LEADER 05382nam 2200697 450 001 9910460093803321 005 20200520144314.0 010 $a1-78350-836-1 035 $a(CKB)3710000000229535 035 $a(EBL)1780812 035 $a(SSID)ssj0001377649 035 $a(PQKBManifestationID)11844037 035 $a(PQKBTitleCode)TC0001377649 035 $a(PQKBWorkID)11327224 035 $a(PQKB)10351221 035 $a(MiAaPQ)EBC1780812 035 $a(Au-PeEL)EBL1780812 035 $a(CaPaEBR)ebr10927278 035 $a(CaONFJC)MIL641168 035 $a(OCoLC)890207959 035 $a(EXLCZ)993710000000229535 100 $a20140912h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aSpecial education past, present, and future $eperspectives from the field /$fedited by Timothy J. Landrum, Bryan G. Cook, Melody Tankersle ; contributors Barbara Bateman [and fourteen others] 205 $aFirst edition. 210 1$aBingley, England :$cEmerald,$d2014. 210 4$dİ2014 215 $a1 online resource (247 p.) 225 1 $aAdvances in Learning and Behavioral Disabilities,$x0735-004X ;$vVolume 27 300 $aDescription based upon print version of record. 311 $a1-78350-835-3 320 $aIncludes bibliographical references at the end of each chapters. 327 $aFRONT COVER; SPECIAL EDUCATION PAST, PRESENT, AND FUTURE: PERSPECTIVES FROM THE FIELD; COPYRIGHT PAGE; CONTENTS; LIST OF CONTRIBUTORS; CHAPTER 1 SPECIAL EDUCATION PAST, PRESENT, AND FUTURE: FOUNDATIONAL CONCEPTS AND INTRODUCTION TO THE VOLUME; References; CHAPTER 2 IDEA AND LEARNING DISABILITIES: PERSPECTIVES, PROBLEMS, AND PROPOSALS; Perspective; Learning Disabilities in the Fifties and Sixties; Pedagogical Prevention of LD; Problems with IDEA; Problems with IDEA's Child Find; Problems with IDEA Evaluations; Problems with IDEA Eligibility; Discrepancy Issues in LD; Achievement Issue 327 $aProblems with IDEA Programs (IEPs)Who Does Rowley Charge with Resolving Issues of Methodology?; Methodology Disputes and ASDs; Methodology and the 1997 and 2004 IDEA Amendments and Regulations; Courts' and Hearing Officers' Views on Methodology; Districts' Views on Methodology/Program; Standards-Based IEPs; Problems with Placements; Proposals: Would IDEA Work Better if ...?; Evaluation; Eligibility; Program and Placement; Procedural Protections; Dispute Resolution; The Future of IDEA, LD, and Special Education; Notes; References 327 $aCHAPTER 3 REFLECTIONS ON THE CONCEPT OF THE LEAST RESTRICTIVE ENVIRONMENT IN SPECIAL EDUCATIONOrigins and Interpretations of LRE in Special Education; Origins of the Term; LRE as a Legal Principle; LRE as a Rebuttable Presumption; Trends in Judicial Decisions; Applying the Concept of LRE; Educational Strategies to Implement the LRE Principle; Educating Elementary Students; Educating Secondary Students; The Future of the LRE Principle; Presumptive Inclusion; Parental School Choice; References; CHAPTER 4 PAST, PRESENT, AND FUTURE IN EBD AND SPECIAL EDUCATION 327 $aBrief Notes on the History of Special Education and EBDHistories and Their Revision; A Needed Refocus; Where We Are and How We got There; The Distraction of Labels; The Distraction of Proportionality; The Distraction of Inclusion; Toward a More Desirable Future; Instruction; Research; Policy; Sustained Success; Conceptual Issues and Language; Summary and Conclusion; References; CHAPTER 5 STUDENTS WITH LEARNING AND BEHAVIORAL DISABILITIES AND THE SCHOOL-TO-PRISON PIPELINE: HOW WE GOT HERE, AND WHAT WE MIGHT DO ABOUT IT; The Pipeline; The Cost and Outcomes of Juvenile Incarceration 327 $aCharacteristics and Needs of Youth in the PipelineIncarcerated Youth; Conditions of Confinement; Pipeline Entry; Racial Disparities in Discipline; Discipline and Disability; Zero Tolerance; Academic-Behavior Connection; School Climate; Efforts to Reform: The Promise of a Multi-Tiered System of Support; Preventing Entry; Preventing Recidivism; A Proposed Research Agenda; Conclusion: What Might Be Done to End the Pipeline?; Notes; References; CHAPTER 6 TEACHING STUDENTS WITH EMOTIONAL DISABILITIES: CHALLENGES AND OPPORTUNITIES 327 $aTeaching Students with Emotional Disabilities: Challenges and Opportunities 330 $aTeachers report being unprepared for the difficult behavior they encounter in classrooms, and administrators find themselves under increasing pressure to maintain safe and orderly schools. IDEA regulations have also resulted in ongoing confusion about how schools can and should discipline students with identified disabilities. 410 0$aAdvances in learning and behavioral disabilities ;$vVolume 27. 606 $aProblem children$xEducation 606 $aProblem children$xEducation$xHistory 608 $aElectronic books. 615 0$aProblem children$xEducation. 615 0$aProblem children$xEducation$xHistory. 676 $a371.5 702 $aLandrum$b Timothy J. 702 $aCook$b Bryan G. 702 $aTankersle$b Melody 702 $aBateman$b Barbara 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460093803321 996 $aSpecial education past, present, and future$91934008 997 $aUNINA