A comprehensive study that is also practical and realistic, New Directions in Special Education outlines principles for decisionmaking about special education at every level—from the family to the classroom, school, and district—and for state and federal policy. With this volume, leading scholar and disability advocate Thomas Hehir opens a new round of debate on the future of special education. Extending the conceptual framework developed in his seminal 2002 article in the Harvard Educational Review, "Eliminating Ableism in Education," Hehir examines the ways that cultural attitudes about disability systematically distort the education of children with special needs and uses this analysis to lay out a fresh approach to special education policy and practice. Hehir traces the roots of "ableism"—the pervasive devaluation of people with disabilities—and shows how negative attitudes continue to shape debates in the field. He assesses recent trends in special education policy, particularly the shift of emphasis from compliance to outcomes, and discusses in depth the successes and limitations of the inclusion movement. He also investigates the impact of standards-based reforms on children with disabilities and critically examines the promise of Universal Design for Learning.

This book is based on the workshop that kickstarted the NATO Science Committee Special Programme on Advanced Educational Technology. We invited the leaders in the field to attend this inaugural meeting and were delighted by the quality of the attendance, the papers delivered at the workshop and this book. Many of the authors have subsequently run other meetings funded by the Special Programme and have, or are in the process of, editing books which focus on particular topics. This book covers all the major themes in the area ranging from fundamental theoretical work to empirical studies of state of the art technological innovations. Tim O'Shea chaired the NATO Survey Group which planned the Programme and the subsequent Panel which disbursed funds in the first two years of the Programme. He would like to thank the other group and panel members, namely, Professor N Balacheff, Professor D Bjomer, Professor H Bouma, Professor P C Duchastel, Professor A Dias de Figueiredo, Dr D Jonassen and Professor T Liao. He would like to offer his special thanks to Dr L V da Cunha the NATO Programme Director for his unfailing support and patience. Eileen Scanlon was the Director of the Workshop which is the basis of this book. She offers heartfelt thanks to the contributors and to the following who provided practical help with the meeting or the production of this book: Mrs Pauline Adams, Dr Mike Baker, Mrs Kathy Evans, Mrs Patricia Roe, Mr Dave Perry and Ms Fiona Spensley.

By 2012 total college enrollment is projected to exceed 15.8 million, and a new generation of students and their attitudes, beliefs, and behaviors will be in the forefront of this enrollment boom. Now is the time for student affairs practitioners to consider new learning and service strategies, rethink student development theories, and modify educational environments. This volume provides a foundation for understanding the incoming generation of students and to offer suggestions on how to educate and serve them more effectively. This best selling issue is the 106th volume of the Jossey-Bass higher education report New Directions for Student Services.

A Psychology for Inclusive Education: New Directions in Theory and Practice.

This text will enable readers to use tools to design, conduct and report research in a way that transforms, when appropriate, the delivery of special education.

Specialised English: New Directions in ESP and EAP Research and Practice provides an authoritative and cutting-edge account of the latest avenues of research and practice in the dynamic field of Specialised English. Ken Hyland and Lillian Wong present 17 specially commissioned chapters by some of the world’s leading experts to offer discussions of key topics in research, theory and pedagogy from a variety of international perspectives. Divided into three sections, which focus on conceptual issues, text and classroom practice, this book: Offers a clear and accessible introduction to current issues in EAP and ESP, including academic interaction, academic lingua franca, second language publishing, workplace talk, practitioner identity, data-driven learning and critical thinking Includes studies of a range of genres such as research articles and student reports, student spontaneous speech, personal statements, builders’ diaries and university tutorials Presents links between theory and practice with a sampling of different research methodologies, practical applications and theoretical approaches Specialised English is essential reading for upper-level undergraduate and postgraduate students and researchers in EAP/ESP and applied linguistics, as well as pre- and in-service teachers and teacher educators.

This is an up-to-the-moment, engaging, multicultural introduction to education and teaching and the challenges and opportunities they present. Together, the four authors bring a rich blend of theory and practical application to this groundbreaking text. Jeannie Oakes is a leading education researcher and former director of the UCLA teacher education program. Martin Lipton is an education writer and consultant and has taught in public schools for 31 years. Lauren Anderson and Jamy Stillman are former public school teachers, now working as teacher educators. This unique, comprehensive foundational text considers the values and politics that pervade the U.S. education system, explains the roots of conventional thinking about schooling and teaching, asks critical questions about how issues of power and privilege have shaped and continue to shape educational opportunity, and presents powerful examples of real teachers working for equity and justice. Taking the position that a hopeful, democratic future depends on ensuring that all students learn, the text pays particular attention to inequalities associated with race, social class, language, gender, and other social categories and explores teachers role in addressing them. The text provides a research-based and practical treatment of essential topics, and it situates those topics in relation to democratic values; issues of diversity; and cognitive, sociocultural, and constructivist perspectives on learning. The text shows how knowledge of education foundations and history can help teachers understand the organization of today s schools, the content of contemporary curriculum, and the methods of modern teaching. It likewise shows how teachers can use such knowledge when thinking about and responding to headline issues like charter schools, vouchers, standards, testing, and bilingual education, to name just a few. Central to this text is a belief that schools can and must be places of extraordinary educational quality and institutions in the service of social justice. Thus, the authors address head-on tensions between principles of democratic schooling and competition for always-scarce high-quality opportunities. Woven through the text are the voices of a diverse group of teachers, who share their analyses and personal anecdotes concerning what teaching to change the world means and involves. Click Here for Book Website Pedagogical Features: Digging Deeper sections referenced at the end of each chapter and featured online include supplementary readings and resources from scholars and practitioners who are addressing issues raised in the text. Instructor s Manual offers insights about how to teach course content in ways that are consistent with cognitive and sociocultural learning theories, culturally diverse pedagogy, and authentic assessment.New to this Edition: "