List of Figures
List of Tables
Acknowledgements
About the Editor
About the Contributors
Editorial Advisors
Preface
Introduction
Part I: How Special Educational Needs Are Understood
Reimagining Special Education - Why New Approaches are Needed -
Lani Florian
Confronting Difference: A Brief History of Special Education -
Margaret A. Winzer
Models of Service Delivery and Forms of Provision - Tony Cline &
Norah Frederickson
Categories of Special Educational Needs - Brahm Norwich
The Disproportionate Placement of Ethnic Minorities in Special
Education - Beth Harry
A Sociological Perspective on Special Education - Sheila
Riddell
Social Justice in Education for Students with Disabilities - David
J. Connor
Part II: The Challenge of Inclusion
Disability Rights in Education - Marcia Rioux
Inclusive Education: From Targeting Groups and Schools to Achieving
Quality Education as the Core of EFA - Renato Opertti, Zachary
Walker & Yi Zhang
From Special Education to Effective Schools for All: Widening the
Agenda - Mel Ainscow
Sui Ban Jiu Du: An Approach Toward Inclusive Education in China -
Chunling Liu & Xueyun Su
Entry, Engagement and Empowerment: Dilemmas for Inclusive Education
in an Indian Context - Nidhi Singal
Inclusive Schooling as a Means and End of Education? - Roger
Slee
Equity in Inclusive Education: A Cultural Historical Comparative
Perspective - Elizabeth Kozleski, Alfredo Artiles & Federico
Waitoller
How Special Needs Funding Can Support Inclusive Education - Sip Jan
Pijl
Part III: Knowledge Production
Epistemology and Special Education - Gary Thomas
Persistent Issues in Behavioral Theory and Practice - John W.
Maag
Sociocultural Views of Learning - J. S. de Valenzuela
Educational Neuroscience: Bridging the Gulf Between Basic Research
and Implications for Practice - Usha Goswami
Comparative and International Perspectives on Special Education -
Justin J.W. Powell
A Disability Studies Frame for Research Approaches in Special
Education - Douglas Biklen, Fernanda Orsati & Jessica Bacon
The Applied Science of Special Education: Quantitative Approaches,
the Questions They Address, and How They Inform Practice - Samuel
L. Odom & Kathleen Lynne Lane
Researching Inclusive Classroom Practices: The Framework For -
Kristine Black-Hawkins
Research and Pupil Voice - Jill Porter
Using the Capability Approach to Evaluate the Well-being of Adult
learners with Dis/abilities Participation - Barbara Ridley &
Michael F. Watts
Part IV: Issues of Teaching
Learning Without Limits: Constructing a Pedagogy Free from
Determinist Beliefs about Ability - Susan Hart and Mary Jane
Drummond
Nothing Special - The Everyday Pedagogy of Teaching - Jonathan Rix
and Kieron Sheehy
Universal Design for Learning - David H. Rose, Jenna W. Gravel, and
David T. Gordon
Curriculum Considerations in Meeting the Educational Needs of
Learners with Severe Intellectual Disabilities - Jean Ware
Beyond Categories and Labels: Knowledge to Support Assessment for
Learning. Disability′ - A Problem Well Put? - Judith
Hollenweger
Assessment for Learning and the Journey Towards Inclusion - Louise
Hayward
Self-Assessment as an ′Insider′ Lens for Learning and Assessment -
Roseanna Bourke and Mandia Mentis
Dynamic Assessment and Cognitive Intervention - Alex Kozulin
Expanding Approaches to Summative Assessment for Students with
Impairment - J. Joy Cumming & Graham S. Maxwell
Instructional and Assessment Accommodations in the 21st Century -
Martha L. Thurlow
Teaching and Learning in the Early Years - Susan A. Fowler,
Michaelene M. Ostrosky and Tweety J. Yates
Teaching Elementary Students with Learning Difficulties - Sharon
Vaughn, Jeanne Wanzek & Carolyn A. Denton
Secondary Special Education and Inclusive Practice: Pitfalls and
Potential for the Success of All - Lisa A. Dieker and Selma
Powell
Students with Disabilities in Postsecondary Education - Robert
Stodden and Kelly Roberts
Teacher Assistants in Inclusive Classrooms - Michael F. Giangreco
and Mary Beth Doyle
Assistive Technology to Provide Access to the Curriculum and
Increase Independence - Amy G. Dell and Deborah A. Newton
Mobile Learning and Games in Special Education - Penny Standen and
David Brown
The Evolving Use of Technology in Special Education: Is
"Effectiveness" the Right question? - John Woodward & Ralph
Ferretti
Friendships and Peer Relations Among and Between Children and Young
People With and Without Learning Difficulties and/or Disabilities -
Dawn B. Male
Finding a Voice: Families Roles in Schools - Dianne L. Ferguson,
Amy N. Hanreddy and Philip M. Ferguson
Interagency Working and Special Education: Beyond ′Virtuous′ Ideas
of Partnership towards Alternative Frameworks for Collaborative
Work with Children - Liz Todd
Part V: Future Directions For Research and Practice
Education Without Condescension: Philosophy, Personhood and
Cognitive Disability - Ruth Cigman
Challenging Orthodoxy in Special Education: On Longstanding Debates
and Philosophical Divides Revisited - Deborah J. Gallagher
What do Classroom Teachers Need to Know about Meeting Special
Educational Needs? - Ruth Kershner
The Professional Knowledge of Special Educators - Kari Nes
Inquiry and Community: Uncommon Opportunities to Enrich
Professional Development for Inclusion - Marleen C. Pugach & Linda
P. Blanton
Changing Perspectives of Special Education in the Evolving Context
of Standards-Based Reforms in the US and England - Margaret J.
McLaughlin and Alan Dyson
Medicalization in Schools - Valerie Harwood and Samantha
McMahon
Special Education and its Contribution to the Broader Discourse of
Education - Seamus Hegarty
Glossary - Cristina Devecchi
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.
′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
people’s 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.′
*Álvaro 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*
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