, how, when, why, and whither. Each section begins with an introduction that provides historical, legal, and theoretical background information and organizing commentary for the chapters that follow. The book’s objective, in addition to informing readers about the issues, is to develop critical thinking skills in the context of special education. Key features include the following: Dialectic Format – Each of the 28 chapters presents compelling reasons for addressing the issue at hand and specific ways to do so. Because each issue is written from different perspectives and focuses on a variety of aspects, readers are encouraged to weigh the arguments, seek additional information, and come up with synthesized positions of their own. Organizing Framework – The book’s seven sections have been arranged according to a scheme that is the essence of most investigative reporting and provides a coherent, easy-to-understand framework for readers. Expertise – All chapters are written by leading scholars who are highly regarded experts in their fields and conclude with suggested readings and discussion questions for additional study.
The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education.
In a phase of education as relatively new as the education of exceptional children, concepts and practices are constantly expanding and changing. These changes have been accompanied by an increasing recognition of the value of the work done by special education personnel in State departments of education; relatively little attention, however, has been given to the establishment of professional standards for such staff members. Most persons would readily grant that "preparation" and "experience, specialized knowledge" and "skills" and "personality traits and attitudes" all contribute to successful leadership, even without making an objective study to confirm such as generalization. The unanswered question is "What distinctive competencies and skills, what educational background, what specific personality traits and attitudes are of most importance in the development of a fully effective State director or specialist?" To answer the question, these necessary elements must be identified and described in order that they may be presented in such a form as to constitute a goal for State special education leaders, and a professional standard which would be a useful tool in the selection of such personnel. In order to get new light on these questions, information was collected as part of the broad study, "Qualification and Preparation of Teachers of Exceptional Children." This publication reports those findings which have bearing on the professional competence of directors and specialists in State departments of education who are responsible for the education of exceptional children. Specifically, it includes some information on the State directors and specialists contributing to the study, a statement of a committee of experts on the competencies needed by State personnel, opinions on the background of experience and preparation thought to contribute to success in this field, personality characteristics which teachers would like their directors and specialists to have and the services they expect from them, and a summary with implications for future planning. It is hoped that the findings will serve as a guideline to the development of standards for State leaders. Appended are: (1) The Plan and Procedures Used in the Office of Education Study, Qualification and Preparation of Teachers of Exceptional Children; (2) Information About the Special Educators Participating in the Study; (3) Statistical Procedures and Results; and (4) Excerpts from Inquiry Forms. Individual sections contain footnotes. (Contains 6 tables and 5 graphs.) [This bulletin was prepared in collaboration with Felix S. Barker, W. Kuhn Barnett, Mamie Jo Jones, Hazel C. McIntire, Frances A. Mullen, H.E. Robinson, and A. LeRoy Taylor. Best copy available has been provided.].
Literacy researchers at all stages of their careers are designing and developing innovative new methods for analyzing data in a range of spaces in and out of school. Directly connected with evolving themes in literacy research, theory, instruction, and practices—especially in the areas of digital technologies, gaming, and web-based research; discourse analysis; and arts-based research—this much-needed text is the first to capture these new directions in one volume. Written by internationally recognized authorities whose work is situated in these methods, each chapter describes the origin of the method and its distinct characteristics; offers a demonstration of how to analyze data using the method; presents an exemplary study in which this method is used; and discusses the potential of the method to advance and extend literacy research. For literacy researchers asking how to match their work with current trends and for educators asking how to measure and document what is viewed as literacy within classrooms, this is THE text to help them learn about and use the rich range of new and emerging literacy research methods.
Inclusive education retains significant complexity associated with creating a definition, and there is significant importance within the surrounding narratives reflecting the broader definitions. Due to the flexibility within the definition, investigating current practices across an array of definitions becomes essential to developing best practices in special education. Inclusive Theory and Practice in Special Education is an essential research book that examines current shifts in the field within the overarching philosophy of inclusion and inclusive education. It reports recent research that focuses on the experiences of teachers and students in classrooms and ways of enhancing the practices of inservice teachers and early career teachers, as well as the preparation of preservice teachers. Besides presenting research from these perspectives, it also addresses a selection of broader issues that impact on policy and curriculum, thus identifying related concerns, including those of the wider community. Highlighting a wide range of topics such as learning disabilities, student mobility, and early childhood education, this publication is ideal for researchers, professionals, administrators, curriculum designers, academicians, policymakers, and students.