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Special Education > Issues in Special Education
Love Publishing
>TAKING STOCK OF SPECIAL EDUCATION POLICY AND PRACTICE
A Retrospective Commentary
Edited by Thomas M. Skrtic, Eva M. Horn, & Gary M. Clark

This book is concerned with the evolution of special education policy and practice. It assesses what has been accomplished in the field over the past several decades, what remains to be done, and what must be reconsidered. Its retrospective approach allows noted authors in several areas of special education policy and practice to reflect on their previously published works, discussing the context and motivation of their writing and relating their ideas, intentions, and recommendations to present-day needs.

The book is organized into seven areas of special education scholarship. Thematically, readers are introduced to a conceptual framework for integrating the broad range of perspectives in the book and to a principled stance for the field of special education whose strength lies in its diversity of interests.

Special Features

  • Evaluation of current status of special education policy & practice and what needs to be done to move forward
  • Discusses a conceptual framework using a reciprocal research to practice approach with an ethical focus on civic professionalism
  • The perfect text for courses dealing with issues and trends, policy and practice, and administration

Contents

Part One - Teaching and Learning
Part Two - Social and Emotional Challenges
Part Three - Significant Disabilities
Part Four - Early Intervention / Early Childhood Special Education
Part Five - Secondary Transition Education and Services
Part Six - Technology Part Seven Policy

486 pages
2009
Paperback/ISBN 978-0-89108-337-5
$68.00



Love Publishing
>SPECIAL EDUCATION POLICY AND PRACTICE: ACCOUNTABILITY, INSTRUCTION, AND SOCIAL CHALLENGES
Thomas M. Skrtic, University of Kansas
Karen R. Harris, University of Maryland
James G. Shriner, University of Illinois

This is an excellent book that addresses the policy shift in special education from procedural compliance to standards-based accountability and the changing conditions of practice under reform. It covers the major problems of implementing reform and presents several practices and models to improve the conditions of special education practice.

The authors support a collaborative environment for service delivery and inclusive work atmospheres with research-based instructional practices. The book gives prevention and intervention strategies including specific reading, writing, and mathematics instructional techniques. Other topics include transition, self-determination, school violence, health needs, and literacy instruction for Latino students.

The focus in the last part of the book is oriented to human needs and opportunities that will shape special education practice in the future including individual and environmental conditions. These include welfare of children working across social contexts and providing a planning framework for achieving integrated services.

Special Features

  • Clear explanation of policy shifts from procedural compliance with federal and state law to academic performance of students with disabilities
  • Recommends strategies for improving academic learning for students with disabilities
  • Considers human needs and environmental conditions that contribute to educational achievement of children
  • Provides an action-oriented planning framework for achieving integrated services

Contents

1. The Context of Special Education Practice Today

Part One: Standards-Based Reform and the Conditions of Practice

2. The IDEA Amendments of 1997 and the Conditions of Practice

3. Standards-Based Reform and Students with Disabilities

4. To Ensure the Learning of Every Child with a Disability

5. Special Education Teacher Supply and Teacher Quality

6. Access of Adolescents with Disabilities to General Education Curriculum

7. Supporting Beginning Special Education Teachers

8. Collaboration to Support Students’ Success

9. Students with Disabilities and Paraprofessional Supports

Part Two: Prevention and Intervention Strategies

10. Crossing Boundaries:What Constructivists Can Teach Intensive-Explicit Instructors and Vice Versa

11. Balanced Literacy Instruction

12. Self-Regulated Strategy Development in the Classroom: A Balanced Approach to Writing Instruction for Students with Disabilities

13. Balanced Perspectives on Mathematics Instruction

14. Searching for the Best Model for Instructing Students with Learning Disabilities

15. Fostering the Literacy Development of Latino Students

16. Post-Secondary Education and Transition Services for Students Ages 8–21 with Significant Disabilities

17. Self-Determination and Quality of Life

18. Supporting Students with Health Needs in Schools

19. School Violence and Disruption

Part Three: Risk, School, and Society

20. Risk, Families, and Schools

21. Integrating Services, Collaborating, and Developing Connections with Schools

592 pages
2004
Paperback/ISBN 978-0-89108-310-8
$72.00


Love Publishing
> CHALLENGING THE REFUSAL OF REASONING IN SPECIAL EDUCATION

Mark P. Mostert
Kenneth A. Kavale
James M. Kauffman

The primary audience for this volume will be professionals in special education, curriculum, disability studies, research design, and policy studies. This content is a response to Challenging Orthodoxy in Special Education: Dissenting Voices edited by Deborah Gallagher (published by Love Publishing). All graduate students and graduate faculty should own this book.

This text intervenes in the debate between postmodern theory and the Enlightenment thinking it challenges currently raging across academic disciplines. It responds directly to the call for a postmodern approach to special education in the Gallagher book with an impassioned defense of the precepts of science against the threats of relativism. This book marshals a series of essays to argue that the liberatory approach to special education is a clear danger to the children it is intended to serve. It refutes the call for a total rejection of the scientific methods and the more subtle ways postmodern thinking undermines science by preferring moral imperatives to objective facts. The editors of this new book employ the well-designed studies they defend to prove instances of specific harm from the faulty teaching methods postmodernists promote.

Contents

1. Orthodoxy and Dissent I: An Introductory Response to Gallagher et al.
2. Letís Get Real: The Fallacy of Postmodernism
3. The Role of Science in Behavior Disorders
4. The Retreat From Inquiry and Knowledge in Special Education
5. Evaluation of Research for Usable Knowledge in Behavior Disorders: Ignoring the Irrelevant, Considering the Germane
6. Constructivism in the Classroom: Epistemology, History, and Empirical Evidence
7. Truth and Consequences
8. River of Ideology, Islands of Evidence
9. Scientifically-Based Practices vs. Urban Legends in Special Education: Let the Data Speak for Itself
10. The Real-World Consequences of the Refusal of Reason: The Wrecking of Teacher Education
11. Let Freedom Ring: The Alleged Victimhood of Dissenting Voices
12. Orthodoxy and Dissent II: Concluding Commentary on the Misguided Challenging Orthodoxy in Special Education

304 pages
2007/Paperback/ISBN 978-0-89108-329-0
$00.00


Love Publishing

> CHALLENGING ORTHODOXY IN SPECIAL EDUCATION
Dissenting Voices

Deborah J. Gallagher, Lous Heshusius, Richard P. Iano, & Thomas M. Skrtic

This book discusses some of the core philosophical concepts in special education and provides an in-depth look at future possibilities. Will the field function much as it does today or make coherent changes? How will the heated debates about full inclusion, labeling, and definitions of disabilities play out? How will the research on instructional practices and teacher preparation generate changes? This text will be of considerable interest to professionals and students in special education, disability studies, educational administration, curriculum, and policy studies.

The expert authors offer perspectives on the problems facing special education and some of the possible solutions. They bring together the latest thinking in the philosophy of science, sociology, disability studies, and disciplines outside of special education.

The intended audience for this book includes graduate students and teacher educators involved with graduate seminars centered on critical issues in education.

Special Features

  • Helps readers to better understand the inclusion debates
  • Provides educators with tools to grasp the issues in special education for a more inclusive, equitable, and democratic education for all students
  • Blends engaging new ideas from experts in the field to understand the present and shape the future of special education
  • Examines a constructivist perspective and the confusion between discovery and construction

Contents

  1. Entering the Conversation: The Debate Behind the Debates in Special Education
  2. The Newtonian Mechanistic Paradigm, Special Education, and Countours of Alternatives: An Overview
  3. The Study and Development of Teaching: With Implications for Advancement of Special Education
  4. The Special Education Paradox: Equity as the Way to Excellence
  5. From Creative Discontent Toward Epistemological Freedom in Special Education: Reflections on a 25-Year Journey
  6. The Tale of a Reluctant Empiricist
  7. An Accidental Tourist or Deliberate Seeker: Two True Stories
  8. Special Education Knowledge: The Inevitable Struggle with the Self
  9. Inside the Schools: Special Education and Inclusion ReforM
  10. Critical Disability Studies
  11. Moving the Conversation Forward: Empiricism Versus Relativism Reconsidered

400 pages
2004/Paperback/ISBN 978-0-89108-301-6
$56.00

     
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