Disability Classification in Education

Lani Florian is a Professor and Bell Chair of Education at the University of Edinburgh and Visiting Professor of Special Education at the University of Vienna. She is an Academician of the Academy of Social Sciences (UK). Her research interests include models of provision for meeting the needs of all learners, and inclusive pedagogy. She is co-author of Achievement and Inclusion in Schools, winner of the 2008 NASEN/Times Education Supplement academic book award. She has consulted on special needs education and inclusion for a number of international organisations including Open Society Foundations, UNICEF, and the OECD. Margaret McLaughlin has been involved in special education all of her professional career, beginning as a teacher of students with serious emotional and behavior disorders. Currently she is the associate director of the Institute for the Study of Exceptional Children, a research institute within the College of Education at the University of Maryland. She directs several national projects investigating educational reform and students with disabilities, including the national Educational Policy Reform Research Institute (EPRRI), a consortium involving the University Maryland; The National Center on Educational Outcomes (NCEO); and the Urban Special Education Collaborative. She also directs a national research project investigating special education in charter schools and leads a policy leadership doctoral and postdoctoral program in conducting large-scale research in special education. McLaughlin has worked in Bosnia, Nicaragua, and Guatemala in developing programs for students with developmental disabilities. She has consulted with numerous state departments of education and local education agencies on issues related to students with disabilities and the impact of standards-driven reform policies. McLaughlin co-chaired the National Academy of Sciences Committee on Goals 2000 and Students with Disabilities, which resulted in the report Educating One and All. She was a member of the NAS committee on the disproportionate representation of minority students in special education.McLaughlin teaches graduate courses in disability policy and has written extensively in the area of school reform and students with disabilities. She earned her PhD at the University of Virginia and has held positions at the U.S. Office of Education and the University of Washington.

"Makes a strong contribution to the field, illuminating many issues and significant concerns."

• PrefaceAcknowledgmentsAbout the AuthorsPart I. International and Cross-National Contexts Within the Current Use of Disability Classification1. Disability Classification in Education - Lani Florian, Margaret J. McLaughlinThe Purpose of the BookStructure of the Book2. Cross-National Comparisons of Special Education Classification Systems - Judith HollenwegerApproaches to Develop Indicators Relevant to Special Needs Education3. A Supply Side Approach for a Resource-Based Classification System - Serge Ebersold, Peter EvansA Resource-Based Approach From a Comparative PerspectiveA Resource-Based Approach for Policy Monitoring4. Evolving Dilemmas About Categorization - Klaus WedellCategorization in a Historical PerspectiveRecent Conceptualizations of Categorization5. Disability Classification, Categorization in Education: A US Perspective - Philip J. Burke, Kristin RuedelPrior to 1975The Hobbs ReportIDEA6A. Implications for Human and Civil Rights Entitlements: Stigma, Stereotypes, and Civil Rights in Disability Classification Systems - Diana PullinUse of Classifications in LawDiminishing Disability6B. Implications for Human and Civil Rights Entitlements: Disability Classification Systems and the Law of Special Education - Diana PullinApplying IDEA ClassificationsIDEA and the No Child Left Behind ActNew Contexts for Classification7. The Classification of Pupils at the Educational Margins in Scotland: Shifting Categories and Frameworks - Sheila RiddellSEN Policy FrameworksPolicy Frameworks and Classification SystemsPolicy Outcomes: Special Education and the Classification of Children in ScotlandThe Impact of Disability Legislation in ScotlandThe Education (Additional Support for Learning)(Scotland) Act 2004Identifying Children With Additional Support NeedsRights of Appeal, Adjudication, and MediationInclusion and Additional Support for LearningPart II. Interaction and Impacts of Classification Policies on Educational Systems8. Perspectives and Purposes of Disability Classification Systems: Implications for Teachers and Curriculum and Pedagogy - Brahm NorwichDifferent Kinds of ClassificationsAre Categories of Disabilities and Difficulties Used in Special Education Relevant to Teaching?Implications for Classification of Special Educational NeedsConcluding Comments9. Disability Classification and Teacher Education - Michael L. Hardman, John McDonnellPreparing Teachers by Disability CategoryBeyond Disability Categories: Preparing All Teachers for a Standards-Driven System10. Disproportionality in Special Education: A Transatlantic Phenomenon - Alan Dyson, Elizabeth KozleskiDisproportionality in Special Education in the USADisproportionality in Special Education in EnglandDisproportionality in Two Countries11. Classification of Children With Disabilities in the Context of Performance-Based Educational Reform? An Unintended Classification System - Katherine Nagle, Martha L. ThurlowBackgroundPerformance-Based Accountability: A New Classification SystemPart III. New Approaches to the Classification Dilemma12. International Classification of Functioning, Disability, and Health - Rune J. Simeonsson, Nancy E. Simeonsson, Judith HollenwegerDefining and Classifying Childhood DisabilityClassification Problems in EducationThe Dimensional Paradigm of DisabilityToward a Common Language of Disability in Special Education13. Learning Disabilities in the United States: Operationalizing a Construct - Deborah L. Speece14. Beyond the Dilemma of Difference: The Capability Approach on Disability and Special Educational Needs - Lorella TerziConceptualizing Differences in Education: Disability and Special Educational NeedsReconceptualizing Disability: The Capability ApproachBeyond the Dilemma of Difference: The Capability Approach in Education15. Concluding Thoughts: On Perspectives and Purposes of Disability Classification Systems in Education - Martyn Rouse, Kelly Henderson, Lou DanielsonReferencesIndex