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Inclusion: A Service Not a Place
Newly revised and updated for 2012, Inclusion: A Service Not a Place guides educators in taking a whole school approach to inclusion that positions students as the centerpiece of educational decision making. Authors Dorothy Kerzner Lipsky and Alan Gardner reinforce the need for inclusion and explain what educators must do to ensure all students have full access to the entire general education curriculum. The book supports the implementation of inclusive practices by presenting the following:A definition and description of inclusive practice The relationship of inclusion to IDEA and NCLB Best practices, based upon experience and current research Roles and responsibilities of various school personnel, including administrators, related services providers, and clinicians Parental roles and responsibilities Exploration of interventions, with a major focus on RTI and PBIS Reproducible forms for structuring inclusive classrooms Additional resources for specific topics, including a listing of organizations, videos, web sites, and a glossary
Special Educational Needs and Inclusive Education: Inclusive education
Demonstrates how the fields of special education and inclusive education have evolved philosophically and technically over the past 30 years.
Inclusion and School Reform
This book is a panoramic view of inclusive education, past, present, and future. Grounded in historical perspective and fueled by contemporary accomplishments, the insightful discussions in this volume cover a wide range of issues, from program implementation and classroom supports to court decisions and financing. The authors compare successes and setbacks from schools and studies nationwide, drawing the big picture of practice and research. Complementing their highly informed, balanced analysis of special education and inclusion programs are highlights of the results from a revealing national study of inclusive education. Emphasizing the need for the concurrent development of inclusion and school restructuring, this book gives policy makers, administrators, school board members, teachers and parents a solid understanding of the process of school reform, as well as a vision for the 21st century. - Back cover.
Inclusion
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Critical Voices on Special Education
The authors of this work address special education's most pressing concern: the inappropriate placement into special education programs of millions of students who fall behind or do not conform well enough to the academic or behavioral standards of today's public schools. Too often, these students are misdiagnosed as "mildly handicapped" and are presumed to have some physical or sensory disability. In fact, this formal labeling practice may carry consequences that are not only self-defeating and potentially ruinous for the stigmatized individual pupil, but also ultimatley threatenting to society as a whole. The book includes contemporary discussions about needed institutional change, the sho...
The Least Restrictive Environment
The Least Restrictive Environment: Its Origins and Interpretations in Special Education examines issues of ethical leadership and clarifies instructional placement decisions that provide a full educational opportunity for students with disabilities.
Law in Everyday Life
"Sarat and Kearns . . . have edited a truly marvelous work on the impact of the law on daily life and vice versa. . . . the essays are all exemplary, thought- provoking works worthy of a long, contemplative read by scholars, lawyers, and judges alike." --Choice "The subject of law in everyday life is timely in theory and in practice. The essays collected here are stimulating for the very different ways in which they reconfigure the meanings of 'the law' as cultural practice, and 'the everyday' as a cultural domain in which the state expresses a range of interests and engagements. Readers looking for an introduction to this topic will come away from the book with a clear sense of the varied v...
Of Divine Warning
This book offers a theory of disaster in modern and contemporary society and its impact on the construction of social and political life. The theory is premised upon what the authors call "the sign continuum," where disaster spreads across society through efforts to evade social responsibility for its causes and consequences. Phenomena generated by such efforts include the social manifestation of monstrosity (disastrous people and other forms of living things) and an emerging antipolitics in an effort to assert rule and order. A crucial development is the attack on speech, a fundamental feature of political life, as manifested by the increased expectations of categories of people whose containment calls for shunning and silence.
Education and Disability in Cross-Cultural Perspective
A radical departure from previous chronicles of education for people with disabilities, this book views special education from a broader perspective. Its central thesis is that cultural values and expectations play a dominant role in understanding the structure and function of special education. While theories of the social construction of disability have been written about in a growing body of research since the 1960s, no attempt has been made to create a cross-cultural framework. This work offers such a framework. Eight chapters, written by educators in each country's educational system cover the following nations: China, Great Britain, Hungary, Japan, Iran, Pakistan, United States, and Zimbabwe. Historical discussions in each chapter provide a context for current practice. An index and illustrations are also included.
Hearing on the Reauthorization of the Individuals with Disabilities Act (IDEA)
This transcript of a hearing on the reauthorization of the Individuals with Disabilities Education Act includes statements by representatives of Hofstra University (New York), Advocates for Children (New York), Self-Initiated Living Options (New York), the National Center on Educational Restructuring and Inclusion (New York), National Center on Education and Economy (District of Columbia), the National Family for the Advancement of Minorities with Disabilities (Michigan), and Education and Human Services Research of SRI International (California), along with statements of two Congressional Representatives (Major R. Owens and Cass Ballenger). Among issues addressed in the testimony are needs of the birth to age 5 population, over-representation of minorities in special education, postschool outcomes for special education students, arguments for and against full inclusion, the importance of individualization, and school-to-work transition. Additional prepared materials address these issues in more detail. (DB)
