Current Issues and Trends in Special Education: Identification, Assessment and Instruction

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Emerald Group Publishing, 2010 - Education - 236 pages
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"This is the second of two themed volumes addressing current issues and trends in special education. Volume 20 covers research, technology, and teacher preparation whilst volume 19 covered identification, assessment and instruction. The field of special education constantly changes as a result of legislation, new instructional formats and current research investigations. It can be difficult for general and special educators, school counselors and psychologists, administrators and practicing clinicians to keep up with these changes and be current in all areas relating to special education. The special education literature knowledge base should reflect these changes; however, there is no current resource that effectively and comprehensively does this. The purpose of "Current Issues and Trends in Special Education" is to fill this void, providing chapters written by active researchers and practitioners in their respective areas.
 

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Contents

EARLY IDENTIFICATIONINTERVENTION THE EARLIER THE BETTER FOR STUDENTS WITH DISABILITIES
3
EARLY IDENTIFICATION INTERVENTION CAN MISIDENTIFICATION MISINTERVENTION IMPACT STUDENTS TEACHERS AND FAMIL...
17
CAN UNDERIDENTIFICATION AFFECT EXCEPTIONAL LEARNERS?
37
DISPROPORTIONATE REPRESENTATION IN SPECIAL EDUCATION OVERREPRESENTATION OF SELECTED SUBGROUPS
53
STANDARDIZED TESTING ACCOUNTABILITY IS NCLB FAIR FOR STUDENTS WITH DISABILITIES?
75
CURRICULUMBASED ASSESSMENT THE MOST EFFECTIVE WAY TO ASSESS STUDENTS WITH DISABILITIES
87
LABELING OF STUDENTS WITH DISABILITIES NEEDED FOR STUDENTS TO GET THEIR NEEDS MET
101
LABELING OF STUDENTS WITH DISABILITIES UNWANTED AND NOT NEEDED
115
THE GENERAL EDUCATION CLASSROOM THIS IS NOT WHERE STUDENTS WITH DISABILITIES SHOULD BE PLACED
129
BEYOND TRADITIONAL PLACEMENT MAKING INCLUSION WORK IN THE GENERAL EDUCATION CLASSROOM
141
BEHAVIORISM WORKS IN SPECIAL EDUCATION
157
OTHER INNOVATIVE TECHNIQUES POSITIVE BEHAVIOR SUPPORTS AND RESPONSE TO INTERVENTION
175
SCIENTIFICALLY SUPPORTED INTERVENTIONS
199
SCIENTIFICALLY UNSUPPORTED TREATMENTS FOR STUDENTS WITH SPECIAL NEEDS
213
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About the author (2010)

Festus E. Obiakor, Ph.D., is Department Head and Professor, Early Childhood and Special Education, Dewar College of Education and Human Services, Valdosta State University, Valdosta, Georgia. A teacher, scholar, and consultant, he has served as Distinguished Visiting Professor at a variety of universities. He is the author of more than 150 publications, including books, articles, and commentaries; and he has presented papers at many national and international conferences. He serves on the editorial boards of reputable nationally and internationally refereed journals, including Multicultural Learning and Teaching (MLT) in which he serves as co-executive Editor. Obiakor is a leader who has been involved in many landmark scholarly works in the fields of general and special education, with particular focus on African American and other culturally and linguistically diverse (CLD) learners and he continues to prescribe multidimensional methods of assessment, teaching, and intervention for these individuals. Based on this premise, he created the Comprehensive Support Model (CSM), an intervention model that values the collaborative, consultative, and cooperative energies of students, families, teachers/service providers, communities, and government agencies.

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