Current Issues and Trends in Special Education: Identification, Assessment and Instruction
Current Issues and Trends in Special Education: Identification, Assessment and Instruction
ISBN: 978-1-84855-668-3, eISBN: 978-1-84855-669-0
ISSN: 0270-4013
Publication date: 26 January 2010
Citation
(2010), "Current Issues and Trends in Special Education: Identification, Assessment and Instruction", Obiakor, F.E., Bakken, J.P. and Rotatori, A.F. (Ed.) Current Issues and Trends in Special Education: Identification, Assessment and Instruction (Advances in Special Education, Vol. 19), Emerald Group Publishing Limited, Leeds, p. iii. https://doi.org/10.1108/S0270-4013(2010)0000019020
Publisher
:Emerald Group Publishing Limited
Copyright © 2010, Emerald Group Publishing Limited
- Advances in special education
- Current Issues and Trends in Special Education: Identification, Assessment and Instruction
- Emerald Group Publishing Limited
- List of contributors
- Preface
- Chapter 1 Early identification/intervention: The Earlier the better for students with disabilities
- Chapter 2 Early identification/intervention: Can misidentification/misintervention impact students, teachers, and families?
- Chapter 3 Can underidentification affect exceptional learners?
- Chapter 4 Disproportionate representation in special education: Overrepresentation of selected subgroups
- Chapter 5 Standardized testing/accountability: Is NCLB fair for students with disabilities?
- Chapter 6 Curriculum-based assessment: The most effective way to assess students with disabilities
- Chapter 7 Labeling of students with disabilities: Needed for students to get their needs met
- Chapter 8 Labeling of students with disabilities: Unwanted and not needed
- Chapter 9 The general education classroom: This is not where students with disabilities should be placed
- Chapter 10 Beyond traditional placement: Making inclusion work in the general education classroom
- Chapter 11 Behaviorism works in special education
- Chapter 12 Other innovative techniques: Positive behavior supports and response to intervention
- Chapter 13 Scientifically supported interventions
- Chapter 14 Scientifically unsupported treatments for students with special needs