The new and fully revised second edition of Enduring Issues in Special Education is aimed at any course in the undergraduate or graduate special education curriculum that is wholly or partly devoted to a critical examination of current issues in special education. As we approach a decade since the original edition was published, the second edition includes an analysis of newly developed and historical issues written by leading experts in the field of education.
The book’s objective, in addition to informing readers about the issues, is to ask readers to consider critical questions related to each issue. The book organizes 30 chapters into seven sections using the same structuring principles as the first edition—what, why, who (students and professionals), where, and how (now and in the future). Like the first edition, each chapter includes the authors' personal perspectives, suggested resources, and discussion questions. A core addition is a section on the future of special education research, practice, preparation, and policy.
The new and fully revised second edition of Enduring Issues in Special Education is aimed at any course in the undergraduate or graduate special education curriculum that is wholly or partly devoted to a critical examination of current issues in special education.
Section 1: What is Special Education
1. What is Special Education and
What Makes it Special?
2. What is Specially Designed Instruction?: A Core
Feature of Special Education Section 2: Why Do We Have Special Education
3.
What Can History Tell Us About Enduring Issues in Special Education?
4. The
Individuals with Disabilities Education Act: The Intersection of Law, Policy,
and Evidence-based Practices Section 3: Who Can Recieve Special Education?
5.
Who Can Receive Special Education Services and How Can Educators Identify
Which Students Are to Receive Special Education Services?
6. Honoring the
Intersectionality of Diverse Learners with Disabilities
7. What is
Disproportionality? Why Is this an Enduring Issue in Special Education?
Section 4: Who Could Provide and Support Special Education Services?
8. The
Collaborative Nature of Special Education: Why Is It Important?
9. What is
the Role of Special Educators?
10. What is the Role of the General Education
Teacher?
11. What is the Role of Paraeducators?
12. What is the Role of
Related Service Providers?
13. Supporting Mental Health and Well-Being within
Special Education
14. What is the Role of Family Partners? Section 5: Where
Can Special Education Happen?
15. Can Special Education be Everything
Everywhere All at Once? Why the Continuum of Alternative Placements is Both
Necessary and Good
16. Inclusive Early Childhood Special Education: Building
Equity, Access, and Belonging
17. Overview of Elementary Special Education
18. Considerations for Middle and High-School Special Education
19.
Considerations for Postsecondary Education for Students with Intellectual
Disability Section 6: How Can Special Education Be Practiced?
20. The Role of
Research in Instructional Practice in Special Education
21. How Can Special
Education Implement Evidence-based Strategies for Reading?
22. Addressing the
Enduring Issue of Writing Achievement: Evidence-Based Strategies for Students
with Disabilities
23. Research-Validated Approaches for the Teaching and
Learning of Mathematics
24. How Special Educators Support Social, Emotional,
and Behavioral Well-Being in Students with Emotional and Behavioral Disorders
25. Data in Action: Implementing Data-Based Instruction in Schools
26. How
Could Technology Support and Enhance How We Practice Special Education?
Section 7: Where Could Special Education Research, Policy and Practice Go?
27. Where Could Special Education Research Go?
28. How Do Special Education
Workforce and Working Conditions Affect the Future of Special Education
Practice?
29. The Future of Special Education Teacher Preparation
30. Do We
Still Need Special Education?
Christopher J. Lemons is professor of special education in the Graduate School of Education at Stanford University.
Margaret P. Weiss is associate professor of special education at George Mason University.
Shanna E. Hirsch is associate professor of special education at the University of Maryland.
