Margaret J. McLaughlin – författare

In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education?

In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"—the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education.

The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students.

Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilities—and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children''s education.

Published in 2003, Volume 13, Number 4 of the Journal of Educational and Psychological Consultation. This volume covers looking at ‘Beacons of Excellence Schools’ what they tell us about collaborative practises and examining special and general education collaborative practise in exemplary schools.

Published in 2003, Volume 13, Number 4 of the Journal of Educational and Psychological Consultation. This volume covers looking at ‘Beacons of Excellence Schools’ what they tell us about collaborative practises and examining special and general education collaborative practise in exemplary schools.

"Makes a strong contribution to the field, illuminating many issues and significant concerns."—Mary Carlson, Special Education TeacherPark Hill K–8 School, Denver, CO

"A unique, timeless collection that raises interesting questions about disability classification internationally."—Wendy Dallman, Special Education TeacherNew London High School, WI

Promote equal educational opportunity through improved classification practices!

The identification of children for special educational services has long been a topic of debate. Are students classified accurately? Do current classification systems produce adequate education services? Have systems designed to ensure equity instead resulted in discrimination?Disability Classification in Education offers a comprehensive analysis of current classification systems and categorical labels in the United States, the United Kingdom, and other countries. Covering specific national policies from historical, sociological, and legal perspectives, this collection of articles from a group of esteemed educational researchers identifies the disparities between different classification systems and suggests changes based on recent requirements, challenges, and trends. Aligned with NCLB and the reauthorization of IDEA 2004, this edited volume examines:

Intended to stimulate discussion and spark change, this guide helps school or district administrators and university faculty improve the professional practice of those entrusted with the development and well-being of children with disabilities.

"Makes a strong contribution to the field, illuminating many issues and significant concerns."—Mary Carlson, Special Education TeacherPark Hill K–8 School, Denver, CO

"A unique, timeless collection that raises interesting questions about disability classification internationally."—Wendy Dallman, Special Education TeacherNew London High School, WI

Promote equal educational opportunity through improved classification practices!

The identification of children for special educational services has long been a topic of debate. Are students classified accurately? Do current classification systems produce adequate education services? Have systems designed to ensure equity instead resulted in discrimination?Disability Classification in Education offers a comprehensive analysis of current classification systems and categorical labels in the United States, the United Kingdom, and other countries. Covering specific national policies from historical, sociological, and legal perspectives, this collection of articles from a group of esteemed educational researchers identifies the disparities between different classification systems and suggests changes based on recent requirements, challenges, and trends. Aligned with NCLB and the reauthorization of IDEA 2004, this edited volume examines:

Intended to stimulate discussion and spark change, this guide helps school or district administrators and university faculty improve the professional practice of those entrusted with the development and well-being of children with disabilities.