Issues in Educating Students With Disabilities / Edition 1

by John Wills Lloyd, Edward J. Kameenui, David J. Chard

Overview

The contributors to this volume represent the most prominent researchers and thinkers on issues in educating students with and without disabilities. The book captures the most current thinking, research, and analysis on the full range of issues in educating students with learning disabilities, from its definition to the most recent case law and interpretations of federal law on educating these students in the general education classroom. The contributors' words speak sufficiently, mellifluously, and exactingly about their contributions to the education of all students, in particular those with disabilities. This book of essays was written to pay tribute to Barbara D. Bateman, who — along with Sam Kirk — coined the term "learning disabilities." Its content reflects the significance of her contributions to the field of special education.

Product Details

ISBN-13:	9780805822021
Publisher:	Taylor & Francis
Publication date:	08/01/1997
Series:	The LEA Series on Special Education and Disability
Edition description:	New Edition
Pages:	432
Product dimensions:	6.00(w) x 9.00(h) x (d)

About the Author

John Wills Lloyd, Edward J. Kameenui, Edward J. Kameenui, David J. Chard

Table of Contents

Contents: N. Haring, Prologue. Introduction. Part I:Definition of Disabilities. K.A. Kavale, S.R. Forness, Defining Learning Disabilities: Consonance and Dissonance. J.W. Lerner, Attention Deficit Disorders. S.R. Forness, K.A. Kavale, Defining Emotional or Behavioral Disorders in School and Related Services. D.L. Speece, B. Harry, Classification for Children. Part II:Assessment of Disabilities. S.L. Deno, Whether Thou Goest...Perspectives on Progress Monitoring. K.W. Howell, M. Davidson, Programming: Aligning Teacher Thought Processes with the Curriculum. D. Haager, S. Vaughn, Assessment of Social Competence in Students with Learning Disabilities. M. Tankersley, T.J. Landrum, Comorbidity of Emotional and Behavioral Disorders. Part III:Instruction. S. Engelmann, Theory of Mastery and Acceleration. B. Rosenshine, Advances in Research on Instruction. R.J. Stevens, J.D. Salisbury, Accommodating Student Heterogeneity in Mainstreamed Elementary Classrooms Through Cooperative Learning. S. Graham, K.R. Harris, Whole Language and Process Writing: Does One Approach Fit All? Part IV:Special Groups. J.J. Carta, C.R. Greenwood, Barriers to the Implementation of Effective Educational Practices for Young Children with Disabilities. A.J. Artiles, S.C. Trent, Forging a Research Program on Multicultural Perservice Teacher Education in Special Education: A Proposed Analytic Scheme. E. Talbott, K. Callahan, Antisocial Girls and the Development Disruptive Behavior Disorders. Part V:Legislation and Policy. J. Kauffman, D. Hallahan, A Diversity of Restrictive Environments: Placement as a Problem of Social Ecology. D.S. Huefner, The Legalization and Federalization of Special Education. D.W. Carnine, Bridging the Research to Practice Gap. Part VI:Integration. N. Zigmond, Summary Chapter.

Editorial Reviews

"...a thorough, contemporary, empirically grounded, and candid perspective on the challenges and opportunities in special education....It serves as an excellent teaching tool for graduate students and a suitable desk reference for seasoned professionals....a well-written, comprehensive, and inspirational volume on critical issues in educating children with special needs."
—Contemporary Psychology

From the Publisher