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List of Figures and Tables |
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xiii | |
About the Editor and Contributors |
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xvii | |
Preface |
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xxxvii | |
Acknowledgements |
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xxxix | |
Endorsements |
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xl | |
Introduction |
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1 | (6) |
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Section I How Special Educational Needs Are Understood |
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7 | (122) |
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1 Reimagining Special Education: Why New Approaches are Needed |
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9 | (14) |
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2 Confronting Difference: A Brief History of Special Education |
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23 | (16) |
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3 Models of Service Delivery and Forms of Provision |
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39 | (16) |
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4 Categories of Special Educational Needs |
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55 | (18) |
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5 The Disproportionate Placement of Ethnic Minorities in Special Education |
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73 | (24) |
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6 A Sociological Perspective on Special Education |
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97 | (14) |
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7 Social Justice in Education for Students with Disabilities |
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111 | (18) |
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Section II The Challenge of Inclusion |
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129 | (134) |
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8 Disability Rights in Education |
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131 | (18) |
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9 Inclusive Education: From Targeting Groups and Schools to Achieving Quality Education as the Core of EFA |
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149 | (22) |
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10 From Special Education to Effective Schools for All: Widening the Agenda |
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171 | (16) |
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11 Sui Ban Jiu Du: An Approach Toward Inclusive Education in China |
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187 | (16) |
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12 Entry, Engagement, and Empowerment: Dilemmas for Inclusive Education in an Indian Context |
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203 | (14) |
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13 Inclusive Schooling as an Apprenticeship in Democacy? |
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217 | (14) |
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14 Equity in Inclusive Education: A Cultural Historical Comparative Perspective |
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231 | (20) |
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15 How Special Needs Funding Can Support Inclusive Education |
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251 | (12) |
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Section III Knowledge Production |
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263 | (172) |
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16 Epistemology and Special Education |
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267 | (14) |
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17 Persistent Issues in Behavioral Theory and Practice |
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281 | (18) |
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18 Sociocultural Views of Learning |
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299 | (16) |
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19 Educational Neuroscience: Bridging the Gulf Between Basic Research and Implications for Practice |
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315 | (20) |
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20 Comparative and International Perspectives on Special Education |
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335 | (16) |
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21 A Disability Studies Frame for Research Approaches in Special Education |
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351 | (18) |
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22 The Applied Science of Special Education: Quantitative J Approaches, the Questions They Address, and How They Inform Practice |
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369 | (20) |
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23 Researching Inclusive Classroom Practices: The Framework For Participation |
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389 | (16) |
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24 Research and Pupil Voice |
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405 | (16) |
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25 Using the Capability Approach to Evaluate the Well-being of Adult Learners with Dis/abilities |
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421 | (14) |
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Section IV Teaching and Learning |
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435 | (366) |
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Pedagogical approaches and curricular considerations |
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26 Learning Without Limits: Constructing a Pedagogy Free from Determinist Beliefs about Ability |
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439 | (20) |
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27 Nothing Special: The Everyday Pedagogy of Teaching |
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459 | (16) |
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28 Universal Design for Learning |
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475 | (16) |
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29 Curriculum Considerations in Meeting the Educational Needs of Learners with Severe Intellectual Disabilities |
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491 | (16) |
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30 Beyond Categories and Labels: Knowledge to Support Assessment for Learning. `Disability' -- A Problem Well Put? |
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507 | (16) |
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31 Assessment for Learning and the Journey Towards Inclusion |
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523 | (14) |
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32 Self-Assessment as an `Insider' Lens for Learning and Assessment |
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537 | (16) |
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33 Dynamic Assessment and Cognitive Intervention |
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553 | (20) |
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34 Expanding Approaches to Summative Assessment for Students with Impairment |
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573 | (24) |
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35 Instructional and Assessment Accommodations in the 21st Century |
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597 | (16) |
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36 Teaching and Learning in the Early Years |
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613 | (20) |
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37 Teaching Elementary Students with Learning Difficulties |
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633 | (26) |
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38 Secondary Special Education and Inclusive Practices: Pitfalls and Potential for the Success of All |
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659 | (16) |
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39 Students with Disabilities in Postsecondary Education |
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675 | (16) |
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Cross-phase issues of teaching and learning |
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40 Teacher Assistants in Inclusive Classrooms |
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691 | (12) |
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41 Assistive Technology to Provide Access to the Curriculum and Increase Independence |
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703 | (16) |
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42 Mobile Learning and Games in Special Education |
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719 | (12) |
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43 The Evolving Use of Technology in Special Education: Is `Effectiveness' the Right question? |
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731 | (18) |
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44 Friendships and Peer Relations Among and Between Children and Young People With and Without Learning Difficulties and/or Disabilities |
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749 | (14) |
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45 Finding a Voice: Families' Roles in Schools |
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763 | (22) |
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46 Inter-agency Working and Special Education: Beyond `Virtuous' Ideas of Partnership towards Alternative Frameworks for Collaborative Work with Children |
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785 | (16) |
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Section V Future Directions for Research and Practice |
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801 | (144) |
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47 Education Without Condescension: Philosophy, Personhood and Cognitive Disability |
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803 | (16) |
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48 Challenging Orthodoxy in Special Education: On Longstanding Debates and Philosophical Divides Revisited |
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819 | (22) |
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49 What do Classroom Teachers Need to Know about Meeting Special Educational Needs? |
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841 | (18) |
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50 The Professional Knowledge of Inclusive Special Educators |
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859 | (14) |
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51 Inquiry and Community: Uncommon Opportunities to Enrich Professional Development for Inclusion |
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873 | (16) |
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52 Changing Perspectives of Special Education in the Evolving Context of Standards-Based Reforms in the US and England |
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889 | (26) |
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53 Medicalization in Schools |
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915 | (16) |
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54 Special Education and its Contribution to the Broader Discourse of Education |
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931 | (14) |
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Glossary |
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945 | (20) |
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Index |
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965 | |