Critical Issues in Special Education: Access, Diversity, and Accountability [Paperback]

Audrey McCray Sorrells (Author), Herbert J. Rieth (Author), Paul T. Sindelar (Author)

Book Description

ISBN-10: 0205340229 | ISBN-13: 978-0205340224 | Publication Date: August 31, 2003 | Edition: 1

This book represents the contributions of prominent researchers, teacher educators, policy makers, teachers, and parents on current and emerging issues facing the field of special education, and their critical thinking on how to ensure that students with disabilities receive free appropriate education in the least restrictive environment. The authors present divergent perspectives on the issues and concerns, including: (a) the emergence of more constructivistic instruction approaches that focus increasingly on higher order thinking; (b) new organization structures for administering schools; (c) standards-based reform and the use of high stakes testing for evaluating students; (d) the changing population and the increasingly diverse demographics of the students served in the public schools; (e) the onset of the information age and the increasingly visible role of technology in the schools and the workplace; (f) concerns about student discipline and violence in schools; (g) the continuing shortage of qualified and certified special education teachers, and (h) trends in higher education focused on the reform of teacher education such as changing standards for knowledge and skills, preparing teachers for changing roles as mentors, and changes in the teacher education process that may have precipitated or influenced issues in the field. For special education providers such as parents and teachers and for anyone interested in the field of special education.

Editorial Reviews

From the Back Cover

The contributions of prominent researchers, teacher educators, policy makers, teachers, and parents come together to provide best practices and critical thinking on how to ensure that students with disabilities receive free appropriate education in the least restrictive environment.

With the sound reassertion that special education is important for students with and without disabilities, the authors sift through the existing research to identify “best practices” and the conditions that may facilitate or prohibit their implementation.

Features

• Each chapter raises poignant issues and concerns around a given topic and challenges students to reframe their thinking about how to effectively teach students with disabilities.
• “Questions for further discussion” provide teacher and students the opportunity to flesh out the content of the chapter and discuss within the context of research, classroom practices, or policy.
• Each chapter ends with a “For Further Reading” list to provide the instructor and students with additional and complementary publications to facilitate in-depth understanding of issues.

Product Details

• Paperback: 312 pages
• Publisher: Allyn & Bacon; 1 edition (August 31, 2003)
• Language: English
• ISBN-10: 0205340229
• ISBN-13: 978-0205340224
• Product Dimensions: 9.2 x 7 x 0.9 inches
• Shipping Weight: 1.4 pounds (View shipping rates and policies)
• Average Customer Review: 3.3 out of 5 stars  See all reviews (3 customer reviews)
• Amazon Best Sellers Rank: #141,439 in Books (See Top 100 in Books)

Customer Reviews

Most Helpful Customer Reviews

6 of 6 people found the following review helpful:

4.0 out of 5 stars Access and accountability are NOT 'special' to the authors, January 18, 2005

By 

Robin Orlowski "political activist" (United States) - See all my reviews
(REAL NAME)   

This review is from: Critical Issues in Special Education: Access, Diversity, and Accountability (Paperback)

As both a former special education student and ongoing disability rights activist, I appreciated the editors' approach to this anthology.

Their selections document that despite progress, students with disabilities continue to be shortchanged because of prejudice, as opposed to their actual ability to perform a task.

That some of the same issues which I had personally wrestled with (indifferent special education teachers, biased 'regular' education teachers...etc) remain relevant is a chilling indictment of the modern American education system. We are treated badly because our schools and/or school districts assume that students in special education cannot make meaningful contributions to the world.

I would have liked to see more essays on gender differences in special education service eligibility /receipt. Girls are less often referred/enrolled in special education classes than boys.

I also would (not surprising given my own program participation) liked to see an essay (or a couple) which examines the program/staff from the perspective of students with disabilities, and includes their own self-perceptions. If they feel stigmatized for being in special education, what coping strategies (if any) are these students with disabilities utilizing?

I would also recommend lowering the price so this critical work reaches a larger audience (even for a 'trade' paperback, the cost may deter all but the most already-fascinated individuals).

Overall however, I feel the editors and authors have attempted to provide a reasonable forum for discussion of a still-volatile issue.

0 of 2 people found the following review helpful:

5.0 out of 5 stars Great service/ Book in good condition!, June 22, 2010

By 

sam "sam" (NJ) - See all my reviews

Amazon Verified Purchase

This review is from: Critical Issues in Special Education: Access, Diversity, and Accountability (Paperback)

Just wanted to say thank-you for expediting the book to me . The condition was very good and I was pleased with your service. Best of luck.

1 of 14 people found the following review helpful:

1.0 out of 5 stars Assumptions all incorrect, February 29, 2004

By 

Mike the Bat "mipater" (Long Island (Winters)) - See all my reviews

This review is from: Critical Issues in Special Education: Access, Diversity, and Accountability (Paperback)

The assumptions here are that the government needs to fix the schools so they handle the disabled better.

As anyone who has read the bold (and actually a fun book) Disabling America (ISBN: 0785262253) can attest, the schools only benefit by KEEPING students disabled and by labeling more and more each day who aren't.

You need to keep your little ones away from the dark corners of the public schools. They cannot be fixed. Do not assume they are a given and then you need to fix them with Audrey's advice here. Institutions do not repent, they only get far worse.