Critical Issues in Special Education: Access, Diversity, and Accountability

Sorrells, Audrey Maccray; Rieth, Herbert J.; Sindelar, Paul T.

ISBN 10: 0205340229 / ISBN 13: 9780205340224

Published by Pearson College Div (edition 1), 2003

About this Item

It's a preowned item in good condition and includes all the pages. It may have some general signs of wear and tear, such as markings, highlighting, slight damage to the cover, minimal wear to the binding, etc., but they will not affect the overall reading experience.

Seller Inventory # 0205340229-11-1

Bibliographic Details

• Title: Critical Issues in Special Education: Access, Diversity, and Accountability
• Publisher: Pearson College Div (edition 1)
• Publication Date: 2003
• Language: English
• ISBN 10: 0205340229
• ISBN 13: 9780205340224
• Binding: Paperback
• Edition: 1.
• Condition: Good

About this title

Synopsis

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 of this book sift through the existing research and practices “best practices” and the conditions that facilitate or prohibit their implementation.

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.