Council for Exceptional Children's Books

Placing Children in Special Education

A Strategy for Equity

By: National Research Council,Division of Behavioral and Social Sciences and Education,Commission on Behavioral and Social Sciences and Education,Committee on Child Development Research and Public Policy,Panel on Selection and Placement of Students in Programs for the Mentally Retarded

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Placing Children in Special Education

A Strategy for Equity

The document contains the final report of a project to determine the factors that account for disproportionate representation of minority students in special education programs, especially programs for mentally retarded students; and to identify placement criteria for practices that do not affect minority students disproportionately. Chapter 1 looks at six potential causes of disproportionate placement of minorities in educable mentally retarded (EMR) programs: legal and administrative requirements, characteristics of students, quality of the instruction received, possible biases in the assessment process, characteristics of the home and family environment, and broader historical and cultural contexts. Chapter 2 describes characteristics of EMR students, then reviews the historical origins of special education in America with attention to the role of the standardized intelligence test for identification and placement of mentally retarded students. A third chapter is split into two sections--one on the issues surrounding the instruments that comprise a comprehensive battery for assessing a child who is unable to learn normally in the classroom, and the other on an ideal assessment process in which the comprehensive assessment would be embedded. Chapter 4 considers the components of effective education programs for EMR students and reviews three approaches to instruction (the separate class structure, the resource room, and the teacher consultant model). A final chapter lists recommendations for improvements in special education referral, assessment, and placement procedures and instructional practices. More than half the document is comprised of six background papers with the following titles and authors: "Biological and Social Factors Contributing to Mild Mental Retardation" (J. Shonkoff); "Classifying Mentally Retarded Students--A Review of Placement Practices in Special Education" (W. Bickel); "Testing in Educational Placement--Issues and Evidence" (J. Travers); "Effects of Special Education Placement on Educable Mentally Retarded Children" (K. Heller); "Some Potential Incentives of Special Education Funding Practices" (S. Magnetti); and "Patterns in Special Education Placement as Revealed by the OCR Survey" (J. Finn). (SB)

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Page Count

395

Publisher

National Academies Press

Published Date

ISBN 10

0309032474

ISBN 13

9780309032476

What Every Special Educator Must Know

Professional Ethics & Standards

By: Council for Exceptional Children

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What Every Special Educator Must Know

Professional Ethics & Standards

By: Council for Exceptional Children

CEC wrote the book on special education ... literally. CEC s famous red book details the ethics, standards, and guidelines for special education preparation and practice. Delineating both knowledge and skill sets and individual content standards, What Every Special Educator Must Know is an invaluable resource for special education administrators, institutional faculty developing curriculum, state policy makers evaluating licensure requirements, and special educators planning their professional growth.

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160

Publisher

Council For Exceptional Children

Published Date

ISBN 10

0865865043

ISBN 13

9780865865044

Minority Students in Special and Gifted Education

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on Minority Representation in Special Education

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Minority Students in Special and Gifted Education

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on Minority Representation in Special Education

Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.

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497

Publisher

National Academies Press

Published Date

ISBN 10

0309074398

ISBN 13

9780309074391

High-Leverage Practices (HLPs) in Special Education

Guide #1 - Collaboration

By: Council for Exceptional Children

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High-Leverage Practices (HLPs) in Special Education

Guide #1 - Collaboration

By: Council for Exceptional Children

High Leverage Practices (HLPs) for special educators provide those involved in special education teacher preparation and professional development with a set of practices that address the most critical practices that every K–12 special education teacher should master and be able to demonstrate. These HLPs may be used to design a cohesive set of practice-based opportunities to support teacher candidates and practicing teachers in learning to put this know-how to use on behalf of the complex learners they teach. When implemented effectively, HLPs have been shown to improve student outcomes. This guide examines High Leverage Practices pertaining to Collaboration.

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National Professional Resources, Inc.

Published Date

ISBN 10

1949961052

ISBN 13

9781949961058

High-Leverage Practices (HLPs) in Special Education - Guide #2

Assessment

By: Council for Exceptional Children (CEC),The Collaboration for Effective Educator Development

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High-Leverage Practices (HLPs) in Special Education - Guide #2

Assessment

By: Council for Exceptional Children (CEC),The Collaboration for Effective Educator Development

High-Leverage Practices (HLP) in Special Education, developed by the Council for Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability and Reform (CEDAR), are guidelines that provide those involved in special education teacher preparation and professional development with a set of best practices, identified through consensus among special educators. These HLPs may be used to design a cohesive set of practice-based opportunities to support teacher candidates and practicing teachers in learning to put this know-how to use on behalf of the complex learners they teach. High-Leverage Practices in Special Education are organized around four aspects of practice: Collaboration, Social/Emotional/Behavioral; Assessment; Instruction. This guide (#2) focuses on Assessment, and walks you through the three HLPs related to Assessment, which are:HLP4 - Use multiple sources of information to develop a comprehensive understanding of a student's strengths and needsHLP5 - Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programsHLP6 - Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes For each HLP, assessment activities are provided along with step-by-step guidance.

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National Professional Resources, Inc.

Published Date

ISBN 10

1938539230

ISBN 13

9781938539237

Educating One and All

Students with Disabilities and Standards-Based Reform

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on Goals 2000 and the Inclusion of Students with Disabilities

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Educating One and All

Students with Disabilities and Standards-Based Reform

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on Goals 2000 and the Inclusion of Students with Disabilities

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"â€"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 disabilitiesâ€"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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305

Publisher

National Academies Press

Published Date

ISBN 10

0309057892

ISBN 13

9780309057899

Educating Children with Autism

By: National Research Council,Division of Behavioral and Social Sciences and Education,Committee on Educational Interventions for Children with Autism

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Educating Children with Autism

By: National Research Council,Division of Behavioral and Social Sciences and Education,Committee on Educational Interventions for Children with Autism

Autism is a word most of us are familiar with. But do we really know what it means? Children with autism are challenged by the most essential human behaviors. They have difficulty interacting with other people-often failing to see people as people rather than simply objects in their environment. They cannot easily communicate ideas and feelings, have great trouble imagining what others think or feel, and in some cases spend their lives speechless. They frequently find it hard to make friends or even bond with family members. Their behavior can seem bizarre. Education is the primary form of treatment for this mysterious condition. This means that we place important responsibilities on schools, teachers and children's parents, as well as the other professionals who work with children with autism. With the passage of the Individuals with Disabilities Education Act of 1975, we accepted responsibility for educating children who face special challenges like autism. While we have since amassed a substantial body of research, researchers have not adequately communicated with one another, and their findings have not been integrated into a proven curriculum. Educating Children with Autism outlines an interdisciplinary approach to education for children with autism. The committee explores what makes education effective for the child with autism and identifies specific characteristics of programs that work. Recommendations are offered for choosing educational content and strategies, introducing interaction with other children, and other key areas. This book examines some fundamental issues, including: How children's specific diagnoses should affect educational assessment and planning How we can support the families of children with autism Features of effective instructional and comprehensive programs and strategies How we can better prepare teachers, school staffs, professionals, and parents to educate children with autism What policies at the federal, state, and local levels will best ensure appropriate education, examining strategies and resources needed to address the rights of children with autism to appropriate education. Children with autism present educators with one of their most difficult challenges. Through a comprehensive examination of the scientific knowledge underlying educational practices, programs, and strategies, Educating Children with Autism presents valuable information for parents, administrators, advocates, researchers, and policy makers.

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324

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National Academies Press

Published Date

ISBN 10

0309132924

ISBN 13

9780309132923

Eager to Learn

Educating Our Preschoolers

By: National Research Council,Commission on Behavioral and Social Sciences and Education,Committee on Early Childhood Pedagogy

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Eager to Learn

Educating Our Preschoolers

By: National Research Council,Commission on Behavioral and Social Sciences and Education,Committee on Early Childhood Pedagogy

Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorersâ€"and learnersâ€"every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children.

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Page Count

464

Publisher

National Academies Press

Published Date

ISBN 10

0309068363

ISBN 13

9780309068369

Book's by Council for Exceptional Children

Placing Children in Special Education

Placing Children in Special Education

What Every Special Educator Must Know

What Every Special Educator Must Know

Minority Students in Special and Gifted Education

Minority Students in Special and Gifted Education

High-Leverage Practices (HLPs) in Special Education

High-Leverage Practices (HLPs) in Special Education

High-Leverage Practices (HLPs) in Special Education - Guide #2

High-Leverage Practices (HLPs) in Special Education - Guide #2

Educating One and All

Educating One and All

Educating Children with Autism

Educating Children with Autism

Eager to Learn

Eager to Learn

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