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Special education : what it is and why we need it / James M. Kauffman, Daniel P. Hallahan, Paige Cullen Pullen, Jeanmarie Badar.
- Format:
- Book
- Author/Creator:
- Kauffman, James M., author.
- Hallahan, Daniel P., 1944- author.
- Pullen, Paige C., author.
- Badar, Jeanmarie, author.
- Language:
- English
- Subjects (All):
- United States.
- Special education--United States.
- Special education.
- Physical Description:
- xiii, 165 pages ; 20 cm
- Edition:
- Second edition.
- Place of Publication:
- New York, NY : Rodutledge, 2018.
- Contents:
- 1 How and Why Special Education Is Often Misunderstood p. 1
- Common Misconceptions and More Accurate Concepts p. 2
- A Brief History of Special Education in the United States p. 6
- Contemporary and Perpetual Issues p. 13
- Dilemmas of Special Education p. 14
- 2 Measurement of Educational Performance p. 22
- The Problem of Measurement in Education p. 23
- What Is to Be Measured? p. 24
- What Tool(s) Will Be Used for Measuring? p. 28
- How Accurate Is the Measurement? p. 29
- The Importance of Statistical Distributions p. 32
- What is the Meaning of an Obtained Measurement? p. 34
- How Can and Should Special Education Change Performance? p. 35
- 3 The Nature of Educational Disabilities p. 39
- Three Important Points about Exceptionality p. 42
- Distinction between Disability and inability p. 42
- All Exceptionalities Are Denned by Continuous Distributions p. 43
- Most Exceptionalities Are Relatively Mild p. 44
- Types of Exceptionality p. 45
- Intellectual Disability p. 45
- Learning Disability p. 47
- Attention Deficit-Hyperactivity Disorder p. 49
- Emotional and Behavioral Disorders p. 51
- Communication Disorders p. 53
- Deafness and Impaired Hearing p. 55
- Blindness and Impaired Vision p. 57
- Physical Disabilities and Impaired Health p. 58
- Autism Spectrum Disorders p. 58
- Traumatic Brain Injury p. 60
- Deaf-Blindness and Other Severe and Multiple Disabilities p. 62
- Giftedness and Special Talents p. 63
- Twice Exceptional Individuals p. 65
- Why Some Exceptional Students Do Not Need Special Education p. 66
- Why Prevention of Disabilities Is Often Not Practiced p. 66
- 4 The Nature of Special Education p. 72
- Special Education: What Is It, Anyway? p. 73
- Dimensions of Special Education p. 74
- Explicitness of Instruction and the Extent to Which It Is Systematic p. 76
- Intensiveness and Relentlessness of Instruction p. 78
- Pace of Instruction p. 80
- Group Size p. 82
- Curriculum p. 83
- Giving Corrective Feedback p. 84
- Duration and Frequency of Instruction p. 85
- Positive Reinforcement p. 87
- Monitoring and Assessment p. 88
- Special Education on a Continuum p. 89
- Special Education's Bottom Line p. 90
- 5 Tiers of Education: RTI, MTSS, PBIS ... p. 94
- The Idea of Tiers p. 95
- Tiers and Full Inclusion p. 97
- A Perspective on Tiered Education p. 100
- Advantages of Tiered Education p. 101
- Disadvantages and Possible Problems with Tiers p. 102
- Problems Tiers Do Not Solve p. 106
- Other Problems to Consider p. 109
- 6 Frequent Criticisms and Responses to Them p. 113
- Responses to Criticisms p. 114
- Outcomes Not Good p. 114
- Costs Too Much p. 117
- Serves Too Many Students p. 118
- Unreliable Identification p. 119
- Stigmatizes Students and Ruins Identity p. 120
- Serves Students Too Long p. 124
- Should Be Re-conceptualized as a Service, Not a Place p. 125
- Other Questions about Special Education p. 127
- Who Needs Special Education? p. 127
- Who Should Decide Whether a Student Needs Special Education? p. 127
- Why Do Some Exceptional Students Not Need Special Education? p. 127
- Why Can't We Know Exactly Who Does and Doesn't Need Special Education? p. 128
- What Kinds of Exceptionalities Require Special Education? p. 128
- Why Shouldn't All Students Have Special Education? p. 129
- Why Do We Need Categories and Labels? p. 129
- Why Don't We Call Special Education Something Else? p. 130
- What Is Special about Special Education? p. 130
- Why Does Good Education Makes Kids Less Alike Rather than More Alike? p. 130
- What Is Wrong with Heterogeneous Grouping for Instruction? p. 131
- What Is Wrong with Homogeneous Grouping for Instruction? p. 131
- Why Not Just Treat Every Child as an Individual So that Grouping Is Unnecessary? p. 131
- How Would We Know that Special Education Is Effective? p. 132
- Why Can't Every Student Be Average or Better at Something? p. 132
- Where Do Benchmarks or Criteria for Exit, Promotion, or a Diploma Come From? p. 133
- Why Is It Impossible for All Students to Reach a Common Standard? p. 133
- What is the Least Restrictive Environment for a Student? p. 134
- What Is Inclusion, and Why Is It a Good Idea Sometimes but Not Always? p. 134
- Why Is the Full Inclusion of All Students neither Feasible nor Desirable? p. 135
- Is Special Education a Legitimate Profession? p. 136
- What Accounts for the Disproportional Representation of Certain Ethnic Groups and Males in Special Education? p. 137
- Why Can't Special Education Make Itself Unnecessary through Effective Prevention and Training? p. 138
- What Disabilities Can Be Prevented? p. 138
- What Do We Know about Prevention? p. 138
- Why Can't We Just Leave Special Education up to Localities and States and Eliminate Federal Laws and Regulations p. 139.
- Notes:
- Includes bibliographical references and index.
- Local Notes:
- Acquired for the Penn Libraries with assistance from the Anne and Joseph Trachtman Memorial Book Fund.
- Other Format:
- Online version: Kauffman, James M. Special education.
- ISBN:
- 9780415792301
- 0415792304
- 9780415792318
- 0415792312
- OCLC:
- 1019835374
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