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Tables of Contents for Special Education's Failed System
Chapter/Section Title
Page #
Page Count
Acknowledgments
xi
 
1 SPECIAL EDUCATION ELIGIBILITY: INTRODUCTORY PROBLEMS
1
8
Eligibility Leads to Assistance, Answers, and Dollars
1
2
Eligibility: A Capricious Determination
3
1
Legal Action
4
1
Federal Government's Involvement
4
2
Focus: The New Special Education Students
6
3
2 CHANGING FACES: THE NEW CHILDREN
9
6
Special Education School
10
2
The Growing River of Special Education Children
12
1
Focus: The River Is Out of Control
12
3
3 JUDGING EXCEPTIONALITY
15
24
Different Perspectives
16
1
Startling Costs
16
1
Experiences Impact Perceptions and Strategies
17
4
The Public School Arena
21
5
Special Education Assistance
26
1
Special Education Eligibility Testing
27
3
Providing Services: Waiting for Children to Worsen
30
1
Eligibility: Special Education's Safety Nets, General Education's Excuses
31
3
Focus: Challenging the Eligibility System
34
5
4 DISCREPANCIES: THE BASIS FOR SPECIAL EDUCATION SERVICES
39
18
Classroom Expectations, School Performance, and Discrepancies
39
2
Special Education's Discrepancy Model
41
3
Critical Error: Accountability Not Mandated
44
1
Moscow: October 4, 1957
45
2
Discrepancies in the Making: Real or Artificial?
47
1
Critical Juncture
48
1
The River of Disabled Children
49
3
Future Eligibility Requirements
52
1
A Hint at the Future
53
1
Focus: Decision Errors
54
3
5 ELIGIBILITY: THE PLAYING FIELD
57
14
Degrees of Discrepancy
58
3
The Real Purpose for the Term "Severity"
61
1
Intellectual Potential and Eligibility
62
1
Intelligence: Definition
63
1
Intelligence: Not an Entity
64
3
Focus: Removing the Measure of Intelligence From Special Education's Eligibility Model
67
4
6 MEASURING INTELLIGENCE
71
16
Maximum Capacity
71
4
The Ability-Achievement Discrepancy Model's Demise
75
1
What Do Tests of Intelligence Measure?
75
1
Measuring Environmental Influences
76
3
Deleting Intelligence Tests from Special Education
79
1
Intelligence Tests Are Achievement Instruments
80
1
Predictors of School Success
81
2
Focus: A Shadowy Picture of Classroom Achievement
83
4
7 MEASURING CLASSROOM ACHIEVEMENT
87
10
Familiar Problems
87
1
New Problems
88
1
Special Education's Standardized Achievement Tests
88
4
General Education: Excused Once More
92
2
Focus: Removing Standardized Achievement Measures from Eligibility Decisions
94
3
8 A MOVE TOWARD EXCLUSION
97
12
A Critical Choice: Categorical Exclusion
97
5
A Call for Change
102
1
Prevention: Services as Needed
102
1
Focus: A New River of Children
103
6
9 LEARNING DISABILITIES
109
16
Supplanting "Educationally Retarded"
110
1
The Choice Point Again
110
3
How Little Any of This Matters
113
3
Learning Disability
116
2
Eligibility
118
3
Focus: Diversity
121
4
10 DIVERSITY: STUDENTS AND THEIR ENTERING SKILLS
125
22
Disability Must Give Way to Diversity
125
3
Diverse Cultures
128
1
Diverse Languages
129
3
Culturally and Linguistically Diverse Students and Learning Disabilities
132
1
Diversity and Curriculum Casualties
133
1
Graphic Depictions of Curriculum Mismatching
134
3
Today's Entering Skills: A Different Curve
137
2
Will Education Recognize Diversity in Time?
139
1
A Difficult First Step: Relinquishing the Concept of Learning Disabilities
140
1
Focus: Supporting Diversity through Modified Curriculums
141
6
11 ENTERING SKILLS AT THE MARGINS
147
12
Students at the Margins
147
2
Mild Mental Retardation or Low Entering Skills
149
3
Gifted/Talented or Advanced Entering Skills
152
4
Focus: There's a Fly in the Ointment
156
3
12 THE RUDDER
159
6
The Principal: A School's Rudder
159
2
Change Will Require Leadership
161
1
Focus: Challenge
162
3
13 BRKTHRU
165
40
BRKTHRU's Planks
166
1
Support Needed
167
2
Assessment for Instruction
169
1
Referral Philosophy
170
3
BRKTHRU's Early Outcomes
173
1
Principal Power
174
1
Absence of Controlled Dependent Variables
174
2
Cactus Flower
176
1
BRKTHRU: Circa 1992-1993
176
2
BRKTHRU in Operation
178
7
Inservices
185
4
Classroom Assistance
189
3
Shaping A School's Program
192
4
Commitment
196
2
Early Results
198
1
Breakthru: 1993 to Present
198
5
Conclusions
203
2
Index
205