Written during a period of reexamination and change in the field of special education, this book was developed in order to provide a better understanding of the contexts in which children receive their formal education. The movement toward the "least restrictive environment" for the education of children with disabilities is weathering a wave of reinterpretations including mainstreaming, the regular education initiative, and inclusion. While each interpretation has its proponents and critics, limited theory and few data are available to guide these important policy decisions.
Focusing specifically on classrooms -- the settings where educators can have the most immediate impact and where research is most needed -- this volume's goals are:
* to establish what is known about classroom ecologies from both general and special education perspectives,
* to integrate the perspectives of researchers and practitioners, and
* to chart directions for further research specifically related to children with learning disabilities.
The construct of classroom ecology is defined as three interrelated domains: instruction, teacher and peer interaction, and organization and management. This scheme provides the structure for the book. Taken as a whole, the content of the volume underscores the limits of current knowledge and at the same time provides directions for needed changes in both research and practice.
"synopsis" may belong to another edition of this title.
The edited text comes highly recommended as a library of professional purchase or for use in courses dealing with inclusion. I would also recommend its use for a graduate class covering learning environments for children with learning disabilities or who are at-risk for academic failure.
—Research and Reflection
This book provides a comprehensive analysis of the debates and major issues relating to special needs education which have parallels in British research, policy and practice.
—Centre for Education Development, Appraisal and Research
This book provides a comprehensive analysis of the debates and major issues relating to special needs education which have parallels in British research, policy and practice. The authors raise fundamental questions and put forward suggestions for further research which could influence change in special education.
—British Journal of Educational Psychology
"About this title" may belong to another edition of this title.
Book Description Routledge, 1996. Paperback. Book Condition: New. Never used!. Bookseller Inventory # P110805818979
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