Thousand is a Professor in the special education teacher preparation and graduate programmes in the College of Education at Cal State San Marcos in California.
Jacqueline has an international reputation as a teacher and disability rights and inclusive education advocate. She has published widely on issues related to co-teaching, inclusive schooling, organizational change, differentiated instruction and universal design, cooperative teaching and learning, collaborative teaming processes, creative problem-solving, and discipline with dignity. She is involved in international teacher education and inclusive education endeavours, and serves on the editorial and advisory boards of several national and international journals and professional organizations.
Martha L. Thurlow , PhD, is Director of the National Center on Educational Outcomes, University of Minnesota, where she addresses the implications of contemporary US policy and practice for students with disabilities, including national and state-wide assessment policies and practices, accommodations, alternate assessments and graduation requirements.
She has published extensively on these topics, presented at numerous state, regional, national and international conferences, testified before Congress on the inclusion of students with disabilities in accountability systems, and is often called upon by individuals at all levels of the educational system to provide input on challenging issues surrounding the inclusion of special needs students. He teaches courses on measurement systems for general and special education teachers and administrators.
His work includes using curriculum-based measurement of basic skills and concept-based instruction and problem-solving in secondary content classrooms to integrate students with disabilities in general education classrooms. She has contributed to assessment development efforts at the state and national levels. Her recent publications include contributions to The Bilingual Special Education Interface , a well-recognized textbook in the area of bilingual special education.
Sharon Vaughn is the H. She has served as editor-in-chief of the Journal of Learning Disabilities and co-editor of Learning Disabilities Research and Practice. She is currently directing several research grants investigating the effectiveness of interventions of various intensity through a response to intervention model.
She is also working with Sylvia Linan-Thompson and other colleagues investigating the effectiveness of interventions with English language learners. She is the author of several textbooks on learning difficulties and disabilities and numerous research articles.
Richard A. Villa is President of Bayridge Consortium, Inc. He has worked with tens of thousands of teachers, administrators, families, universities and state departments of education throughout the USA and the world to develop and implement organizational and instructional support systems for educating all students within general education. Rich has been a classroom teacher, a special educator, a special education director, pupil personnel services director and director of instructional services.
He has authored over 90 book chapters and articles regarding inclusive education, co-teaching, organizational change and universal design. She is currently coordinating research projects examining student response to intervention at the elementary and middle school levels. Her research interests include effective instructional design and beginning reading instruction. Margret A. Winzer is a Professor at the University of Lethbridge in Alberta, Canada where she teaches courses in special education and early childhood education.
She has written widely in the field of special education on various facets that include history, comparative studies, multicultural special education, and early childhood special education.
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Woodward has published over 80 articles in professional journals and one book on technology and professional development in special education. In addition, he has co-authored four technology-based instructional programmes and two mathematics curricular programmes. His areas of interest include ICT, mathematics education and professional development. Tweety J. Dr Yates has been involved in a number of research, training and technical assistance grants related to issues around preparation and cre-dentialling of early intervention personnel, literacy, parent-child interaction, social and emotional development and the prevention of challenging behaviour.
She provides training and technical assistance throughout the USA on these topics. Tom Skrtic University of Kansas W. Campus Rd. Joseph R. To organize scholarship within the field of special education in order to produce a one-volume handbook that speaks to a broad and international professional audience is to negotiate a vast area. An account of the field is a complicated task that carries a heavy responsibility.
As Roger Slee has argued, a handbook of special education can both advance and undermine the progress of disability rights in education. The challenge has been to develop an account of the field that combines a retrospective view of it with new ways of thinking about the issues that it faces. This Handbook is intended as a source book of information and ideas about special education.
It is concerned with the educational responses that are made when students experience difficulties in learning and to those who have or are considered to have disabilities. This concern has traditionally found expression in the form of special education, and thus the book focuses on special education as a form of provision and an area of research, rather than on categories of learning difficulties. Reviewers pointed out that a book on special education might limit the audience, as many professionals concerned with disability rights in education reject a concept of special education and other educators do not consider special education knowledge relevant to their own work.
However, as the Handbook argues, much research generated within the field of special education has a great deal to offer education more generally and my hope is that the book will reach a wide audience despite a title that will lead some to think it has nothing to offer them.
A kind of philosophical pragmatism guided decisions about the content and this was underpinned by three principles that are discussed within the various chapters. These were: a rejection of medical categories of disability as educationally relevant; an anti-determinist view of learning; and a commitment to social justice in education. A five-section structure allowed an exploration of how special educational needs are understood, the challenge of inclusion, the production of knowledge, teaching strategies and approaches, and future directions for research and practice.
Within this framework, what might appear to be unrelated or incompatible views were brought together in order to summarize recent work in and about special education. The account of special education provided in the Handbook makes a number of demands on the reader as the scholars contributing to it view their central task from different national and theoretical perspectives.
As a result, the text contains a range of terms reflecting these different national contexts, competing ideological stances and varying epistemological positions. A decision was taken not to attempt to reconcile the tensions associated with these differences but to make a virtue of them by exploring what they have to say to those who are committed to education for all. In addition, a glossary has been included to help readers who may be unfamiliar with particular terminology or various national policies and organizations.
The book brings together a range of scholars from across the English-speaking world in an attempt to move beyond particular national views of disability and special educational needs. Although one aim was to bring together scholarship on an international level and cover topics that transcend national boundaries, decisions also had to be made about what could be achieved [Page xxiv] coherently in one volume. The Handbook does not attempt to provide a comparative analysis, however it is characterized by several different national perspectives, particularly from the countries of North America and the United Kingdom.
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Contributors from other English-speaking countries are also included though there are fewer of them, reflecting population density rather than lack of interest in the work that goes on there. The focus on the English-speaking world is also more a reflection of my own experience as an American living in England than a belief in the superiority of one way of thinking over another.
Indeed, I have learned much from my international experiences and I hope this learning is reflected in the Handbook. The emphasis on an English-speaking perspective is not to say that developments elsewhere are unimportant, but they do deserve fuller treatment than could have been achieved in this volume. Other handbooks that explore education and notions of disability from non-Western and non-English perspectives would be welcome additions to the literature.
Ideally this Handbook will draw attention to the challenges of providing education for all in ways that are just and equitable. The contributors to this volume all share a commitment to improving educational outcomes for those who experience difficulties in learning. Implicit in their contributions are a range of views and a theoretical diversity that collectively map what is currently known as special education, or special needs education, and illuminate the inherent problems facing all who are concerned with educational access and equity.
Marianne Lagrange of Sage Publications first approached me with her idea for a handbook of special education at the European Conference on Educational Research in Hamburg, Germany. Since that time this book has been my constant companion. The public library in Blue Hill, Maine, provided an unparalleled summer work setting. A book such as this is not possible without the support and involvement of many people and I am obliged to them all.
I am thankful to Professor Donald McIntyre of the University of Cambridge for encouraging me to undertake the project. As I have ruminated about the book, I have been inspired and sustained by memories of the students I taught over the years as well as the teachers and colleagues who taught me. Professor A.
Pappanikou of the University of Connecticut stands out as a model of teacherly love and professional guidance. The team at Sage provided outstanding support. It has been a privilege to work with such an excellent team. From the beginning of this project colleagues have been incredibly generous in sharing their expertise and working to deadlines.
Anonymous field reviewers provided helpful feedback on the original proposal for the Handbook. Editorial advisors not only commented on chapter outlines and draft chapters, but also were available to discuss issues when I felt stuck. I have no doubt that the generosity of so many colleagues has strengthened the book.
To the extent that it accurately and adequately reflects the state of the field, the credit is due to their contributions, although the responsibility for any omissions or errors is mine alone. Nussbaum and used with the permission of Princeton University Press. I am indebted to my colleagues in Cambridge, Kristine Black-Hawkins, Richard Byers, Lesley Dee, Martyn Rouse and Nidhi Singal who patiently overlooked my preoccupation with the details of the manuscript during busy academic terms. Editorial assistants Alison Craig and Anne Chippindale were meticulous in their attention to detail.
Cristina Devecchi read the entire manuscript in draft form and prepared the glossary. Rosie Snajdr joined in when needed to keep me organized and on schedule. Finally, I am thankful for cherished friends who not only take an interest in my work, but also provide respite from it. I am indebted to my family for the enduring love that enables me to take risks in life, and I am deeply grateful to my partner Martyn Rouse, who with sagacious tact, wit, grace and good humour remained devoted to me while I was devoted to this book.
Social movements are always filled with words and word phrases that act as benchmarks and signposts … They focus discussion and debate, policy and practice. As new perspectives develop, new words are added to the list, sometimes necessarily and other times, unfortunately, usurping words that were already there. As he claims, words are indeed powerful tools; they denote and connote, they delimit the boundaries of specific disciplines while simultaneously serving as bridges between them. With time they may become tacit and commonsensical, but they also acquire new meanings and fuel new debates and discussions.
The need to have a glossary for the handbook, therefore, stemmed from an interest in what such words and phrases mean and how they have developed, but primarily to help the reader navigate this complex field where terms are contested and may mean different things in different contexts. Different disciplinary fields generate their own jargon; and words used in special and inclusive education often have a contested history.
This brief introduction therefore aims to highlight how the glossary came to be and how it developed. The first challenge was to choose which terms to include, the second was to give the glossary a practical structure, and the last, but by no means the easiest challenge, was to define the terms. While there was a desire to be comprehensive, there was also the need to provide a manageable and useful resource.
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The task therefore was that of producing a list of words that fit the three categories of common interest, multiple meanings, or needing further clarification, although some important terms that are explained by chapter authors are not included. Each chapter was read by two people, the editor and myself, and a first list of words was drawn. Upon discussion the list was reduced further and then broken down into three groups, that is, national and international organisations, national and international policies, and specific terminology. These lists were then combined in alphabetical order.
Once the structure had been established, the task of defining the terms was undertaken by considering that some of them did not share the same meaning in the English language literature. Personal knowledge of the field, literary and Internet searches were used to draw upon multiple perspectives and [Page ] clarify meanings. Wherever possible full text links to the relevant Internet website or URL are given to provide the reader with the opportunity to access further information.
Assumes that goal-directed social activity is the source of human consciousness, knowledge and learning, and emphasizes the activity system as a unit of analysis. Human learning is understood to be embedded in joint activity or practice, and mediated through language, other cultural tools and artefacts. Term used in the Education Additional Support for Learning Scotland Act to describe any support needed by a child whether arising from a disability or other factors such as family circumstances, ethnicity, or language.
In its broadest sense it may be interpreted as provision designed to overcome any barrier to learning experienced by the student see also Education Additional Support for Learning Scotland Act It recognizes the role played by a shared understanding of assessment criteria that should emphasise the learner's understanding of learning, their motivation and commitment to learning, and teachers' constructive guidance and feedback on how to improve.
A psychological theory that all behaviour is learned. It views learning as a response to external stimuli and focuses on observable behaviours rather than mental activities. Behaviourism has been influential in special education through approaches such as behaviour modification, and applied behaviour analysis and direct instruction.
Major thinkers included Pavlov, Thorndike, Watson and Skinner. One of the three main models used to conceptualise disability. Unlike the medical and the social model, the bio-psychosocial model is an integrated model that does not uniquely focus on either the impairment within the individual or on environmental barriers, but acknowledges that biological, psychological, social and environmental factors contribute interactively to disability. UK national organisation of the worldwide Disabled People's Movement set up in by disabled people to promote their full equality and participation in UK society.
Canadian association whose purpose is that of improving accessibility and enhancing the post secondary education of persons with disabilities. A non-profit social policy and research organization that focuses on issues such as poverty, social inclusion, disability, cultural diversity, child well-being, employment and housing. A non-profit UK independent centre working in the UK and overseas to promote inclusion. Developed by William Glasser, choice theory views all actions as behaviour which drives us to satisfy five basic needs: survival, love and belonging, personal power, freedom and fun.
In this sense individuals have choices on how to behave and they are responsible for the choices they make. Also known as the SEN Code of Practice, the revised Code of Practice provides a framework for developing strong partnerships between parents, schools, local education authorities LEAs and health and social services and promotes a consistent approach to meeting children's special educational needs placing the rights of children at the heart of the process, allowing them to be heard and to take part in the decision making process whenever possible. A body of independent experts that monitors implementation of the Convention on the Rights of the Child by its State parties under the auspices of the Office of the United Nations High Commissioner for Human Rights.
Experience combined with reflection and social interaction allows the learner to [Page ] build on prior knowledge and create their own understanding see also dialectical constructivism and endogenous constructivism. A complex paradigm that draws upon techniques from both the empirical and interpretive paradigms and aims to integrate both.
It deals with social values and relations of power, or hegemony as defined by Antonio Gramsci, that is a series of distortions in the way in which people behave but are unaware of the systemic influences which shape their actions and beliefs. Although such regularities in behaviour are measurable and real, they are not universal laws, but they are historical and practical products of human practice and institutions.
Critical theorists study how a social system functions so as to change it. Pivotal to this task of transformation is the notion of theory viewed as the critique of common sense knowledge. Features of this paradigm are participatory research, self-determination and empowerment, community and inclusion, social justice and reflexivity. Although there is no clear definition of critical pedagogy, it traditionally refers to educational theory and teaching and learning practices that are designed to raise learners' critical consciousness regarding oppressive social conditions.
In particular it is concerned with reconfiguring the traditional student-teacher relationship so that the classroom is envisioned as a site for meaningful dialogue. It has its roots in the critical theory of the Frankfurt School see critical theory. In the words of Max Horkheimer, one of the founders of the Frankfurt School in s, critical theory is a social theory oriented towards critiquing and changing society as a whole. Because the emancipatory aim is directed at society, critical theory integrates all major social science theories such as economics, sociology, history, political science, anthropology, psychology and more recently education see critical pedagogy.
Central to critical theory is the notion of ideology critique of the process by which is it possible in collaboration with others to dispel the limitations of false consciousness see critical paradigm. The framework adopted by countries whose representatives met in Dakar, Senegal, in April for the World Education Forum, reaffirms and develops further the goal of Education for All as laid out by the World Conference on Education for All Jomtien, Thailand, and other international conferences see also Salamanca Statement.
A UK government department that manages Britain's aid to poor countries and works to eliminate extreme poverty. A multidisciplinary area of study focused on the relationship between neural and cognitive development, for example the relationship between developmental changes in the brain and behaviour. Within this position the role of the teacher can be at times didactic and at other times can provide less obvious support.
A UK parliamentary Act of , which makes it unlawful to discriminate against people in respect of their disabilities in relation to employment, the provision of goods and services, education and transport. It is a civil rights law. A UK independent body established in April by Act of Parliament to stop discrimination and promote equality of opportunity for disabled people. The Diagnostic and Statistical Manual of mental disorders DSM , published by the American Psychiatric Association, is the handbook that provides categories and criteria for the diagnosis of mental disorders.
Studies the relationship between people and their environment and in so doing it stresses the situatedness of human behaviour and thinking see also activity theory. Education Additional Support for Learning Act Scotland The Act established a new framework for supporting the education of all children and young people. A global movement, supported by various UN organisations beginning with the World Conference on Education For All in Jomtein, Thailand, where participating countries pledged to provide primary education for all children and massively reduce adult illiteracy. It draws strong support from Article 26 of the Universal Declaration of Human Rights , which recognises education as a fundamental human right.
Global urgency and commitment towards achieving the goals of education for all are also reflected in the Millennium Development Goals see Dakar Framework for Action. The Education Reform Act introduced into England, Wales and Northern Ireland was one of the most significant pieces of educational reform since the Education Act. Triage is borrowed from the field of medicine.
First used in by Gillborn and Youdell in their book Rationing Education to describe how marketplace reforms affect teachers' classroom practices. In education it means the division of students into three broad categories with regard to their abilities and predicted grades. Under the current UK system of marketisation, standardisation, public accountability and limited resources, teachers and schools apply a triage to direct their resources to those at risk of failing to achieve a passing grade.
By so doing they can maximise both their effectiveness, that is the results they aim to achieve in terms of final grades, and their efficiency, or lowering the costs of achieving the results. Endogenous constructivism see constructivism and dialectical constructivism considers that knowledge is developed within the student. Accordingly, each student's understanding should be expected to be different in quality and to differ from the teacher's understandings.
Knowledge cannot be transmitted precisely from the teacher to the student; therefore, varied understandings will be developed. Thus, according to the endogenous constructivist perspective, the appropriate role for the teacher is to facilitate learning by providing meaningfully structured experiences that provide active engagement in problem solving without overtly controlling the instructional interaction. Assumes that society can be studied by an objective and value-free social science that can produce true explanatory and predictive knowledge of reality objectively by reference to empirical evidence.
It attributes independence of the observer from the observed and it claims that universal standards of science determine what constitutes an adequate explanation of what is observed. The functionalist paradigm seeks to provide rational explanations of social affairs emphasising the importance of understanding order, equilibrium, and stability in society and the way in which these can be maintained. The term is derived from the economic theories of Friederick von Hayek.
A Hayekian marketplace stands for a view of society organised around a market order in which the apparatus of state is employed solely to secure the peace necessary for a market of free individuals to function. His theories have had great impact on neo-liberal and new man-agerialist thinking. Hermeneutics is the theory and practice of interpretation and understanding of a text through empirical means. The word derives from the Greek god, Hermes, whose task it was to communicate messages from the gods to the ordinary mortals. Recently, the concept of texts has been extended beyond written [Page ] documents to include, for example, speech, performances, works of art, and even events.
Term used in recent US legislation to designate qualified teachers as part of the drive to raise standards. Her Majesty's Inspectorate HMI , a central component of the accountability system in England and Wales, is charged with inspecting the quality of education in pre-school centres, primary schools, secondary schools, special schools, community learning and development, further education colleges, initial teacher education, residential educational provision and the education functions of local authorities and services for children see also Office for Standards in Education.
Theories that deal differently with the notion of capital, or the existing stock of goods which are to be used in the production of other goods or services and which have themselves been produced by previous human activities. In human capital theory capital stands for the practical knowledge, acquired skills and learned abilities of an individual that make him or her potentially productive and thus equip him or her to earn income in exchange for labour.
Social capital theory, on the other hand, refers to the institutions, relationships, and norms that shape the quality and quantity of a society's social interactions. Social capital consists of the stock of active connections among people: the trust, mutual understanding, and shared values and behaviours that bind the members of human networks and communities and make cooperative action possible.
An independent statutory organisation established in by an act of the Australian Federal Parliament whose aims are to foster greater understanding and protection of human rights in Australia and to address the human rights concerns of a broad range of individuals and groups. A reauthorisation of the Elementary and Secondary Education Act of , IASA included provisions or reforms for providing extra help to disadvantaged students, including students with disabilities, and holding schools accountable for their results at the same level as other students; charter schools; safe and drug-free schools; and other programs.
For others it is a process of identifying, understanding and breaking down barriers to participation and belonging often by addressing institutional factors and work generally on school development. Inclusion is about the quality of children's experience; how they are helped to learn, achieve and participate fully in the life of the school.
It is tailored to the student's specific needs and abilities, and sets out key individual short-term targets for the pupil, the teaching strategies to be used, and any extra support that may be needed. The Act states that an appropriate education has to be designed around the individualised needs of the child and thus it requires children to be educated in the least restricted environment that is with their non-disabled peers to the greatest extent possible.
It also requires schools to provide each child with an individualised education plan see IEP that details the child's special educational needs, and mandates appropriate services. Part of the US Department of Education, IES was established by the Education Sciences Reform Act of with the aim of expanding evidence-based knowledge and providing information on the condition of education, and of practices that improve academic achievement, and the effectiveness of Federal and other education programmes.
World Health Organization classification framework for Health and Disability intended to provide guidance for planning and decision-making. The ICF adopts a bio-psychosocial framework and focuses on functioning rather than merely impairment. Logical positivism is a philosophy of science that originated in the Vienna Circle in the s and holds that philosophy should aspire to the same sort of rigour as science and consequently it should provide strict criteria for judging sentences as true, false and meaningless.
Logical positivists are sceptical of theological and metaphysical propositions and exclude them from logical reasoning. The logical truth of a proposition must be ultimately grounded in its accordance with the physical material world. All arguments should be based on the rules of logical inference applied to propositions grounded in observable facts. Hence they support realism, materialism, philosophical naturalism, and empiricism, and favour the scientific method see also positivism and post-positivism.
As a market-emphasised descendant of classical liberalism, market liberalism advocates full freedom of markets, without obstacles for monopolies and cartels, and without consumer-protective legislation. Education policies in many countries have been influenced by such thinking over the past two decades.
Mastery learning is an instructional strategy based on the principle that all students can learn a set of reasonable objectives with appropriate instruction and sufficient time to learn. Mastery learning puts the techniques of [Page ] tutoring and individualised instruction into a group learning situation and brings the learning strategies of successful students to nearly all the students of a given group.
In its full form it includes an integrated curriculum structure, instructional model, and student assessment procedures. A set of eight goals agreed at the United Nations Millennium Summit in September and signed by nearly countries aimed at improving the conditions of poorer countries. The Eight Millennium Development Goals are as follows: eradicating extreme poverty and hunger; achieving universal primary education; promoting gender equality and empowering women; reducing child mortality; improving maternal health; combating HIV and AIDS, malaria and other diseases; ensuring environmental sustainability; and developing a global partnership for development.
The observation made in by Gordon Moore, co-founder of Intel, that the number of transistors per square inch on integrated circuits would double every year since the integrated circuit was invented. Moore predicted that this trend would continue for the foreseeable future. In subsequent years, the pace slowed down, but data density has doubled approximately every 18 months, and this is the current definition of Moore's Law. Center within the US Department of Education whose aim is to collect, analyse and publish statistics on education and public schools in the United States and internationally.
Introduced into England, Wales and Northern Ireland, as a nationwide curriculum for primary and secondary state schools following the Education Reform Act with the aims of providing a balanced education covering 11 subjects overall, and of promoting pupils' spiritual, moral, social and cultural development and preparing all pupils for the opportunities, responsibilities and experiences of life.
Non-profit UK organisation founded in with the aim of improving education and training, nationally and internationally, by undertaking research, development and dissemination activities and by providing information services. It is the largest independent educational research institution in Europe. In particular Law states that all children should be assessed by a collegial team made up of the class teachers and two external examiners. Cross-curricular and extra-curricular activities should be included in the final assessment.
With regard to children with disabilities, the Law states they are entitled to the examination and that schools should provide and implement a whole series of services and provision for their successful inclusion. To this extent the Law sets the number of children in a class where a disabled child is included to not more than 20, and determines that the ratio of disabled children to support teacher should not be more than National Plans aiming at the development and strengthening of already existing national [Page ] plans for the achievement of education for all as stipulated by the Dakar Framework for Action.
Naughty-teddy studies were used in cognitive psychology experiments to test the Piagetian notions of conservation as applied to children in the pre-operational stage between the ages of 2 and 7 years. In conservation tasks McGarrigle and Donaldson found out that when an experimenter rearranged one of a pair of rows of counters, relatively few 6-year-old children thought that the two rows still contained the same number of counters. Thus, McGarrigle and Donaldson showed that children's ability to show conservation can be greatly increased when the situation is more meaningful to them.
Special Education: A Reference Handbook for Policy and Curriculum Development
A mechanistic view that explains events or parts making up a system in terms of mechanical principles of causation without reference to goals or purposive designs. Conceiving of nature as a machine, the Newtonian paradigm celebrated order and promised prediction and control. Central to this view of science was the presumption that we live in a universe governed by immutable laws. The Act reauthorised a number of federal programmes that strive to improve the performance of America's primary and secondary schools by increasing the standards of accountability for states, school districts, and schools, requiring all teachers to hold a state qualification, as well as providing parents more flexibility in choosing which schools their children will attend.
The act requires that all children be tested several times during their school career, in reading and maths. The US agency that enforces several federal civil rights laws such as section of the Rehabilitation Act and the Americans with Disabilities Act that prohibit discrimination in programs or activities that receive federal financial assistance from the Department of Education. A central element of the accountability system in England, Ofsted is a non-ministerial UK government department, established in under the Education Schools Act that is responsible for inspecting and reporting on the standards of schools in England.
It is also required to provide independent advice to the government and Parliament on matters of policy and to publish an annual report to Parliament on the quality of educational provision in England see also HMI. Part of the US Department for Education, OSEP's role is to provide leadership and financial support to assist states and local districts to improve results for infants, toddlers, children and youth with disabilities from birth through International organisation made up of 30 member states whose aim is to address the economic, social and governance challenges [Page ] of globalisation.
With regard to education, the term performativity has been used in the UK by Stephen Ball to critique the notion of performance management and the commodification and marketisation of education. In particular performativity can be seen in the ongoing cycle of target-setting, monitoring and reviewing as matters of self-surveillance. Positivism is an approach to the philosophy of science, deriving from Enlightenment thinkers, e. Auguste le Compte — , that states the theoretical attitude maintaining that the only authentic knowledge is scientific knowledge.
Positivism views social reality as objective, and thus value-free, and amenable to scientific and empirical enquiry that can determine with accuracy the relationship between cause and effect see logical positivism and post positivism. A term applied to a wide-ranging set of developments in critical theory, philosophy, architecture, art, literature, and culture, which are generally characterised as either emerging from, in reaction to, or superseding modernism. As the term implies, post-positivism can be traced back to positivism. Post-positivism, like positivism, seeks to study social realities as objective and amenable to scientific methods of research.
However, it also admits to the fallibility of method and therefore it emphasises the importance of multiple measures and observations, each of which may possess different types of error, and the need to use tri-angulation across these multiple sources. Post-positivists also believe that all observations are theory-laden albeit value-free see also positivism and logical positivism.
A term used to describe the mostly French language scholarship that emerged in the mid to late s to challenge the primacy of structuralism in the human sciences: anthropology, psychoanalysis, history, literary criticism, and philosophy. Pragmatism, a school of philosophy which originated in the United States in the late s, is characterised by the insistence on consequences, utility and practicality as vital components of truth.
Pragmatism objects to the view that human concepts and intellect represent reality, and therefore stands in opposition to both formalist and rationalist schools of philosophy. Rather, pragmatism holds that it is only in the struggle of intelligent organisms with the surrounding environment that theories and data acquire significance. Pragmatism does not hold, however, that anything that is useful or practical, or anything that helps us to survive merely in the short term should be regarded as true, but that truth is that which most contributes to the most human good over the longest course.
W Bush in to collect information and study issues related to federal, state, and local special education programmes with the goal of recommending policies for improving the education performance of students with disabilities. It is an extension of the Literacy and Numeracy Strategies and its stated aims are to give primary schools more freedom in devising their curriculum, including planning cross-curricular activities. It also encourages primary schools to be inclusive and to forge links with other schools and external organisations as a way to achieve high standards of teaching and learning for all children.
The amendments to the Education of the Handicapped Act established a programme to encourage states to develop services for infants and toddlers with disabilities. Established in , the QCA is a non-departmental public body of the Department for Education and Skills in England and Wales whose duties are to maintain and develop the national curriculum and associated assessments, tests and examinations in England.
It also accredits and monitors qualifications in colleges and at work and advises the Secretary of State for Education and Skills on these matters. The QCA oversees the work of the awarding bodies in England, to ensure that their administration, marking and awarding procedures run smoothly. As part of the wider international activities stimulated by the Jomtien Declaration on Education for All EFA , the statement was signed in June by the representatives of 92 governments and 25 international organisations during the World Conference on Special Needs Education held in Salamanca, Spain.
It calls upon national governments, and international organisations, to endorse the approach of inclusive schooling and to support the development of special needs education as an integral part of all education programmes. Section is part of the Rehabilitation Act that guaranteed certain rights to people with disabilities. The Act's Section states that organisations or educational establishments in receipt of federal funding cannot discriminate on the basis of disability.
In the Rehabilitation Act Amendments PL set out to provide supported employment programs for adults with disabilities. More radical than social constructivism, social constructionism is an approach to psychology that aims to account for the ways in which reality is socially constructed. Reality is thought to be created through language rather than to exist as a separate entity.
Social constructivism is a school of thought interested in uncovering the ways in which individuals and groups participate in the creation of their perceived reality. Reality is seen as an ongoing, dynamic process where individual and social influences are not separable and learning is viewed as socially and contextually specific.
- Knowledge by Design, Inc.!
- Southern California Adventure Guide (Adventure Guides).
- Sexual Orientation and Human Rights in American Religious Discourse.
Social Darwinism is a social theory which holds that Darwin's theory of evolution by natural selection is not only a model for the development of biological traits in a population, but can also be applied to human social institutions. Social Darwinism is a belief, popular in the late Victorian period in England, America, and elsewhere, which states that the strongest or fittest individuals or [Page ] institutions should survive and flourish in society, while the weak and unfit should be allowed to die.
The theory was chiefly expounded by Herbert Spencer. Theoretical school that claims that our behaviour depends on the ways we define ourselves and others. For example, labels applied to an individual have a self-fulfilling, interactive effect, and this is especially the case if labelling is carried out by formal authorities teachers, police, and so on.
Labelling, it is claimed, has harmful, discriminatory consequences which alter the individual's life chances. Main theorists include G. Mead, E. Durkheim and W. One of the various models used to conceptualise disability see also bio-psychosocial model. In its simplest form, the social model shifts the locus of disability away from the medicalised within individual model to the social barriers that turn an impairment, injury, illness, or congenital condition into a disability. It focuses on the way in which society excludes disabled people from fully participating.
The social model has been promoted internationally by the disabled people's movement. A set of theories which study the nature and causes of human social behaviour with an emphasis on how people understand others and how they relate to each other in social situations. This handbook, for individuals working with people who have disabilities, is designed to empower them to be a force for meeting the policy challenges in the communities in which they live and work.
It is designed to help in channeling one's strength, commitment, and knowledge of the special education field into effective advocacy efforts.
ISBN 13: 9781592372928
The handbook includes background and technical information to help in implementing positive special education policies. It describes the history and evolution of current concerns and explains successful advocacy efforts upon which to draw. It discusses the basic tools for advocacy, which include knowledge of the legislative or regulatory process, effective communication skills, and effective access to the media. It illuminates what motivates both elected and nonelected officials, what catches their attention, and what makes them respond.