000456352 000__ 03511cam\a2200349Ia\4500
000456352 001__ 456352
000456352 005__ 20210513160709.0
000456352 008__ 121113s2013\\\\mau\\\\\\\\\\\000\0\eng\d
000456352 019__ $$a793223207
000456352 020__ $$a9780078050480 (pbk. : alk. paper)
000456352 020__ $$a0078050480 (pbk. : alk. paper)
000456352 035__ $$a(OCoLC)ocn817701425
000456352 035__ $$a456352
000456352 040__ $$aSZR$$cSZR$$dSZR$$dYHM$$dBTCTA$$dYDXCP
000456352 049__ $$aISEA
000456352 050_4 $$aLC3965$$b.T35 2013
000456352 24500 $$aTaking sides.$$pClashing views in special education /$$cselected, edited, and with introductions by MaryAnn Byrnes.
000456352 24630 $$aClashing views in special education
000456352 24630 $$aSpecial education
000456352 250__ $$a6th ed.
000456352 260__ $$aNew York :$$bMcGraw-Hill,$$cc2013.
000456352 300__ $$axxxii, 463 p. ;$$c24 cm.
000456352 4901_ $$aTaking sides
000456352 4901_ $$aContemporary learning series
000456352 5050_ $$aUnit 1: Special education and society. Are labels good for kids? -- Did IDEA 2004 contain substantial changes? -- Is disproportionally high minority representation in Special Education a  schools problem? -- Can RTI and IDEA child find coexist? -- Can whole-school reform reduce discipline problems? -- Are charter schools a good choice for students with disabilities? -- Should insurance cover treatments/services for autism? -- Unit 2: Access and accountability. Has the American with Disabilities Act (ADA) accomplished its goals? -- Should (RTI) intervention be delivered by Special Educators? -- Should special education and general education merge? -- Does NCLB leave some students behind? -- Should students with cognitive disabilities be expected to demonstrate academic proficiency? -- Is full inclusion the least restrictive environment? -- Should colleges be more accommodating to students with disabilities? -- Unit 3: Exceptionalities. Do gifted and talented students need special schools? -- Is mental health screening an unwarranted intrusion? -- Should the government prohibit the use of restraint and seclusion in schools? -- Is ADHD a real disorder? -- Are evidence-based practice sufficient for educating studens with autism? -- Does working with parents have to be contentious?
000456352 520__ $$aThis volume presents current controversial issues surrounding special education in a debate-style format designed to stimulate student interest and develop critical thinking skills. Special education is the education of students with special needs in a way that addresses the students' individual differences and needs. Common special needs include challenges with learning, communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disorders. This topic is framed with a general summary and introduction, and a postscript or challenge questions. This work features an annotated listing of selected World Wide Web sites and an online instructor's resource guide with testing material available. This book includes 20 issues, addressing active debates in the field, introducing questions of social policy and practice as it pertains to special education. This work also highlights perspectives on educational expectations and outcomes and presents critical considerations about atypical learners and the treatments suggested for their benefit.
000456352 650_0 $$aSpecial education.
000456352 650_0 $$aSpecial education$$xSocial aspects.
000456352 650_0 $$aChildren with disabilities$$xEducation$$zUnited States.
000456352 7001_ $$aByrnes, MaryAnn.
000456352 830_0 $$aTaking sides.
000456352 830_0 $$aMcGraw-Hill contemporary learning series.
000456352 85200 $$bgen$$hLC3965$$i.T35$$i2013
000456352 909CO $$ooai:library.usi.edu:456352$$pGLOBAL_SET
000456352 980__ $$aBIB
000456352 980__ $$aBOOK