Comparing special education Richardson, John G; Powell, Justin J. W
2011, 20110517, 2011-05-17, 20110101
eBook, Book
In today's schools the number of students who receive additional resources to access the curriculum is growing rapidly, and the ongoing expansion of special education is among the most significant ...worldwide educational developments of the past century. Yet even among developed democracies the range of access varies hugely, from one student in twenty to one student in three. In contemporary conflicts about educational standards and accountability, special education plays a key role as it draws the boundaries between exclusion and inclusion.
Comparing Special Education unites in-depth comparative and historical studies with analyses of global trends, with a particular focus on special and inclusive education in the United States, England, France, and Germany. The authors examine the causes and consequences of various institutional and organizational developments, illustrate differences in forms of educational governance and social policy priorities, and highlight the evolution of social logics from segregation of students with special educational needs to their inclusion in local schools.
Augmentative and Alternative Communication for Adults with Aphasia is written for practising clinicians, undergraduate and graduate students, assistive technologists and other stakeholders interested ...in learning more about the communication needs and options for people with aphasia. This is the first book dedicated entirely to AAC and aphasia.
How has special education policy evolved over the years, and where should it go in the near future? One of the best known and most respected leaders in special education policy, Jim Gallagher, takes ...a candid and critical look at these questions in this informative book. Students, administrators, and policymakers will fully understand how four "engines of change"--legislation, court decisions, administrative decisions, and professional initiatives--direct decision making in education for children with special needs. Readers will discover the complex role these drivers play in: determining eligibility and diagnostic criteria; supporting differentiated instruction; strengthening personnel preparation programs; ensuring comprehensive educational planning for students with special needs; making adaptations, accommodations, and assistive and instructional technology accessible to students; supporting educational research; and funding special education programs. Following a preface, this book is divided into the following chapters: (1) Decision Making in Special Education: How Are Decisions Made?; (2) Finding Children with Special Needs: Eligibility; (3) Differentiated Programs for Children with Disabilities; (4) Personnel Preparation and Technical Assistance; (5) Research and Evaluation; (6) Finance and Data Systems; (7) Educational Planning for Children with Special Needs; (8) Technology and Children with Disabilities; (9) The Education of Gifted Students; (10) Outside Forces that Affect Decisions in Special Education; and (11) Some Alternative Futures for Special Education. A list of references and an index are also included. This book was published by Brookes Publishing Company.
This book addresses the issues raised by the Special Educational Needs and Disability Act (SENDA), which came into force in the United Kingdom in 2002. Chapters in the collection explore the learning ...requirements of any student who needs special teaching, whether because of limited English proficiency or disabilities. Part 1, "Introduction," contains: (1) "Special Teaching in Higher Education" (Stuart Powell). Part 2, "The Context for Change," contains: (2) "From exclusion to Inclusion: Some Lessons from Abroad" (Jeremy Cooper); and (3) "Communications and Information Technology (C&IT) for Disabled Students" (Martyn Cooper). Part 3, "Visual and Auditory Impairments: Physical Disability," contains: (4) "Supporting Deaf Students in Higher Education" (Joy Jarvis and Pamela Knight); (5) "Students with Visual Impairment" (Archie W. N. Roy); (6) "Able Student, Disabled Person: Access to Courses in Higher Education by Students with Physical Disabilities" (Alan V. Jones and Christopher Hopkins); and (7) "Issues for Pedagogy (1)" (Stuart Powell). Part 4, "Specific Learning Issues," contains: (8) "Students with Dyslexia and Other Specific Learning Difficulties" (Stella Cottrell); (9) "Overseas Learners of English in Higher Education" (Tim Parke); (10) "Students with Autism and Asperger's Syndrome" (Tim Luckett and Stuart Powell); and (11) "Issues for Pedagogy (2)" (Stuart Powell). Part 5, "Mental Health Issues," contains; (12) "Students with Schizophrenia in Higher Education" (James Wade); (13) "Psychiatrically Vulnerable Students: Stress, Emotional Disturbance" (Marty Davies and Caralinda Jefferies); and (14) "Issues for Pedagogy (3)" (Stuart Powell). Each chapter contains references. (SLD)
This text presents 26 case studies which examine special education provisions for children in the world today. The reports focus on the current state of special education in selected nations and ...major issues and controversies in the field of special education within those nations. Each case study addresses the following themes: (1) prevalence of exceptional conditions; (2) identification of exceptionalities; (3) labeling the handicapped population; (4) the social context of special education; (5) the legal and bureaucratic structure of special education; (6) teachers, schools, curriculum, and pedagogy for special education; (7) major controversies and issues in special education; and (8) emerging and future trends in special education. Part 1 contains four case studies of countries where special education is very limited. They are: "South Africa" (David R. Donald); "Papua New Guinea" (Barend Vlaardingerbroek et al.); "Senegal" (Sabou Sarr); and "West Bank and Gaza Strip" (Samir J. Dukmak). Part 2 contains nine case studies of nations with emerging special education: "Nigeria" (Theresa B. Abang); "Islamic Republic of Iran" (G. Ali Afrooz); "Brazil" (Lucia Gomes Vieira Dellagnelo); "Indonesia" (Conny Semiawan); "Egypt" (Wasfy Aziz Boulos); "Pakistan" (Mah Nazir Riaz); "China" (Xu Yun); "India" (Rita Agrawal); and "Uruguay" (Eloisa Garcia de Lorenzo). Five case studies of countries with segregated special education systems are in Part 3. They are: "Japan" (Giichi Misawa); "Taiwan" (Yung-Hwa Chen and Tai-Hwa Emily Lu); "Russia" (Vladimir I. Lubovsky and Evgenija Nikolaevno Martsinovskaja); "Czechoslovakia" (Marie Cerna); and "Hong Kong" (Nick Crawford and Mark Bray). The four case studies of Part 4 report on countries approaching integration: "Israel" (Yaacov Rand and Rivka Reichenberg); "Poland" (Wladyslawa Pilecka and Jan Pilecki); "Australia" (Geoffrey Swan); and "Canada" (Margret A. Winzer). Part 5 gives four case studies showing integrated special education: "Finland, Norway, and Sweden" (Kari Tuunainen); "United States" (Betty A. Hallenbeck and James M. Kauffman); "New Zealand" (David Mitchell and Patricia O'Brien); and "England and Wales" (John Dwyfor Davies and Maeve Landman). (DB)
