Enduring Issues in Special Education is aimed at any course in the undergraduate or graduate special education curriculum that is wholly or partly devoted to a critical examination of current issues in special education.

Barbara Bateman is a consultant in special education law and Professor Emerita at the University of Oregon.

John W. Lloyd is Professor of Education and Coordinator for the Program in Special Education at the University of Virginia, Curry School of Education.

Melody Tankersley is Professor of Special Education and Associate Provost for Academic Affairs at Kent State University.

Foreword

David Chard

Preface

Chapter 1: Introduction: Does Special Education Have Issues?

Tankersley, Lloyd, & Bateman

Section 1: What is Special Education?

Chapter 2: What is Special Education?

Bateman, Lloyd, Tankersley, & Brown

Chapter 3: What Makes Special Education Special?

T. Scruggs & M. Mastropieri

Chapter 4: What is Special Education Instruction?

P. C. Pullen & D. P. Hallahan

Chapter 5: What Should We Teach Students with Moderate and Severe Developmental Disabilities?

D. Browder

Chapter 6: Special Education as "Specially Designed Instruction": Ode to the Architecture of Information and the Message

Kame'enui

Section 2: Who Should Receive and Provide Special Education?

Chapter 7: Who Should Receive and Provide Special Education?

Bateman, Lloyd, Tankersley & Driver

Chapter 8: Cultural and Linguistic Diversity in Special Education

J. Klingner, B. Moore, A. Davidson, A. Boelé, A. Boardman, R. Figueroa , S. Annamma, N. Sager

Chapter 9: Who Should Receive Special Education Services and How Should Educators Identify Which Students are to Receive Special Education Services?

E. Lembke

Chapter 10: Co-teaching: Not All Special Educators Should Dance

M. P. Weiss

Chapter 11: Who Makes a Difference! Next Generation Special Education Workforce Renewal

M. Rock & B. Billingsley

Section 3: Where Should Special Education Happen?

Chapter 12: Where Should Special Education Take Place?

Bateman, Lloyd, Tankersley, & Alves

Chapter 13: Where Should Students with Disabilities Receive Their Education?

N. Zigmond

Chapter 14: Placements for Special Education Students: The Promise and the Peril

D. Huefner

Chapter 15: Place Values: What Moral Psychology Can Tell Us About the Full Inclusion Debate in Special Education

A. Wiley

Section 4: How Should Special Education be Practiced?

Chapter 16: How is Special Education Practiced?

Lloyd, Tankersley, Bateman, & Hirsch

Chapter 17: How Should Evidence-based Practices be Determined?

B. Cook

Chapter 18: The Connection between Assessment and Intervention: How Can Screening Lead to Better Interventions?

K. Lane & H. Walker

Chapter 19: How Should Learning Environments (Schools and Classrooms) be Structured for Best Learner Outcomes?

C. Greenwood

Chapter 20: How Should We Evaluate Whether Special Education Works?

M. Thurlow

Section 5: When Should Special Education Begin and End?

Chapter 21: When Should Special Education Start and End?

Bateman, Lloyd, Tankersley, & Dillon

Chapter 22: Children Should be Identified and Receive Special Education Services in Early Childhood

J. Carta

Chapter 23: When Does Special Education End?

M. Wehmeyer

Section 6: Why Do We Have Special Education?

Chapter 24: Why Should We Have Special Education?

Lloyd, Tankersley, & Bateman

Chapter 25: Why We Should Have Special Education

J. Kauffman

Chapter 26: How Should We Pay for Special Education?

T. Parrish

Chapter 27: Science Matters in Special Education

T. Landrum

Section 7: Whither Special Education?

Chapter 28: Whither Special Education?

Lloyd, Tankersley, Bateman, Balan, & Lloyd

Index