Critical voices on special education : problems and progress concerning the mildly handicapped

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書誌事項

Critical voices on special education : problems and progress concerning the mildly handicapped

edited by Scott B. Sigmon

State University of New York Press, c1990

  • : pbk

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注記

Bibliography: p. 219-257

Includes index

内容説明・目次

内容説明

The authors of this work address special education's most pressing concern: the inappropriate placement into special education programs of millions of students who fall behind or do not conform well enough to the academic or behavioral standards of today's public schools. Too often, these students are misdiagnosed as "mildly handicapped" and are presumed to have some physical or sensory disability. In fact, this formal labeling practice may carry consequences that are not only self-defeating and potentially ruinous for the stigmatized individual pupil, but also ultimatley threatenting to society as a whole. The book includes contemporary discussions about needed institutional change, the shortcomings of practice currently in vogue and related to the education of the so-called mildly handicapped, and an appeal for new attitudes toward children that recognizes them as individual learners. The authors offer a unique combination of practical solutions to help set the course for more humane, efficacious educational practice with students who have difficulty learning. They discuss preplacement interventions such as teaching learning strategies, effective short-term counseling, and new ways to assess reading for instructional, rather than "special" placement, purposes.

目次

Preface, by Scott B. Sigmon Acknowledgments Introduction: Critical Voices on Special Education, by Scott B. Sigmon Part I: Problems Overview, by Scott B. Sigmon Chapter 1: Remarks on Social Inequality and Measured Cognitive Abilities in the Schools, by Scott B. Sigmon Chapter 2: Learning Disabilities: The Social Construction of a Special Education Category, by Christine E. Sleeter Chapter 3: Foundations of Education and the Mildly Learning Disabled: Toward a New Understanding, by Scott B. Sigmon Chapter 4: Reducing the Number of Students Identified as Learning Disabled: A Question of Practice, Philosophy, or Policy?, by Lynn M. Gelzheiser Chapter 5: Impediments to Implementing National Policy Change for Mildly Handicapped Students, by George J. Hagerty and Marty Abramson Part II: Progress Overview, by Scott B. Sigmon Chapter 6: Toward a Radical Methodology for Rational Discourse on Special Education, by Scott B. Sigmon Chapter 7: The Orthopedically Disabled Child: Psychological Implications with an Individual Basis, by Scott B. Sigmon Chapter 8: Minority Overrepresentation: A Case for Alternative Practices Prior to Referral, by Larry Maheady, Richard Towne, Bob Algozzine, Jane Mercer, and James Ysseldyke Chapter 9: A Vygotskian Perspective on Assessment in Reading, by Peter H. Johnston Chapter 10: The Use of Non-normative Procedures in the Assessment of Handicapped Children: Rationale and Guidelines, by Steven A. Carlson Chapter 11: Setting Demand Variables: A Major Factor in Program Planning for the LD Adolescent, by Jean B. Schumaker and Donald D. Deshler Chapter 12: Learning Strategies: An Instructional Alternative for Low-Achieving Adolescents, by Donald D. Deshler and Jean B. Schumaker Chapter 13: School Counseling Psychology: A Vehicle for Role Change Regarding Special Education, by Scott B. Sigmon Chapter 14: New Conceptualizations for Special Education, by Alan Gartner and Dorothy Kerzner Lipsky Conclusion: A Critique of Special Education's Major Problems with Suggested Solutions, by Scott B. Sigmon Appendix A: A Framework to Determine When the School Psychologist Should Counsel, by Scott B. Sigmon Appendix B: Black and Male in Special Education: A Brief Local/NJ State Analysis, by Scott B. Sigmon Appendix C: Questioning Elementary Urban Public School Teachers on Classroom Rules for Control, by Scott B. Sigmon Appendix D: Rights Without Labels, by the National Coalition of Advocates for Students (NCAS), the National Association of School Psychologists (NASP), and the National Association of Social Workers (NASW) Appendix E: Enlarged Special Education Group Creates "Problems," by Scott B. Sigmon Appendix F: Position Statement: Advocacy for Appropriate Educational Services for All Children, by NASP and NCAS References Contributors Index

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