The SAGE Handbook of Special Education, 2nd Edition

  • Lani Florian University of Cambridge
  • Published By: Sage UK
  • ISBN-10: 1446296997
  • ISBN-13: 9781446296998
  • DDC: 371.9
  • Grade Level Range: College Freshman - College Senior
  • 1040 Pages | eBook
  • Original Copyright 2014 | Published/Released October 2014
  • This publication's content originally published in print form: 2014

  • Price:  Sign in for price



The second edition of The SAGE Handbook of Special Education provides a comprehensive overview of special education, offering a wide range of views on key issues from all over the world. The contributors bring together up-to-date theory, research and innovations in practice, with an emphasis on future directions for the role of special education in a global context of inclusion. The Handbook's breadth, clarity and academic rigour will make it essential reading for researchers and postgraduate students, and also for practitioners, teachers, school managers and administrators.

Table of Contents

Front Cover.
Half Title Page.
Editorial Advisors.
Title Page.
Copyright Page.
List of Figures and Tables.
About the Editor and Contributors.
1: How Special Educational Needs are Understood.
2: Reimagining Special Education: Why New Approaches are Needed.
3: Confronting Difference: A Brief History of Special Education.
4: Models of Service Delivery and Forms of Provision.
5: Categories of Special Educational Needs.
6: The Disproportionate Placement of Ethnic Minorities in Special Education.
7: A Sociological Perspective on Special Education.
8: Social Justice In Education For Students With Disabilities.
9: The Challenge of Inclusion.
10: Disability Rights in Education.
11: Inclusive Education: From Targeting Groups and Schools to Achieving Quality Education as the Core of EFA.
12: From Special Education to Effective Schools for All: Widening the Agenda.
13: Sui Ban Jiu Du: An Approach Toward Inclusive Education in China.
14: Entry, Engagement and Empowerment: Dilemmas for Inclusive Education in an Indian Context.
15: Inclusive Schooling as an Apprenticeship in Democracy?.
16: Equity in Inclusive Education: A Cultural Historical Comparative Perspective.
17: How Special Needs Funding Can Support Inclusive Education.
18: Knowledge Production.
19: Perspectives on learning.
20: Epistemology and Special Education.
21: Persistent Issues in Behavioral Theory and Practice.
22: Sociocultural Views of Learning.
23: Educational Neuroscience: Bridging the Gulf between Basic Research and Implications for Practice.
24: Research perspectives.
25: Comparative and International Perspectives on Special Education.
26: A Disability Studies Frame for Research Approaches in Special Education.
27: The Applied Science of Special Education: Quantitative Approaches, the Questions They Address, and How They Inform Practice.
28: Researching Inclusive Classroom Practices: The Framework for Participation.
29: Research and Pupil Voice.
30: Using the Capability Approach to Evaluate the Well-being of Adult Learners with Dis/Abilities.
Title Page.
1: Teaching and Learning.
2: Pedagogical Approaches and Curricular Considerations.
3: Learning Without Limits: Constructing a Pedagogy Free From Determinist Beliefs about Ability.
4: Nothing Special: The Everyday Pedagogy of Teaching.
5: Universal Design for Learning.
6: Curriculum Considerations in Meeting the Educational Needs of Learners With Severe Intellectual Disabilities.
7: Assessment.
8: Beyond Categories and Labels: Knowledge to Support Assessment for Learning ‘Disability’ – a Problem Well Put?.
9: Assessment for Learning and the Journey Towards Inclusion.
10: Self-Assessment as an ‘Insider’ Lens for Learning and Assessment.
11: Dynamic Assessment and Cognitive Intervention.
12: Expanding Approaches to Summative Assessment for Students with Impairment.
13: Phases of Education.
14: Instructional and Assessment Accommodations in the 21st Century.
15: Teaching and Learning in the Early Years.
16: Teaching Elementary Students with Learning Difficulties.
17: Secondary Special Education and Inclusive Practices: Pitfalls and Potential for the Success of All.
18: Students with Disabilities in Postsecondary Education.
19: Cross-Phase Issues of Teaching and Learning.
20: Teacher Assistants in Inclusive Classrooms.
21: Assistive Technology to Provide Access to the Curriculum and Increase Independence.
22: Mobile Learning and Games in Special Education.
23: The Evolving Use of Technology in Special Education: Is ‘Effectiveness’ the Right Question?.
24: Friendships and Peer Relations Among and Between Children and Young People With and Without Learning Difficulties and/or Disabilities.
25: Finding a Voice: Families’ Roles in Schools.
26: Inter-Agency Working and Special Education: Beyond ‘Virtuous’ Ideas of Partnership Towards Alternative Frameworks for Collaborative Work with Children.
27: Future Directions for Research and Practice.
28: Education Without Condescension: Philosophy, Personhood and Cognitive Disability.
29: Challenging Orthodoxy in Special Education: On Longstanding Debates and Philosophical Divides Revisited.
30: What Do Classroom Teachers Need to Know about Meeting Special Educational Needs?.
31: The Professional Knowledge of Inclusive Special Educators.
32: Inquiry and Community: Uncommon Opportunities to Enrich Professional Development for Inclusion.
33: Changing Perspectives of Special Education in the Evolving Context of Standards-Based Reforms in the US and England.
34: Medicalization in Schools.
35: Special Education and its Contribution to the Broader Discourse of Education.