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Examines special education in general & the IDEA (Individuals with Disabilities Education Act) in particular with some distance & objectivity. Several of the chapters examine general aspects of the program; others are up-close case studies. Fourteen of this volume's chapters were first presented & discussed at a two-day conference in Nov. 2000, co-sponsored by the Thomas B. Fordham Foundation & the Progressive Policy Institute. Following that discussion, the papers were revised & edited. The papers in this volume are arranged by theme: special education history & issues; special education in practice; & moving forward. Also includes a list of conference participants & attendees.
Special educators are facing new challenges at the beginning of the 21st century as public education is being reformed by a vision focusing on measurable student outcomes. The future course of the field will be shaped by the policy and programmatic responses to several issues, including demographic changes in student populations, a lack of certified special education teachers, criticism in the public media for the rising costs of services, and debates about the preferred philosophy of service delivery for students with disabilities. Additional chapters discuss university-school collaboration, charter schools, disability studies, school violence, disproportionality in placement, male African-American teachers, and ethics. This book has been written out of a context of research and program development activities with public schools over the past decade in one of the largest Colleges of Education in a diverse metropolitan area in the country. The issues selected for analysis and the perspective guiding those analyses grew out of this work and out of a national Delphi study of the views of parents and constituent organizations and leading researchers, teacher educators, and policy makers in Special Education.
Rethinking School-University Partnerships: A New Way Forward provides educational leaders in K-12 schools and colleges of education with insight, advice, and direction into the task of creating partnerships. In current times, colleges of education and local school districts need each other like never before. School districts struggle with pipeline, recruitment, and retention issues. Colleges of education face declining enrollment and a shifting educational landscape that fundamentally changes the way that teachers are trained and what local school districts expect their teachers to be able to do. It is with these overlapping constraints and converging interests that partnerships emerge as a foundational strategy for strengthening the education of our teachers. With nearly 80 contributors from 16 states (and Jamaica) representing 39 educational institutions, the partnerships described in this book are different from the ways in which colleges of education and school districts have traditionally worked with one another. In the past, these loose relationships centered primarily on student teaching and/or field experience placements. In this arrangement, the relationship was directed towards ensuring that the local schools were amenable to hosting students from the college of education so that the student/candidate could complete the requirements to earn a teaching license. In our view, this paradigm needs to be enlarged and shifted.
Rethinking the 21st Century brings much needed context and perspective to the security problems we face today. In recent years, the 'Bush Doctrine' - that the security threats we now face are entirely unprecedented - has echoed around the world. Global security and stability is now challenged not only by states and nuclear war, but by insurgency, disease, environmental degradation and military privatisation. Yet this creates a deep sense of disconnect in the way we perceive politics, and can be dangerously stark and ahistorical. The chapters here show that, far from being a clean break, the 'new' problems faced today might actually have 'old' solutions. What can Locke tell us about terrorists? What does Bentham have to say about sanctions? What are the ethics of outsourcing war to private companies? By looking back to decades and even centuries of ethical analysis and political theory, this book provides fascinating insight into all these questions.
This book focuses on current trends, potential challenges and further developments of teacher education and professional development from a theoretical, empirical and practical point of view. It intends to provide valuable and fresh insights from research studies and examples of best practices from Europe and all over the world. The authors deal with the strengths and limitations of different models, strategies, approaches and policies related to teacher education and professional development in and for changing times (digitization, multiculturalism, pressure to perform).
An updated version of the best-selling Special Education at the Century's End, this new volume combines cutting-edge research and theory about students with disabilities with classic pieces that have influenced the special education field since the passage of the federal Education for All Handicapped Children Act in 1975. The first edition--featuring such authors as Thomas M. Skrtic, Alan Gartner, and Dorothy Kerzner Lipsky--was instrumental in catalyzing change in special education and in promoting growth within the field. This new edition rediscovers those seminal articles and-y--through a new wave of equally groundbreaking articles--brings the issue up to the present day. Special Education for a New Century pays particularly close attention to how inclusive education practices can best be promoted in the era of standards-based accountability. In addition, it looks at special education among English-language learners and in early childhood classrooms, and offers new strategies for addressing the overrepresentation of African American and Latino students in special education. The volume also includes trenchant contributions by Alfredo J. Artiles, Thomas Hehir, and Christopher Kliewer, et al. that challenge existing assumptions about disabilities, urging teachers and administrators to cast away tired notions that denigrate students with disabilities and stand in the way of equal education for all. Just as Special Education at the Century's End profoundly influenced disability policy and practice when it was published over a decade ago, Special Education for a New Century sets the agenda for scholarship and policies concerning students with disabilities and inclusive education today. It offers rich resources for policymakers and practitioners alike as they face the challenge of guaranteeing inclusive education for all students in today's schools. Edited by Lauren I. Katzman, Allison Gruner Gandhi, Wendy S. Harbour, and J.D. LaRock Other contributors include Jim Cummins, Lisa D. Delpit, Jennifer A. O'Day, and Timothy Reagan.
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In the late 20th century, a tidal wave of calls for reform and inclusion of special needs students swept over public special education. The current debates over implementing these themes today are authoritatively addressed by 19 distinguished scholars in this thorough volume. Organized into three cohesive sections, it begins with the issues of educational reform and the emerging discourses of disability and integration in the inclusion movement. Respective chapters appraise specific arguments for inclusion and the federal legislation and litigation surrounding and supporting special education. The second part features the thorny issue of assessment, the technological revolution in special education, and the disposition of teacher training. The third section scrutinizes the inclusion of various populations of students with exceptional needs, particularly how teachers can make an easy transition from ideology to educational practice. Special Education in the 21st Century sets the standard for extrapolating future directions by wisely weighing classroom practices for different groups and the technical problems of resources, management, social groupings, instructional design, and the supposition that teachers will automatically change to accommodate an even greater diversity of learners.