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Enduring Issues In Special Education

Personal Perspectives

Edited by Barbara Bateman, John W. Lloyd, Melody Tankersley

Routledge – 2014 – 448 pages

Purchasing Options:

  • Paperback: $59.95
    978-0-415-53918-0
    February 18th 2015
    Not yet available
  • Hardback: $195.00
    978-0-415-53917-3
    February 19th 2015
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Description

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 the 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.

Contents

Foreword

David Chard

Preface

Chapter 1: Introduction: Does Special Education Have Issues?

Tankersley, Lloyd, & Bateman

Section 1: What is Special Education?

Chapter 2: What is Special Education?

Bateman, Lloyd, Tankersley, & Brown

Chapter 3: What Makes Special Education Special?

T. Scruggs & M. Mastropieri

Chapter 4: What is Special Education Instruction?

P. C. Pullen & D. P. Hallahan

Chapter 5: What Should We Teach Students with Moderate and Severe Developmental Disabilities?

D. Browder

Chapter 6: Special Education as "Specially Designed Instruction": Ode to the Architecture of Information and the Message

Kame’enui

Section 2: Who Should Receive and Provide Special Education?

Chapter 7: Who Should Receive and Provide Special Education?

Bateman, Lloyd, Tankersley & Driver

Chapter 8: Cultural and Linguistic Diversity in Special Education

J. Klingner, B. Moore, A. Davidson, A. Boelé, A. Boardman, R. Figueroa , S. Annamma, N. Sager

Chapter 9: Who Should Receive Special Education Services and How Should Educators Identify Which Students are to Receive Special Education Services?

E. Lembke

Chapter 10: Co-teaching: Not All Special Educators Should Dance

M. P. Weiss

Chapter 11: Who Makes a Difference! Next Generation Special Education Workforce Renewal

M. Rock & B. Billingsley

Section 3: Where Should Special Education Happen?

Chapter 12: Where Should Special Education Take Place?

Bateman, Lloyd, Tankersley, & Alves

Chapter 13: Where Should Students with Disabilities Receive Their Education?

N. Zigmond

Chapter 14: Placements for Special Education Students: The Promise and the Peril

D. Huefner

Chapter 15: Place Values: What Moral Psychology Can Tell Us About the Full Inclusion Debate in Special Education

A. Wiley

Section 4: How Should Special Education be Practiced?

Chapter 16: How is Special Education Practiced?

Lloyd, Tankersley, Bateman, & Hirsch

Chapter 17: How Should Evidence-based Practices be Determined?

B. Cook

Chapter 18: The Connection between Assessment and Intervention: How Can Screening Lead to Better Interventions?

K. Lane & H. Walker

Chapter 19: How Should Learning Environments (Schools and Classrooms) be Structured for Best Learner Outcomes?

C. Greenwood

Chapter 20: How Should We Evaluate Whether Special Education Works?

M. Thurlow

Section 5: When Should Special Education Begin and End?

Chapter 21: When Should Special Education Start and End?

Bateman, Lloyd, Tankersley, & Dillon

Chapter 22: Children Should be Identified and Receive Special Education Services in Early Childhood

J. Carta

Chapter 23: When Does Special Education End?

M. Wehmeyer

Section 6: Why Do We Have Special Education?

Chapter 24: Why Should We Have Special Education?

Lloyd, Tankersley, & Bateman

Chapter 25: Why We Should Have Special Education

J. Kauffman

Chapter 26: How Should We Pay for Special Education?

T. Parrish

Chapter 27: Science Matters in Special Education

T. Landrum

Section 7: Whither Special Education?

Chapter 28: Whither Special Education?

Lloyd, Tankersley, Bateman, Balan, & Lloyd

Index

Author Bio

Barbara Bateman is a consultant in special education law and Professor Emerita at the University of Oregon.

John W. Lloyd is Professor of Education and Coordinator for the Program in Special Education at the University of Virginia, Curry School of Education.

Melody Tankersley is Professor of Special Education and Associate Provost for Academic Affairs at Kent State University.

Name: Enduring Issues In Special Education: Personal Perspectives (Paperback)Routledge 
Description: Edited by Barbara Bateman, John W. Lloyd, Melody Tankersley. 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...
Categories: Inclusion and Special Educational Needs, School Psychology