This special issue contains articles that will challenge the reader to consider the future of special education within the context of legislation, teacher preparation, and perceptions and practices of inclusion and response to intervention. The contributing authors provide thoughtful and evidence-based analyses that demonstrate how existing laws have changed our conceptions about special education, the effect of current policy on educational accountability, and the continued disproportion of identified children with special needs from underserved groups. As well, the multiple meanings of RTI, challenges to formative assessment, the hope for increased accountability in early childhood intervention, and a future course for the preparation of special educators further uncovers the changing paradigms in the field.
Edited by Steve Graham with Laura Eisenman and Ralph P. Ferretti, Guest Editors. EC Spring. 2010. 128 pages.Order Now!