Enduring Issues in Special Education Personal Perspectives 1st edition by John Lloyd, barbara Bateman 9780415539180 0415539188

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ISBN 10: 0415539188
ISBN 13: 9780415539180 
Author: John W. Lloyd; Barbara Bateman; 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 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

Enduring Issues in Special Education Personal Perspectives 1st Table of contents:

Chapter 1 Introduction: Does Special Education Have Issues?
Chapter 2 What is Special Education?
Chapter 3 What Makes Special Education Special?
Chapter 4 What is Special Education Instruction?
Chapter 5 What Should We Teach Students with Moderate and Severe Developmental Disabilities?
Chapter 6 Special Education as “Specially Designed Instruction”: Ode to the Architecture of Information and the Message

Section II Who Should Receive and Provide Special Education?
Chapter 7 Who Should Receive and Provide Special Education?
Chapter 8 Cultural and Linguistic Diversity in Special Education
Chapter 9 Who should Receive Special Education Services and how should Educators Identify which Students are to Receive Special Education Services?
Chapter 10 Co-teaching: Not all Special Educators should Dance
Chapter 11 Who Makes A Difference! Next Generation Special Education Workforce Renewal

Section III Where should Special Education Happen?
Chapter 12 Where should Special Education Take Place?
Chapter 13 Where should Students with Disabilities Receive their Education?
Chapter 14 Placements for Special Education Students: The Promise and the Peril
Chapter 15 Place Values: What Moral Psychology can Tell us about the Full Inclusion Debate in Special Education

Section IV How should Special Education be Practiced?
Chapter 16 How is Special Education Practiced?
Chapter 17 How should Evidence-Based Practices be Determined?
Chapter 18 The Connection between Assessment and Intervention: How can Screening Lead to Better Interventions?
Chapter 19 How should Learning Environments (Schools and Classrooms) be Structured for Best Learner Outcomes?
Chapter 20 How should we Evaluate Whether Special Education Works?

Section V When should Special Education Begin and End?
Chapter 21 When should Special Education Start and End?
Chapter 22 Children should be Identified and Receive Special Education Services in Early Childhood
Chapter 23 When does Special Education End?

Section VI Why Do We have Special Education?
Chapter 24 Why should We have Special Education?
Chapter 25 Why We should have Special Education
Chapter 26 How should We Pay for Special Education?
Chapter 27 Science Matters in Special Education

Section VII Whither Special Education?
Chapter 28 Whither Special Education?

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