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El. knyga: SAGE Handbook of Special Education: Two Volume Set

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  • Formatas: 1040 pages
  • Išleidimo metai: 18-Dec-2013
  • Leidėjas: Sage Publications Ltd
  • Kalba: eng
  • ISBN-13: 9781473971295
  • Formatas: 1040 pages
  • Išleidimo metai: 18-Dec-2013
  • Leidėjas: Sage Publications Ltd
  • Kalba: eng
  • ISBN-13: 9781473971295

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By bringing together up-to-date theory, innovations, research, and a wide range of international perspectives, this handbook offers a comprehensive overview of Special Education. ‘This comprehensive handbook extends and challenges existing thinking and practice about special education and its place in the larger education system. It provides a rich and valuable resource for advanced professional learning and is highly recommended.Sharon P. Robinson, President & CEO, American Association of Colleges for Teacher Education The second edition of The SAGE Handbook of Special Education provides a comprehensive overview of special education, offering a wide range of views on key issues from all over the world. The contributors bring together up-to-date theory, research and innovations in practice, with an emphasis on future directions for the role of special education in a global context of inclusion. This brand new edition features: New chapters on families, interagency collaboration and issues of lifelong learning The UN Convention on the Rights of Persons with Disabilities Policy reform proposals Equity and social justice in education The impact of new thinking on assessment Issues and developments in classification The preparation and qualifications that teachers needThe Handbooks breadth, clarity and academic rigour will make it essential reading for researchers and postgraduate students, and also for practitioners, teachers, school managers and administrators.

Recenzijos

This comprehensive handbook extends and challenges existing thinking and practice about special education and its place in the larger education system. It provides a rich and valuable resource for advanced professional learning and is highly recommended. -- Sharon P. Robinson This book is a landmark publication. It marks a transformation in thinking about special educational needs, away from a focus on limitation and some, and towards inclusive, equitable provision for all.  The new understanding brings exciting possibilities and opportunities, and is to be warmly welcomed. -- Professor Andrew Pollard This new edition of a well-established handbook provides a wide-ranging and stimulating overview of the special educational needs field.  It is a mine of information and challenging ideas. It is particularly timely as the UK legislation is being substantially revised but the ideas are relevant beyond national boundaries. -- Professor Geoff Lindsay Since the 1994 Salamanca Declaration the world of special education has undergone a revolution, with commitments to the integration of children with special needs into mainstream schools and, later, a critical reflection on the extent to which those institutions themselves were inclusive. This book marks the possibility of another significant moment of change, perhaps best represented as a challenge to the normal curve assumptions of schooling. The new paradigm seeks to include everyone in the learning community of the classroom, even while recognising that all have individual differences that need to be accommodated: the key change lies in the starting assumption that all belong, not that some have to be fitted in. If this is to be realised it will require new practices, new pedagogy, but most of all, entirely new conceptualisations about the nature of schools and schooling. The chapters in this book provide the roadmap for this revolution in our thinking and practice. -- Tony Gallagher We live in difficult times. The economic crisis severely affects peoples lives, attitudes and educational opportunities. In this context, educational and social inclusion is a real challenge. This stunning book appears at the right time: we need a new perspective to open our minds and develop our competences in order to achieve a new education for all. We need to promote knowledge and pedagogy, and ensure trust and hope. If you are looking for something like that, this is your book.    -- Įlvaro Marchesi ...This handbook has been designed to address the complex and nuanced nature of special and inclusive education. By delineating how researchers have explored this complexity, this edition gives an insight into how future research might play a part in extending our understanding of the field. In my view, although this edition of The SAGE Handbook of Special Education is more expensive than other texts, it is well worth the investment; I cannot think of a more comprehensive critique of the field. -- Fiona Hallett, Faculty of Education, Edge Hill University, UK

List of Figures and Tables
xiii
About the Editor and Contributors xvii
Preface xxxvii
Acknowledgements xxxix
Endorsements xl
Introduction 1(6)
Section I How Special Educational Needs Are Understood
7(122)
1 Reimagining Special Education: Why New Approaches are Needed
9(14)
Lani Florian
2 Confronting Difference: A Brief History of Special Education
23(16)
Margaret A. Winzer
3 Models of Service Delivery and Forms of Provision
39(16)
Tony Cline
Norah Frederickson
4 Categories of Special Educational Needs
55(18)
Brahm Norwich
5 The Disproportionate Placement of Ethnic Minorities in Special Education
73(24)
Beth Harry
6 A Sociological Perspective on Special Education
97(14)
Sheila Riddell
7 Social Justice in Education for Students with Disabilities
111(18)
David J. Connor
Section II The Challenge of Inclusion
129(134)
8 Disability Rights in Education
131(18)
Marcia Rioux
9 Inclusive Education: From Targeting Groups and Schools to Achieving Quality Education as the Core of EFA
149(22)
Renato Opertti
Zachary Walker
Yi Zhang
10 From Special Education to Effective Schools for All: Widening the Agenda
171(16)
Mel Ainscow
11 Sui Ban Jiu Du: An Approach Toward Inclusive Education in China
187(16)
Chunling Liu
Xueyun Su
12 Entry, Engagement, and Empowerment: Dilemmas for Inclusive Education in an Indian Context
203(14)
Nidhi Singal
13 Inclusive Schooling as an Apprenticeship in Democacy?
217(14)
Roger Slee
14 Equity in Inclusive Education: A Cultural Historical Comparative Perspective
231(20)
Elizabeth Kozleski
Alfredo Artiles
Federico Waitoller
15 How Special Needs Funding Can Support Inclusive Education
251(12)
Sip Jan Pijl
Section III Knowledge Production
263(172)
Perspectives on learning
16 Epistemology and Special Education
267(14)
Gary Thomas
17 Persistent Issues in Behavioral Theory and Practice
281(18)
S. John
W. Maag
18 Sociocultural Views of Learning
299(16)
J. S. de Valenzuela
19 Educational Neuroscience: Bridging the Gulf Between Basic Research and Implications for Practice
315(20)
Usha Goswami
Research perspectives
20 Comparative and International Perspectives on Special Education
335(16)
Justin J. W. Powell
21 A Disability Studies Frame for Research Approaches in Special Education
351(18)
Douglas Biklen
Fernanda Orsati
Jessica Bacon
22 The Applied Science of Special Education: Quantitative J Approaches, the Questions They Address, and How They Inform Practice
369(20)
Samuel L. Odom
Kathleen Lynne Lane
23 Researching Inclusive Classroom Practices: The Framework For Participation
389(16)
Kristine Black-Hawkins
24 Research and Pupil Voice
405(16)
Jill Porter
25 Using the Capability Approach to Evaluate the Well-being of Adult Learners with Dis/abilities
421(14)
Barbara Ridley
Michael F. Watts
Section IV Teaching and Learning
435(366)
Pedagogical approaches and curricular considerations
26 Learning Without Limits: Constructing a Pedagogy Free from Determinist Beliefs about Ability
439(20)
Susan Hart
Mary Jane Drummond
27 Nothing Special: The Everyday Pedagogy of Teaching
459(16)
Jonathan Rix
Kieron Sheehy
28 Universal Design for Learning
475(16)
David H. Rose
Jenna W. Gravel
David T. Gordon
29 Curriculum Considerations in Meeting the Educational Needs of Learners with Severe Intellectual Disabilities
491(16)
Jean Ware
Assessment
30 Beyond Categories and Labels: Knowledge to Support Assessment for Learning. `Disability' -- A Problem Well Put?
507(16)
Judith Hollenweger
31 Assessment for Learning and the Journey Towards Inclusion
523(14)
Louise Hayward
32 Self-Assessment as an `Insider' Lens for Learning and Assessment
537(16)
Roseanna Bourke
Mandia Mentis
33 Dynamic Assessment and Cognitive Intervention
553(20)
Alex Kozulin
34 Expanding Approaches to Summative Assessment for Students with Impairment
573(24)
J. Joy Cumming
Graham S. Maxwell
Phases of education
35 Instructional and Assessment Accommodations in the 21st Century
597(16)
Martha L. Thurlow
36 Teaching and Learning in the Early Years
613(20)
Susan A. Fowler
Michaelene M. Ostrosky
Tweety J. Yates
37 Teaching Elementary Students with Learning Difficulties
633(26)
Sharon Vaughn
Jeanne Wanzek
Carolyn A. Denton
38 Secondary Special Education and Inclusive Practices: Pitfalls and Potential for the Success of All
659(16)
Lisa A. Dieker
Selma Powell
39 Students with Disabilities in Postsecondary Education
675(16)
Robert Stodden
Kelly Roberts
Cross-phase issues of teaching and learning
40 Teacher Assistants in Inclusive Classrooms
691(12)
Michael F. Giangreco
Mary Beth Doyle
Jesse C. Suter
41 Assistive Technology to Provide Access to the Curriculum and Increase Independence
703(16)
Amy G. Dell
Deborah A. Newton
42 Mobile Learning and Games in Special Education
719(12)
Penny Standen
David Brown
43 The Evolving Use of Technology in Special Education: Is `Effectiveness' the Right question?
731(18)
John Woodward
Ralph Ferretti
44 Friendships and Peer Relations Among and Between Children and Young People With and Without Learning Difficulties and/or Disabilities
749(14)
Dawn B. Male
45 Finding a Voice: Families' Roles in Schools
763(22)
Dianne L. Ferguson
Amy N. Hanreddy
Philip M. Ferguson
46 Inter-agency Working and Special Education: Beyond `Virtuous' Ideas of Partnership towards Alternative Frameworks for Collaborative Work with Children
785(16)
Liz Todd
Section V Future Directions for Research and Practice
801(144)
47 Education Without Condescension: Philosophy, Personhood and Cognitive Disability
803(16)
Ruth Cigman
48 Challenging Orthodoxy in Special Education: On Longstanding Debates and Philosophical Divides Revisited
819(22)
Deborah J. Gallagher
49 What do Classroom Teachers Need to Know about Meeting Special Educational Needs?
841(18)
Ruth Kershner
50 The Professional Knowledge of Inclusive Special Educators
859(14)
Kari Nes
51 Inquiry and Community: Uncommon Opportunities to Enrich Professional Development for Inclusion
873(16)
Marleen C. Pugach
Linda P. Blanton
52 Changing Perspectives of Special Education in the Evolving Context of Standards-Based Reforms in the US and England
889(26)
Margaret J. McLaughlin
Alan Dyson
53 Medicalization in Schools
915(16)
Valerie Harwood
Samantha McMahon
54 Special Education and its Contribution to the Broader Discourse of Education
931(14)
Seamus Hegarty
Glossary 945(20)
Cristina Devecchi
Index 965
Lani Florian is a Professor and Bell Chair of Education at the University of Edinburgh and Visiting Professor of Special Education at the University of Vienna. She is an Academician of the Academy of Social Sciences (UK). Her research interests include models of provision for meeting the needs of all learners, and inclusive pedagogy. She is co-author of Achievement and Inclusion in Schools, winner of the 2008 NASEN/Times Education Supplement academic book award. She has consulted on special needs education and inclusion for a number of international organisations including Open Society Foundations, UNICEF, and the OECD.