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 w
Trade Review
"Brilliantly conceptualized and written by leading scholars, Enduring Issues in Special Education addresses the most salient and pressing issues in the field with great clarity and sophistication. The book is historically grounded to provide perspective and boldly addresses what the future may hold. It should be one of the most frequently used resources to inform leaders, practitioners, and researchers as well as those preparing to enter special education. In a word, it’s a masterpiece!"
Donald Deshler, Williamson Family Distinguished Professor of Special Education and Director, Center for Research on Learning, University of Kansas, USA
"This book provides an insightful, timely, and critical account of trends and issues in special education in a rich historical context written by nationally recognized leaders in the field. A must-have resource for aspiring and current professionals in special education."
Antonis Katsiyannis, Alumni Distinguished Professor, Clemson University, USA
Table of 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
