ED-331 : Critical Issues in Special Education

Written by administrators, general and special educators, and parents of students with disabilities, the eight chapters in this text explore ways that inclusive education can support a diverse student population at all grade levels.

Examines the lives of children, their parents, and others involved in special education in American public schools during the last 120 years.

Behavior often represents what a child cannot communicate, due to language limitations, level of psychological development, or traumatic experience.

The Least Restrictive Environment: Its Origins and Interpretations in Special Education examines issues of ethical leadership and clarifies instructional placement decisions that provide a full educational opportunity for students with disabilities.

Key players in major education legislation of the Clinton Administration trace the Goals 2000: Educate America Act and School- to-Work Opportunity Act as they proceeded through the Congress, illuminating the legislative process and the workings of interest groups.

Filled with practical recommendations, sample forms, and enlightening examples, this is a priceless resource for helping every child learn.

This comprehensive volume covers the field of special education in the United States from its beginnings to the present day.

The Special Education Treatment Planner provides all the elements necessary to quickly and easily develop formal education treatment plans that take the educational professional a step further past the writing of goals for Individualized Education Plans (IEPs).

This easy-to-use manual is an essential resource for classroom teachers and an extremely useful reference for special educators, school psychologists, resource teachers, and administrators.

This powerful book examines the disproportionate placement of Black and Hispanic students in special education. The authors present compelling stories representing the range of experiences that culturally and linguistically diverse students are apt to face in school.

Featuring strategies for fitting special education into frameworks created by standards and assessments, this indispensable resource shows teachers how to achieve expected results with all students.

In this comprehensive resource on inclusive schooling, administrators, general and special educators, and parents explore how inclusive education can support a diverse student body at all grade levels. They show how schools can meet standards and provide a "least restrictive environment" for students with disabilities by using cooperative learning, teaming, multi-age grouping, multicultural education, social skills training, and educational technology applications. And they explain how to facilitate change by using universal design principles and other curricular, instructional, assessment, and organizational practices.

Well-researched and well-written, this book offers practical guidance as grounded in solid research to schools that are wrestling with how to mainstream children with disabilities.

Through the story of a progressively minded public elementary school, the author shows how committed educators can collaborate to maintain a creative, inclusive educational environment and still rise to the demands of state-imposed standards.

Inclusive Schools in Action contains many examples and perspectives from classroom teachers, along with figures that present strategies, adaptations, and other practical information. By weaving together their experiences with the research, the authors provide educators with comprehensive information and tools for developing or improving inclusive schools.

Keeping Score for All discusses the comparability of states’ policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results.

Grounded in the reform effort of a large state university with a history of excellence in teacher education, this book provides teacher educators and institutions with a valuable resource for navigating the choppy waters of reform. Contributors, all involved in the reform process, tell the story of the University of Florida's efforts in the mid-1990s to unify general and special education in its teacher education program.