Leaders in special education may be directors, instructional support teachers, supervisors, or classroom teachers. Despite the title, leaders in the field of education must be equipped with the consistent evolution of educational context and reforms. Special educators must possess the ability to engage in collaborative and meaningful discussions as they relate to curriculum planning, assessment, integration of technology, and progress monitoring. This requires extensive knowledge in pedagogy, educational discourse, philosophy, and policy. Special educators have provided their experience and expertise to the general education setting for decades. Sharing effective strategies and instructional practices that have benefitted students with exceptionalities has, in turn, proven to be as successful when working with students without exceptionalities. For instance, practices such as differentiation, catering to student’s individual needs, diagnostic assessments, and parental involvement are just a few of the procedures adapted to benefit general education students (Florian, 2014). For this Discussion, you will create a video sharing what you believe are the 10 most important aspects of being a leader in the field of special education that you identified in Module 6. Support your choices with evidence from the research, aligned with the Coherence Framework, and any past field experiences.
To Prepare:
- Review Chapters 49 and 50 in the Florian text, reflecting on the specific skills, knowledge, and practices critical to the understanding and advancement in the field of special education.
- Review the feedback given by your Instructor and peers on your 10 important aspects of being a leader in special education from Module 6.
- Summarizing and defending your top 10 choices.
Provide a summary on power point slides explaining why you chose the 10 topics aspects of being a leader in special education and what resources helped to support that decision.
Learning Resources
Required Readings
Florian, L. (Ed.). (2014). The SAGE handbook of special education (2nd ed.). London, England: Sage Publications Ltd.
- Chapter 49, “What Do Classroom Teachers Need to Know About Meeting Special Education Needs?” (pp. 841–858)
- Chapter 50, “The Professional Knowledge of Inclusive Special Educators” (pp. 859–872)
- Chapter 52, “Changing Perspectives of Special Education in the Evolving Context of Standards-Based Reforms in the US and England” (pp. 889–914)
Cavendish, W., Connor, D. J., & Rediker, E. (2016). Engaging students and parents in transition-focused individualized education programs. Intervention in School and Clinic, DOI:1053451216659469.
Leko, M.M., Brownell, M.T., Sindelar, P.T., & Kiely, M.T. (2015). Envisioning the future of special education personnel preparation in a standards-based era. Exceptional Children, 82(1), 25-43. doi: 10.1177/0014402915598782
Hirano, K. A., & Rowe, D. A. (2016). A conceptual model for parent involvement in secondary special education. Journal of Disability Policy Studies, 27(1), 43-53. doi: 10.1177/1044207315583901
The SAGE Handbook of Special Education
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Editorial Advisors
Anies Al-Hroub, American University of Beirut, Lebanon
Paul Bartolo, University of Malta, Malta
Amy Brereton, St. Edmund’s College, Cambridge, England
Cristina Cardona, University of Alicante, Spain
Suzanne Carrington, Queensland University of Technology, Australia
Cristina Devecchi, The University of Northampton, England
Joe Dunne, St. Patrick’s College, Ireland
Susan Gabel, Chapman University, USA
Jan Gaffney, The University of Auckland, New Zealand
Vivian Heung, Hong Kong Institute of Education, Hong Kong
Judy Kugelmas, Binghamton University, USA
Festus Obiakor, Valdosta State University, USA
Celia Oyler, Columbia University, USA
Susan Peters, Michigan State University, USA
Richard Rose, The University of Northampton, England
Martyn Rouse, University of Aberdeen, Scotland
Kate Scorgie, Azusa Pacific University, USA
Katharine Green Shepherd, University of Vermont, USA
Denese Vaillant, ORT University, Uruguay
Sai Väyrynen, University of Lapland, Finland
Kathryn Young, Metropolitan State University of Denver, USA
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The SAGE Handbook of
Special Education
Volume 1
Second edition
Edited by
Lani Florian
4
SAGE Publications Ltd 1 Oliver’s Yard 55 City Road London EC1Y 1SP
SAGE Publications Inc. 2455 Teller Road Thousand Oaks, California 91320
SAGE Publications India Pvt Ltd B 1/I 1 Mohan Cooperative Industrial Area Mathura Road New Delhi 110 044
SAGE Publications Asia-Pacific Pte Ltd 3 Church Street #10-04 Samsung Hub Singapore 049483
Editor: Marianne Lagrange Copyeditor: Sunrise Proofreader: Sunrise Indexer: Gray Birch Marketing manager: Lorna Patkai Cover design: Wendy Scott Typeset by: C&M Digitals (P) Ltd, Chennai, India Printed in Great Britain by Henry Ling Limited, at the Dorset Press, Dorchester, DT1 1HD
Second edition first published 2014 First edition published in 2006, reprinted in 2008, 2009, 2010, 2011 and 2012
Editorial material © Lani Florian 2014 Chapter 1 © Lani Florian 2014 Chapter 2 © Margaret A. Winzer 2014 Chapter 3 © Tony Cline and Norah Frederickson 2014 Chapter 4 © Brahm Norwich 2014 Chapter 5 © Beth Harry 2014 Chapter 6 © Sheila Riddell 2014 Chapter 7 © David J. Connor 2014 Chapter 8 © Marcia Rioux 2014 Chapter 9 © Renato Opertti, Zachary Walker and Yi Zhang 2014 Chapter 10 © Mel Ainscow 2014 Chapter 11 © Chunling Liu and Xueyun Su 2014 Chapter 12 © Nidhi Singal 2014 Chapter 13 © Roger Slee 2014 Chapter 14 © Elizabeth Kozleski, Alfredo Artiles and Federico Waitoller 2014 Chapter 15 © Sip Jan Pijl 2014 Chapter 16 © Gary Thomas 2014
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Chapter 17 © John W. Maag 2014 Chapter 18 © J. S. de Valenzuela 2014 Chapter 19 © Usha Goswami 2014 Chapter 20 © Justin J.W. Powell 2014 Chapter 21 © Douglas Biklen, Fernanda Orsati and Jessica Bacon 2014 Chapter 22 © Samuel L. Odom and Kathleen Lynne Lane 2014 Chapter 23 © Kristine Black-Hawkins 2014 Chapter 24 © Jill Porter 2014 Chapter 25 © Barbara Ridley and Michael F. Watts 2014 Chapter 26 © Susan Hart and Mary Jane Drummond 2014 Chapter 27 © Jonathan Rix and Kieron Sheehy 2014 Chapter 28 © David H. Rose, Jenna W. Gravel and David T. Gordon 2014 Chapter 29 © Jean Ware 2014 Chapter 30 © Judith Hollenweger 2014 Chapter 31 © Louise Hayward 2014 Chapter 32 © Roseanna Bourke and Mandia Mentis 2014 Chapter 33 © Alex Kozulin 2014 Chapter 34 © J. Joy Cumming and Graham S. Maxwell 2014 Chapter 35 © Martha L. Thurlow 2014 Chapter 36 © Susan A. Fowler, Michaelene M. Ostrosky and Tweety J. Yates 2014 Chapter 37 © Sharon Vaughn, Jeanne Wanzek and Carolyn A. Denton 2014 Chapter 38 © Lisa A. Dieker and Selma Powell 2014 Chapter 39 © Robert Stodden and Kelly Roberts 2014 Chapter 40 © Michael F. Giangreco, Mary Beth Doyle and Jesse C. Suter 2014 Chapter 41 © Amy G. Dell and Deborah A. Newton 2014 Chapter 42 © Penny Standen and David Brown 2014 Chapter 43 © John Woodward and Ralph Ferretti 2014 Chapter 44 © Dawn B. Male 2014 Chapter 45 © Dianne L. Ferguson, Amy N. Hanreddy and Philip M. Ferguson 2014 Chapter 46 © Liz Todd 2014 Chapter 47 © Ruth Cigman 2014 Chapter 48 © Deborah J. Gallagher 2014 Chapter 49 © Ruth Kershner 2014 Chapter 50 © Kari Nes 2014 Chapter 51 © Marleen C. Pugach and Linda P. Blanton 2014 Chapter 52 © Margaret J. McLaughlin and Alan Dyson 2014 Chapter 53 © Valerie Harwood and Samantha McMahon 2014 Chapter 54 © Seamus Hegarty 2014 Glossary © Cristina Devecchi 2014
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
Library of Congress Control Number: 2013935719
British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
ISBN 978-1-4462-1053-6
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Contents
List of Figures and Tables
About the Editor and Contributors
Preface
Acknowledgements
Endorsements
Introduction
Volume 1
SECTION I HOW SPECIAL EDUCATIONAL NEEDS ARE UNDERSTOOD
1 Reimagining Special Education: Why New Approaches are Needed Lani Florian
2 Confronting Difference: A Brief History of Special Education Margaret A. Winzer
3 Models of Service Delivery and Forms of Provision Tony Cline and Norah Frederickson
4 Categories of Special Educational Needs Brahm Norwich
5 The Disproportionate Placement of Ethnic Minorities in Special Education Beth Harry
6 A Sociological Perspective on Special Education Sheila Riddell
7 Social Justice in Education for Students with Disabilities David J. Connor
SECTION II THE CHALLENGE OF INCLUSION
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8 Disability Rights in Education Marcia Rioux
9 Inclusive Education: From Targeting Groups and Schools to Achieving Quality Education as the Core of EFA Renato Opertti, Zachary Walker and Yi Zhang
10 From Special Education to Effective Schools for All: Widening the Agenda Mel Ainscow
11 Sui Ban Jiu Du: An Approach Toward Inclusive Education in China Chunling Liu and Xueyun Su
12 Entry, Engagement, and Empowerment: Dilemmas for Inclusive Education in an Indian Context Nidhi Singal
13 Inclusive Schooling as an Apprenticeship in Democacy? Roger Slee
14 Equity in Inclusive Education: A Cultural Historical Comparative Perspective Elizabeth Kozleski, Alfredo Artiles and Federico Waitoller
15 How Special Needs Funding Can Support Inclusive Education Sip Jan Pijl
SECTION III KNOWLEDGE PRODUCTION
Perspectives on learning
16 Epistemology and Special Education Gary Thomas
17 Persistent Issues in Behavioral Theory and Practice John W. Maag
18 Sociocultural Views of Learning J. S. de Valenzuela
19 Educational Neuroscience: Bridging the Gulf Between Basic Research and Implications for Practice Usha Goswami
Research perspectives
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20 Comparative and International Perspectives on Special Education Justin J. W. Powell
21 A Disability Studies Frame for Research Approaches in Special Education Douglas Biklen, Fernanda Orsati and Jessica Bacon
22 The Applied Science of Special Education: Quantitative Approaches, the Questions They Address, and How They Inform Practice Samuel L. Odom and Kathleen Lynne Lane
23 Researching Inclusive Classroom Practices: The Framework For Participation Kristine Black-Hawkins
24 Research and Pupil Voice Jill Porter
25 Using the Capability Approach to Evaluate the Well-being of Adult Learners with Dis/abilities Barbara Ridley and Michael F. Watts
Volume 2
SECTION IV TEACHING AND LEARNING
Pedagogical approaches and curricular considerations
26 Learning Without Limits: Constructing a Pedagogy Free from Determinist Beliefs about Ability Susan Hart and Mary Jane Drummond
27 Nothing Special: The Everyday Pedagogy of Teaching Jonathan Rix and Kieron Sheehy
28 Universal Design for Learning David H. Rose, Jenna W. Gravel, and David T. Gordon
29 Curriculum Considerations in Meeting the Educational Needs of Learners with Severe Intellectual Disabilities Jean Ware
Assessment
30 Beyond Categories and Labels: Knowledge to Support Assessment for Learning. ‘Disability’ – A Problem Well Put? Judith Hollenweger
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31 Assessment for Learning and the Journey Towards Inclusion Louise Hayward
32 Self-Assessment as an ‘Insider’ Lens for Learning and Assessment Roseanna Bourke and Mandia Mentis
33 Dynamic Assessment and Cognitive Intervention Alex Kozulin
34 Expanding Approaches to Summative Assessment for Students with Impairment J. Joy Cumming and Graham S. Maxwell
Phases of education
35 Instructional and Assessment Accommodations in the 21st Century Martha L. Thurlow
36 Teaching and Learning in the Early Years Susan A. Fowler, Michaelene M. Ostrosky and Tweety J. Yates
37 Teaching Elementary Students with Learning Difficulties Sharon Vaughn, Jeanne Wanzek and Carolyn A. Denton
38 Secondary Special Education and Inclusive Practices: Pitfalls and Potential for the Success of All Lisa A. Dieker and Selma Powell
39 Students with Disabilities in Postsecondary Education Robert Stodden and Kelly Roberts
Cross-phase issues of teaching and learning
40 Teacher Assistants in Inclusive Classrooms Michael F. Giangreco, Mary Beth Doyle and Jesse C. Suter
41 Assistive Technology to Provide Access to the Curriculum and Increase Independence Amy G. Dell and Deborah A. Newton
42 Mobile Learning and Games in Special Education Penny Standen and David Brown
43 The Evolving Use of Technology in Special Education: Is ‘Effectiveness’ the Right question? John Woodward and Ralph Ferretti
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44 Friendships and Peer Relations Among and Between Children and Young People With and Without Learning Difficulties and/or Disabilities Dawn B. Male
45 Finding a Voice: Families’ Roles in Schools Dianne L. Ferguson, Amy N. Hanreddy and Philip M. Ferguson
46 Inter-agency Working and Special Education: Beyond ‘Virtuous’ Ideas of Partnership towards Alternative Frameworks for Collaborative Work with Children Liz Todd
SECTION V FUTURE DIRECTIONS FOR RESEARCH AND PRACTICE
47 Education Without Condescension: Philosophy, Personhood and Cognitive Disability Ruth Cigman
48 Challenging Orthodoxy in Special Education: On Longstanding Debates and Philosophical Divides Revisited Deborah J. Gallagher
49 What do Classroom Teachers Need to Know about Meeting Special Educational Needs? Ruth Kershner
50 The Professional Knowledge of Inclusive Special Educators Kari Nes
51 Inquiry and Community: Uncommon Opportunities to Enrich Professional Development for Inclusion Marleen C. Pugach and Linda P. Blanton
52 Changing Perspectives of Special Education in the Evolving Context of Standards-Based Reforms in the US and England Margaret J. McLaughlin and Alan Dyson
53 Medicalization in Schools Valerie Harwood and Samantha McMahon
54 Special Education and its Contribution to the Broader Discourse of Education Seamus Hegarty
Glossary Cristina Devecchi
Index
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List of Figures and Tables
FIGURES Figure 4.1 ICF Expanded for Educational Use
Figure 5.1 Race/Ethnicity and Disability Statistics
Figure 6.1 Percentage of Pupils from Publicly Funded Schools in Scotland with Particular Types of
Difficulty by the Scottish Index of Multiple Deprivation decile (2009)
Figure 9.1 The Continually Evolving Journey to Inclusion: Four Core Ideas in the International Arena Figure 9.1a Inclusion Within a Human Rights-Based Perspective Figure 9.1b Inclusion as a Response to Students with Special Needs Figure 9.1c Inclusion as a Response to Marginalized Groups Figure 9.1d Inclusion as Transforming the Education System at Large
Figure 12.1 The 3E Framework
Figure 22.1 Examples of Single Case Designs Figure 22.2 Regression Lines of Comparison and Treatment Groups
Figure 26.1 The Practical, Principled Pedagogical Model
Figure 28.1 The UDL Guidelines and Checkpoints
Figure 32.1 The Self-Assessment Lens for Learning
Figure 34.1 Model of Equitable Assessment for Students with Impairment: EASILEARN
Figure 36.1 Carter Family Vignette Figure 36.2 Supporting Emily
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Figure 37.1 Movement Through Tiers I, II and III Figure 37.2 Derek’s Oral Reading Fluency Figure 37.3 Amy’s Oral Reading Fluency
Figure 54.1 Knowledge Input to Teaching – Incomplete Ring Figure 54.2 Insight to Guide Teaching Moment
TABLES Table 1.1 Evidencing Inclusive Pedagogy
Table 9.1 Inclusive Education from Regional Perspective
Table 11.1 Enrollment Ratio of Children with Three Types of Disabilities from MOE and CDPF in 1987 Table 11.2 Numbers (Million) of Students with Disabilities Access to Education
Table 12.1 Perceived Purpose of Educating Those with Disabilities
Table 15.1 Elster’s Decision Model
Table 23.1 Key Sections of the Framework Table 23.2 Who? What? And Why? of Classroom Participation Table 23.3 Sections, Elements and Questions of the Framework for Participation Table 23.4 Summary of the Framework’s Principles of Participation
Table 26.1 How Fixed-Ability Thinking Limits Learning Table 26.2 Teachers’ Purposes in Teaching for Transformability
Table 27.1 Possible Enabling and Disabling Factors Using Auditory and Linguistic Characteristics
