Inclusion Practices with Special Needs Students: Theory, Research, and Application

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Psychology Press, 1999 - Education - 210 pages
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Explore the challenges, opportunities, and pitfalls of the inclusion of students with disabilities in your classroom!

Exciting, complex, and challenging shifts in American education are occurring today. First, schools are moving to embrace student diversity and accommodate the classroom experience to support diverse ways of organizing students for learning. Second, teachers are moving away from a traditional didactic instructional mode and embracing a facilitator role that encourages creating innovative classroom learning opportunities. Third, there is a shift from the view of the school as providing educational and psychoeducational services for students to providing educational supports for learning.

Coinciding with these changes is the growing movement in special education that enourages full inclusion of students with special needs. This is a far cry from the exclusionary and separatist movements of special education less than twenty years ago. Now American education is facing the challenging situation of working with students with disabilities in the regular classroom. Inclusion Practices with Special Needs Students provides a much needed overview of the issues faced by educators committed to understanding how to best serve children with disabilities in schools.

Inclusion Practices with Special Needs Students: Theory, Research, and Application provides an overview of the origins, evolution, and recent developments regarding the inclusion of students with disabilities into general education classrooms. The book critically challenges the overriding assumptions that support the philosophy of inclusion with a balanced presentation or research and theory that both supports and raises questions about the viability of this practice. The contributors are authorities in their respective areas of inclusionary practices.

Some of the issues you will explore in Inclusion Practices with Special Needs Students are:
  • political, fiscal, and legal events that have shaped inclusion practices
  • implications for school psychologists
  • handling students with serious emotional, behavioral, or developmental problems remaining in regular education
  • agenda for future research
  • priorities for research, training, and policy reform

    Inclusion Practices with Special Needs Students addresses practical, psychoeducational, philosophical, legal, ethical, and financial issues surrounding the inclusionary initiative in special education.
 

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Contents

continued
7
Inclusion and Students with EmotionalBehavioral Disorders
25
Welcoming Valuing and Supporting the Diverse
73
monographic coeditions are reported to all jobberswholesalersapprov
89
Recurring Obstacles
109
Legal and Ethical Issues of Inclusion
125
A Guide
145
A Worthy Challenge for Parents Teachers
171
Index
203
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About the author (1999)

Steven I. Pfeiffer, Ph.D., ABPP is Professor in the Combined-Integrated Counseling and School Psychology Program at Florida State University, where he heads the Mental Health Counseling Program. Before his tenure at Florida State, Dr. Pfeiffer was a professor at Duke University, where he served as Executive Director of Dukea (TM)s Talent Identification Program (TIP). He is a Fellow of the American Psychological Association, a licensed psychologist, diplomate in school psychology of the American Board of Professional Psychology and listed in the National Register of Health Service Providers in Psychology. Dr. Pfeiffer is co-author of the widely used Gifted Rating Scales and Devereux Behavior Rating Scales-School Form, has authored or edited five books and almost 100 journal articles and book chapters in the areas of the psychology of the gifted, talent development, and childrena (TM)s mental health. He served as the founding editor of the Duke Gifted Letter and serves on the editorial board of ten journals, including Gifted Child Quarterly and Roeper Reviewa "two of the leading journals in the gifted field. Dr. Pfeiffer was recipient of the Mensa Education & Research Foundation Award for Excellence in Research. He was invited to testify at the White House on childrena (TM)s mental health needs and has served as a clinical psychologist in the U.S. Naval Medical Service Corps (reserves). He has a private practice where he sees children, adolescents and families.

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