Disability Classification in Education
Corwin Press Inc (Verlag)
978-1-4129-3876-1 (ISBN)
"Makes a strong contribution to the field, illuminating many issues and significant concerns."
—Mary Carlson, Special Education Teacher
Park Hill K–8 School, Denver, CO
"A unique, timeless collection that raises interesting questions about disability classification internationally."
—Wendy Dallman, Special Education Teacher
New London High School, WI
Promote equal educational opportunity through improved classification practices!
The identification of children for special educational services has long been a topic of debate. Are students classified accurately? Do current classification systems produce adequate education services? Have systems designed to ensure equity instead resulted in discrimination?
Disability Classification in Education offers a comprehensive analysis of current classification systems and categorical labels in the United States, the United Kingdom, and other countries. Covering specific national policies from historical, sociological, and legal perspectives, this collection of articles from a group of esteemed educational researchers identifies the disparities between different classification systems and suggests changes based on recent requirements, challenges, and trends. Aligned with NCLB and the reauthorization of IDEA 2004, this edited volume examines:
The evolution of special education classification policies
The relevance of existing disability classification systems
Dilemmas educators face in using current classification procedures
Alternatives for serving learners with special needs
Approaches to developing a standardized or universal classification policy
Intended to stimulate discussion and spark change, this guide helps school or district administrators and university faculty improve the professional practice of those entrusted with the development and well-being of children with disabilities.
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. Margaret McLaughlin has been involved in special education all of her professional career, beginning as a teacher of students with serious emotional and behavior disorders. Currently she is the associate director of the Institute for the Study of Exceptional Children, a research institute within the College of Education at the University of Maryland. She directs several national projects investigating educational reform and students with disabilities, including the national Educational Policy Reform Research Institute (EPRRI), a consortium involving the University Maryland; The National Center on Educational Outcomes (NCEO); and the Urban Special Education Collaborative. She also directs a national research project investigating special education in charter schools and leads a policy leadership doctoral and postdoctoral program in conducting large-scale research in special education. McLaughlin has worked in Bosnia, Nicaragua, and Guatemala in developing programs for students with developmental disabilities. She has consulted with numerous state departments of education and local education agencies on issues related to students with disabilities and the impact of standards-driven reform policies. McLaughlin co-chaired the National Academy of Sciences Committee on Goals 2000 and Students with Disabilities, which resulted in the report Educating One and All. She was a member of the NAS committee on the disproportionate representation of minority students in special education. McLaughlin teaches graduate courses in disability policy and has written extensively in the area of school reform and students with disabilities. She earned her PhD at the University of Virginia and has held positions at the U.S. Office of Education and the University of Washington.
Preface
Acknowledgments
About the Authors
Part I. International and Cross-National Contexts Within the Current Use of Disability Classification
1. Disability Classification in Education - Lani Florian, Margaret J. McLaughlin
The Purpose of the Book
Structure of the Book
2. Cross-National Comparisons of Special Education Classification Systems - Judith Hollenweger
Approaches to Develop Indicators Relevant to Special Needs Education
3. A Supply Side Approach for a Resource-Based Classification System - Serge Ebersold, Peter Evans
A Resource-Based Approach From a Comparative Perspective
A Resource-Based Approach for Policy Monitoring
4. Evolving Dilemmas About Categorization - Klaus Wedell
Categorization in a Historical Perspective
Recent Conceptualizations of Categorization
5. Disability Classification, Categorization in Education: A US Perspective - Philip J. Burke, Kristin Ruedel
Prior to 1975
The Hobbs Report
IDEA
6A. Implications for Human and Civil Rights Entitlements: Stigma, Stereotypes, and Civil Rights in Disability Classification Systems - Diana Pullin
Use of Classifications in Law
Diminishing Disability
6B. Implications for Human and Civil Rights Entitlements: Disability Classification Systems and the Law of Special Education - Diana Pullin
Applying IDEA Classifications
IDEA and the No Child Left Behind Act
New Contexts for Classification
7. The Classification of Pupils at the Educational Margins in Scotland: Shifting Categories and Frameworks - Sheila Riddell
SEN Policy Frameworks
Policy Frameworks and Classification Systems
Policy Outcomes: Special Education and the Classification of Children in Scotland
The Impact of Disability Legislation in Scotland
The Education (Additional Support for Learning)(Scotland) Act 2004
Identifying Children With Additional Support Needs
Rights of Appeal, Adjudication, and Mediation
Inclusion and Additional Support for Learning
Part II. Interaction and Impacts of Classification Policies on Educational Systems
8. Perspectives and Purposes of Disability Classification Systems: Implications for Teachers and Curriculum and Pedagogy - Brahm Norwich
Different Kinds of Classifications
Are Categories of Disabilities and Difficulties Used in Special Education Relevant to Teaching?
Implications for Classification of Special Educational Needs
Concluding Comments
9. Disability Classification and Teacher Education - Michael L. Hardman, John McDonnell
Preparing Teachers by Disability Category
Beyond Disability Categories: Preparing All Teachers for a Standards-Driven System
10. Disproportionality in Special Education: A Transatlantic Phenomenon - Alan Dyson, Elizabeth Kozleski
Disproportionality in Special Education in the USA
Disproportionality in Special Education in England
Disproportionality in Two Countries
11. Classification of Children With Disabilities in the Context of Performance-Based Educational Reform? An Unintended Classification System - Katherine Nagle, Martha L. Thurlow
Background
Performance-Based Accountability: A New Classification System
Part III. New Approaches to the Classification Dilemma
12. International Classification of Functioning, Disability, and Health - Rune J. Simeonsson, Nancy E. Simeonsson, Judith Hollenweger
Defining and Classifying Childhood Disability
Classification Problems in Education
The Dimensional Paradigm of Disability
Toward a Common Language of Disability in Special Education
13. Learning Disabilities in the United States: Operationalizing a Construct - Deborah L. Speece
14. Beyond the Dilemma of Difference: The Capability Approach on Disability and Special Educational Needs - Lorella Terzi
Conceptualizing Differences in Education: Disability and Special Educational Needs
Reconceptualizing Disability: The Capability Approach
Beyond the Dilemma of Difference: The Capability Approach in Education
15. Concluding Thoughts: On Perspectives and Purposes of Disability Classification Systems in Education - Martyn Rouse, Kelly Henderson, Lou Danielson
References
Index
| Erscheint lt. Verlag | 17.6.2008 |
|---|---|
| Verlagsort | Thousand Oaks |
| Sprache | englisch |
| Maße | 177 x 254 mm |
| Gewicht | 770 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik |
| ISBN-10 | 1-4129-3876-7 / 1412938767 |
| ISBN-13 | 978-1-4129-3876-1 / 9781412938761 |
| Zustand | Neuware |
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