Educating One & All: Students with Disabilities and Standards-based Reform

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Lorraine McDonnell, Margaret J. McLaughlin, Patricia Morison
National Academies, Jun 27, 1997 - Education - 292 pages
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In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education?

In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one" -- the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education.

The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students.

Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilities -- and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.

 

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About the author (1997)

Margaret McLaughlin has been involved in special education all of her professional career, beginning as a teacher of students with serious emotional and behavior disorders. Currently she is the associate director of the Institute for the Study of Exceptional Children, a research institute within the College of Education at the University of Maryland. She directs several national projects investigating educational reform and students with disabilities, including the national Educational Policy Reform Research Institute (EPRRI), a consortium involving the University Maryland; The National Center on Educational Outcomes (NCEO); and the Urban Special Education Collaborative. She also directs a national research project investigating special education in charter schools and leads a policy leadership doctoral and postdoctoral program in conducting large-scale research in special education.

McLaughlin has worked in Bosnia, Nicaragua, and Guatemala in developing programs for students with developmental disabilities. She has consulted with numerous state departments of education and local education agencies on issues related to students with disabilities and the impact of standards-driven reform policies. McLaughlin co-chaired the National Academy of Sciences Committee on Goals 2000 and Students with Disabilities, which resulted in the report Educating One and All. She was a member of the NAS committee on the disproportionate representation of minority students in special education.

McLaughlin teaches graduate courses in disability policy and has written extensively in the area of school reform and students with disabilities. She earned her PhD at the University of Virginia and has held positions at the U.S. Office of Education and the University of Washington.

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