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The SAGE Handbook of Special Education
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The SAGE Handbook of Special Education

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November 2006 | 608 pages | SAGE Publications Ltd
'[T]his book provides an excellent overview of special education, which will be a valuable resource for teachers, school managers and administrators, parents and indeed anyone with an interest in the development of provision for pupils with special educational needs. It is also likely to be an invaluable source book for researchers and postgraduate students alike' - REACH

'The Handbook offers a range of views on how to empower all learners to transcend their current performance and go "beyond the limits"' - Journal of Cognitive Education and Psychology

`This text makes an important contribution to special education. Perhaps, more significantly, it makes an important contribution to inclusive education, and possibly, even more widely, to education in general...it is a book that has significance for all of us who wish to move education towards a more equitable, democratic, humane, and dignified system for our young people' - Education in the North

In recent years there has been increasingly vigorous debate about the nature and purpose of special education, and what might be considered the appropriate responses to pupils who experience difficulties in learning. This Handbook brings together the most up to date knowledge of this area and will serve as the major source book of authoritative information and ideas about current and future directions for special education. It examines the intricate relation between theory, research and practice, and places a particular emphasis on what has been learned about providing for students who experience difficulties in learning, how these understandings can contribute to new conceptualisations of special education and the development of more inclusive schools.

This comprehensive, research-based work, brings together scholarship on an international level, and covers topics that transcend national boundaries. It will become essential reading for all professionals and academics with any interest in this important and dynamic field.

 
INTRODUCTION
 
PART ONE: HOW SPECIAL EDUCATIONAL NEEDS ARE UNDERSTOOD
Lani Florian, Senior Lecturer in Inclusive and Special Education in the Faculty of Education at the University of Cambridge
Reimagining Special Education
Margaret Winzer, Professor at the University of Lethbridge in Alberta, Canada
Confronting Difference: An Excursion Through the History of Special Education
Sheila Riddell, Director of the Centre for Research in Education Inclusion and Diversity at Edinburgh University
A Sociology of Special Education
Jennifer Evans, Senior Lecturer in Education at the Institute of Education, London University
Forms of Provision and Models of Service Delivery
Brahm Norwich, Professor of Educational Psychology and Special Educational Needs at the School of Education and Lifelong Learning, University of Exeter
Categories of Special Educational Needs
Beth Harry, Professor of Special Education at the University of Miami, Florida
The Disproportionate Placement of Ethnic Minorities in Special Education
Martyn Rouse, Senior Lecturer in Special Educational Needs and Inclusion at the University of Cambridge, Faculty of Education & Margaret J. McLaughlin, Associate Director of the Institute for the Study of Exceptional Children and Youth, University of Mary
Changing Perspectives of Special Education in the Evolving Context of Educational Reform
 
PART TWO: THE CHALLENGE OF INCLUSION
Marcia Rioux, Director of the MA (Critical Disability Studies) and Director, York Institute for Health Research, at York University, Canada
Disability Rights in Education
Susan Peters, Associate Professor at Michigan State University, College of Education
Inclusion as a Strategy for Achieving Education for All
Susie Miles, Programme Director of the MEd in Special and Inclusive Education in the University of Manchester’s School of Education & Anupam Ahuja, International Consultant on Inclusion and Educational Programmes
Learning from Difference: Sharing International Experiences of Developments in Inclusive Education
Mel Ainscow, Professor of Education and Co-director of the Centre for Equity in Education at the University of Manchester
From Special Education to Effective Schools for All: a Review of Progress So Far
Roger Slee, Founding Editor of the International Journal of Inclusive Education and Dean of the Faculty of Education at McGill University in Montreal, Canada
Inclusive Schooling as a Means and End of Education?
 
PART THREE: KNOWLEDGE PRODUCTION
 
Research Method and Methodology
James L. Paul, Professor of Special Education, Kathleen Fowler, Coordinator of the Families as Faculty Project, & Ann Cranston-Gingras, Director of the Center for Migrant Education, all at the University of South Florida
Perspectives Shaping and Challenging Research Approaches
Russell Gersten, Executive Director & Lana Edwards Santoro,Research Associate, both at the Instructional Research Group, Long Beach, California
Advances in Research on Teaching Students who Experience Difficulties in Learning: Grappling with the Issue of Access to the General Curriculum
Kenneth A. Kavale, Distinguished Professor of Special Education at Regent University in Virginia Beach
Quantitative Research Synthesis: Meta-Analysis of Research on Meeting Special Educational Needs
Ann Lewis, Professor of Special Education and Educational Psychology in the School of Education, University of Birmingham & Jill Porter, Senior Lecturer in Research Methods and Special Education at the University of Bath
Research and Pupil Voice
Colin Barnes, Director, & Alison Sheldon, both in the Centre for Disability Studies, School of Sociology and Social Policy at the University of Leeds
‘Emancipatory’ Disability Research and Special Educational Needs
Gary Thomas, Chair of Inclusion and Diversity, University of Birmingham
An Epistemology of Special Education
 
Theoretical perspectives
John W. Maag, Professor at the University of Nebraska-Lincoln
Behavioral Theory and Practice: Current and Future Issues
Judy W. Kugelmass, Bartel Professor at Binghamton University (SUNY)
Constructivist Views of Learning: Implications for Inclusive Education
J. S. de Valenzuela, Assistant Professor of Special Education at the University of New Mexico
Sociocultural Views of Learning
 
PART FOUR: TEACHING STRATEGIES AND APPROACHES
 
Curriculum and Assessment
Richard Rose, Professor of Special and Inclusive Education and Director of the Centre for Special Needs Education and Research at the University of Northampton
Curriculum Considerations in Meeting Special Educational Needs
Julie Alonzo, Leanne R. Ketterlin-Geller, Assistant Professor & Gerald Tindal, Castle-McIntosh-Knight Endowed Professor, all at the University of Oregon
Curriculum based Measurement in Reading and Math: Providing Rigorous Outcomes to Support Learning
Roseanna Bourke, Manager, Professional Practice at the Ministry of Education, New Zealand & Mandia Mentis, Senior Lecturer in the Department of Learning and Teaching at Massey University, Auckland
Self-Assessment as a Lens for Learning
Martha L. Thurlow, Director, Sandra J. Thompson, former Research Associate & Christopher J. Johnstone, Research Associate, all at the National Center on Educational Outcomes, University of Minnesota Phases of Education
Policy, Legal, and Implementation Issues Surrounding Assessment Accommodations for Students with Disabilities
Susan A. Fowler, Professor of Special Education, Michaelene M. Ostrosky, Associate Professor of Early Childhood Special Education & Tweety J. Yates, Visiting Assistant Professor in the Department of Special Education, all at the University of Illinois at
Teaching and Learning in the Early Years
Sharon Vaughn, H. E. Hartfelder/ Southland Corp Regents Chair at the University of Texas, Jeanne Wanzek & Carolyn A. Denton, Assistant Professor, both in the Department of Special Education at the University of Texas at Austin
Teaching Elementary Students Who Experience Difficulties in Learning
John McDonnell, Program Coordinator in Severe Disabilities in the Department of Special Education, Michael L. Hardman, Professor and Chair of the Department of Special Education & Jayne McGuire, all in the Department of Special Education at the University
Teaching and Learning in Secondary Education
Stan F. Shaw, Co-Director of the University of Connecticut’s Center on Postsecondary Education and Disability
Postsecondary Education
Lesley Dee, Senior Lecturer at the University of Cambridge, Faculty of Education Cross-phase Issues of Teaching and Learning
Lifelong Learning and Quality of Life
Jacqueline S. Thousand, Professor, College of Education at Cal State San Marcos in California, Ann I. Nevin, Professor Emerita at Arizona State University & Richard A. Villa, President of Bayridge Consortium, Inc.
Collaborative Teaching: Critique of the Scientific Evidence
Michael F. Giangreco, Research Professor at the University of Vermont’s Center on Disability and Community Inclusion & Mary Beth Doyle, an Associate Professor of Education at St Michael’s College in Colchester, Vermont
Teacher Assistants in Inclusive Schools
John Woodward, Distinguished Professor in the School of Education at the University of Puget Sound in Tacoma, Washington & Ralph Ferretti, Professor of Education and Psychology at the University of Delaware
New Machines and New Agendas: The Changing Nature of Special Education Technology Research
Eric Dion, Assistant Professor at the Department of Special Education and Vocational Training at the Université du Québec à Montréal, Douglas Fuchs & Lynn S. Fuchs, both Nicholas Hobbs Professors of Special Education and Human Development at Vanderbilt Un
Peer-Mediated Programs to Strengthen Classroom Instruction: Cooperative Learning, Reciprocal Teaching, Classwide Peer Tutoring and Peer-Assisted Learning Strategies
Dawn B. Male, Senior Lecturer in the School of Psychology and Human Development at the Institute of Education, University of London
Friendships and Peer Relations Among and Between Children and Young People With and Without Learning Disabilities
 
PART FIVE: FUTURE DIRECTIONS FOR RESEARCH AND PRACTICE
Katharine Shepherd Furney, Assistant Professor in the Department of Education & Susan Brody Hasazi, Stafford Distinguished Professor of Leadership and Special Education, both at the University of Vermont
Leadership for Social Justice and Inclusion
Ruth Kershner, Lecturer in Psychology of Education at the University of Cambridge, Faculty of Education
What Do Teachers Need To Know About Meeting Special Educational Needs?
Susan Hart, Specialist Teacher and Researcher, Mary Jane Drummond, Writer and Researcher, both based in Cambridge & Donald McIntyre, Professor of Education at Cambridge University
Learning Without Limits: Constructing a Pedagogy Free from Determinist Beliefs about Ability
Deborah J. Gallagher, Professor of Education at the University of Northern Iowa
Challenging Orthodoxy in Special Education: On Longstanding Debates and Philosophical Divides
Seamus Hegarty, Chairman of the International Association for the Evaluation of Educational Achievement
Special Education and its Contribution to the Broader Discourse of Education
 
GLOSSARY

'[T]his book provides an excellent overview of special education, which will be a valuable resource for teachers, school managers and administrators, parents and indeed anyone with an interest in the development of provision for pupils with special educational needs. It is also likely to be an invaluable source book for researchers and postgraduate students alike' - REACH

'The Handbook offers a range of views on how to empower all learners to transcend their current performance and go "beyond the limits"' - Journal of Cognitive Education and Psychology

`This text makes an important contribution to special education. Perhaps, more significantly, it makes an important contribution to inclusive education, and possibly, even more widely, to education in general...it is a book that has significance for all of us who wish to move education towards a more equitable, democratic, humane, and dignified system for our young people' - Education in the North


"Readers need to have a solid knowledge base of the field to fully appreciate the information presented both in terms of scholarly depth and differing perspectives.  Although a challenging read, it is enlightening and well worth the effort." 

R. Ludy
Buena Vista University
CHOICE

"The students love it. It is expanding the way we think about Special Education [...]. We are "going global" in our thinking!"

Dr. Crystal K. Whitlow
University of Tennessee at Martin

"The book is terrific. I am really impressed with the wide selection of people [...] pulled together and the diverse perspectives [...] included."

Dr. Marcia H. Rioux
York Institute for Health Research, York University, Toronto ON, Canada

"I think it would be an excellent text for a graduate seminar that would focus on helping students to see both general and special education from evidence-based instructional practices, cultural commonalities/differences, and across the lifespan. It is a one-of-a-kind book in that lays a strong foundation across all of the above areas and will motivate students to look further and in more depth at areas of interest within the field for further study."

Michael Hardman
University of Utah

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Lani Florian

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.  More About Author

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ISBN: 9781412907286
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