Handbook of Special and Remedial Education: Research and Practice / Edition 2

by Margaret C. Wang, Maynard C. Reynolds, Herbert J. Walberg

Overview

"The Handbook of Special and Remedial Education: Research and Practice" is an update of the four-volume Handbook series, which provided a comprehensive summary of the well-confirmed knowledge in the field of special education available through the mid-1980's. The need for an updated second edition grew out of the extensive activity in research, policy developments, and related changes in practices over the past decade. The new single volume gives first priority to a review of the knowledge base, as derived from recent research and practices in schools and related agencies. It notes discrepancies between the state of the art and the state of practice. These disparities are further linked to brief discussions of policy issues and needed research, revisions in training programs, and organizational arrangements in the field. This edition is segmented into three major sections. The six chapters within "Learning Rates: Issues of Concern and Prospects for Improvement" range from a discussion of early education for disabled children and those at risk, to educational resilience. The six chapters under "Distinct Disabilities" cover such topics as visual, hearing, and language impairments. Finally, the four chapters in "Associated Conditions and Resources" discuss funding, parents and advocacy systems, staff preparation, and emerging school/community linkages.

Product Details

ISBN-13:	9780080425665
Publisher:	Emerald Group Publishing Limited
Publication date:	12/21/1995
Edition description:	REV
Pages:	484
Product dimensions:	7.01(w) x 10.00(h) x 1.02(d)

Table of Contents

Contents: Learners at the Margins. Introduction. Individualized planning (R.L. Allington, A. McGill-Franzen). Early education for disabled and at-risk children (R.R. Fewell). Elementary-school programs (R.E. O'Connor). Secondary educational programs and transition perspectives (P.D. Kohler, F.R. Rusch). Gifted and talented students (S.M. Reis, J.S. Renzulli). Educational Resilience (M.C. Wang, G.D. Haertel). Distinct Disabilities. Introduction. Learners with visual impairment and blindness (J. Dote-Kwan, D. Chen). Learners who are deaf or hard of hearing (J.E. Fischgrund). Learners with emotional or behavioral difficulties (R.L. Peterson). Learners with severe intellectual disabilities (D.M. Browder, K. Cooper, L. Lim). Learners with language impairments (K. Butler). Support Systems. Introduction. Funding (M.C. Reynolds). Parents and advocacy systems (E. Pell). Teacher education (P.T. Sindelar, K.L. Kilgore). School community linkages (A.G. Zetlin, W.L. Boyd).

Editorial Reviews

Contains a total of 15 contributions divided into three sections. The first section addresses learners at the margins and covers individualized planning, early education for disabled and at-risk children, elementary-school programs, secondary educational programs and transition perspectives, gifted and talented students, and educational resilience. The second section addresses particular disabilities including learners with visual impairments and blindness, emotional or behavioral difficulties, severe intellectual disabilities, language impairments, and deaf and hard of hearing learners. The last section addresses support systems such as funding, parents and advocacy systems, teacher education, and school-community linkages. The first edition appeared beginning in 1987 in four volumes, along with a fifth summary volume published in 1990. Annotation c. by Book News, Inc., Portland, Or.

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