Special Education International Perspectives by Rotatori, Anthony F. -- Read -- Imperial Library of Trantor

Index

Cover Title Copyright Contents List of Contributors Preface Part I: North and Central America

Special Education Today in the United States of America

Origins Prevalence Trends in Legislation and Litigation Prominent Educational Interventions

Individual Family Service Plan Individualized Education Programs Postsecondary Transition

Work with Families Teacher Training

Traditional Training Alternative Certification Licensure

Progress

Inclusion of Students with Disabilities Research-Based Instructional Practices Early Childhood Special Education and Transition Services

Challenges References

Special Education Today in Canada

Introduction Origins Disability Prevalence and Incidence Rates Legislative and Legal Trends in Canadian Special Education Prominent Educational Interventions

Early Intervention Inclusive Education Continuum of Services Home Schooling Transition to Work

Teacher Education

An Outcomes-Based Approach Models of Diversity Education for Pre-Service Teachers Professional Development for Practicing Teachers

Ongoing Challenges

Poor Education Outcomes for Students with Disabilities Special Education/Inclusive Education Dichotomy Evidence-Based Practice

Conclusion References

Special Education Today in Mexico

Introduction Origins of Special Education

Second Stage Third Stage Fourth Stage

Classification of Disability Prevalence Legislation and Public Policy Special Education Intervention Models Family Participation Teacher Training MEXICO'S SPECIAL EDUCATION: PROGRESS ATTAINED Challenges Facing Inclusive Education in Mexico Conclusion References

Special Education Today in Guatemala

Introduction Definition of Disability Disability Law History of Special Education Conceptions of Disability in Guatemala Legislation on Disability and Role of Government Overview of Special Education Working with Families of Special Needs Students

A Vignette Public Services for Families

Philosophical Principles for Individuals with Special Needs School Environments Teacher Training Conclusion Notes References

Part II: Europe

Special Education Today in the United Kingdom

Introduction Section 1: The United Kingdom: An Introduction

The Social Fabric of the United Kingdom The General School System Teaching–Learning Agendas within the Four Countries

Section 2: Special Educational Needs

General Developments Early Years Provision Contemporary Developments within the Four Countries

Section 3: Selected Contemporary Issues and Challenges for Inclusive Teacher Education

Teacher Education for Inclusion CODA

Notes References

Special Education Today in Spain

Introduction Origin of Special Education in Spain Overview of Spain’s Educational System Including Special Needs Education Assessment of Students for Special Educational Needs Provision, Supports, and Educational Interventions Teacher Education for Special and Inclusive Education Types of Institutions that Prepare Teachers Entry Requirements Teacher Education Curriculum Exit Requirements Degree Earned Family and Parent Involvement Future Trends and Challenges Conclusion References

Special Education Today in Norway

Introduction A Few Historical Facts about Norway Origins of Education

The Public School Teacher Education

The Rise of Special Education in Norway

The Era of Philanthropy (1825–1880) The Era of Segregation: Protection of Society (1880–1950) The Era of Segregation: In the Best Interests of the Child (1950–1975) The Era of Integration: Social Critique and Normalization The Era of Inclusion: The Last Phase of Norwegian Special Education?

Working with Families Special Education in Norway Today

Adapted Education

Future Challenges: The Efficacy of Special Education References

Special Education Today in Sweden

Introduction The Swedish Educational System: The General Context The Special Educational Structure The History of Special Education and Special Education Services

Early Beginnings Expansion of Special Education Starting Current School Prevalence Data Differentiation, Inclusion and Categorization Teacher Preparation School Problems and Students’ Difficulties Inclusive Education Challenges to Inclusive Education Ethnic Minority and Socially Disadvantaged Pupils

Special Education Research and Knowledge Construction Conclusion References

Special Education Today in Switzerland

Introduction Developments in Legislation: From Benefits to Rights Who has a Disability or Special Educational Needs? Prevalence Data The Influence of a Strong Private Service Sector on Special Education The Scientific Study of Special Education Training of Teachers and Professionals in Special Education Special Education Today and Future Challenges Notes References

Special Education Today in Iceland

Introduction

Iceland: Country and Nation

Education in Iceland Special Education in Iceland Research on Special Education in Iceland Origins and History of Special Education in Iceland Legal Trends, Litigation and the Financing of Special Education

Legal Trends Litigation Financing

The Children: Prevalence and Incidence of Impairment Educational Provision and Teacher Education for Special Needs

Identification and Intervention Provision of Special Support

Teacher Education Working with Families Issues and Challenges

Special Education versus Special Support Neoliberalism versus Child-Centred Views The Categorical versus the Contextual Model of Special Education The Perennial Tension between Full Inclusion and a Variety of Provision Inclusive Education: Ideology versus Practice How to Integrate Special Education in an Inclusive School?

Conclusion Notes Acknowledgements References

Special Education Today in Ukraine

Introduction Early Origins of Special Education

Communal Guardianship for Persons with Disabilities First Private Institutions for Different Categories of Children with Disabilities Regulatory Formalization of Education for Persons with Disabilities Development of Differential Diagnosis and Educational Intervention Advancements in Special Education Teaching and Legislative Directives (1960–1990) From Totalitarianism to Inclusion: Toward Irreversible Progressive Changes in Education

Prevalence and School Placements The Impact of Legislation for Free Public Education Movement into Inclusive Education Challenges to Inclusive Education

Attitude Modification Developing a Philosophical Instructional Framework

Conclusion Notes Acknowledgment References

Special Education Today in Russia

History of the Establishment of Special Education in Russia

First Period: Intolerance to Understanding Second Period: Care of the Disabled Third Period: Development of Teaching and Special Schools Fourth Period: Understanding the Need for Special Education Fifth Period: Equal Opportunities and Integration

Prevalence of Students with Disabilities Current System of Special Education in Russia Inclusion and Students with Disabilities in Russia Current Issues and Individuals with Disabilities Working with the Family

Psychological-Medical-Pedagogical Committees The Educational System

Conclusion References

Part III: Africa

Special Education Today in Nigeria

Development of Special Education in Nigeria Prevalence and Incidence of Disabilities in Nigeria Nigeria’s National Policy on Education

Absence of Legislative Support Absence of Funding Structure Lack of Effective Inclusion Programs Lack of Early Identification and Intervention Policies and Programs Inadequate Personnel Training Programs Lack of Facilities

Future Perspectives Conclusion References

Special Education Today in South Africa

Introduction Origins of Special Education in South Africa from its Colonial and Racist Past to a Democratic Society Phase One: Absence of Provision (1700s–1800s) Phase Two: White-dominated Provision, and the Important Role of the Church (from Late 1800s–1963)

Stage One: Provisioning by Church, Private Organizations and Society, and the Racist Nature of the State Stage Two: Development of Tests as a Precursor to Institutional Special Education and Education Support Services Stage Three: The Genesis of the Medical Model

Phase Three: ‘Separate Development’ and its Impact on Special Education and Education Support Services (1963–1994)

Stage One: Institutional Apartheid and Disparate Service Provision for the Four Race Groups Stage Two: Segregated Education Departments Take Control of Special Education and Education Support Services Provision Stage Three: The Homeland or Bantustan Phase

Phase Four: Developments in the New Democracy; from Special Needs Education to Inclusive Education Educational Interventions (Policy, Standards, Research) Prevalence and Incident Aspects Trends in Legislation and Litigation Working with Families Teachers and Special Education (Roles, Expectations, Training) Perspective on the Progress of Special Education Challenges that Remain Conclusion References

Special Education Today in Ghana

Introduction Origins of Special Education in Ghana

History of Service Provision for Persons with Disabilities

Prevalence and Incidence of Disability and Special Needs

Defining Exceptionality, People, and Ideas Prevalence

Trends in Legislation and Policy

Developments Towards Inclusive Education in Ghana: 1987–2004 Policy Initiatives for Special/Inclusive Education: 2000–2012

Educational Interventions: Policy and Standards

The Special Education Division of Ghana Education Service Interventions and Standards Teaching: Principles and Methodology

Working with Families Teachers and Special Education: Roles, Expectations and Training

Role of Special Schools Teachers Roles of Peripatetic and Resource Teachers Regular Classroom Teachers Teacher Training for Special Education Teacher Training for Inclusive Education under CBR Current Teacher Training Regime In-service Programmes

Perspective on the Progress of Special Education in Ghana

Special Schools Current Provisions Inclusive Education

Challenges of Special Education in Ghana

Access Resourcing Resources for Inclusive Education Problem with Policy Making Issues with Policy Implementation Teacher Training and Quality of Instruction in Inclusive Classrooms

Conclusions References

Part IV: The Middle East

Special Education Today in Israel

Special Education in Israel Educational Policy in Israel

Inclusionary Practices Prevalence and Incident Rates

Changes in Rates of Disabilities Case Study: Changes in Prevalence of Students Diagnosed with Autistic Spectrum Disorder Prominent Educational Interventions Educational Plan in Segregated Schools

Core Curriculum Strategies for Accommodations

Response to Intervention The Inclusion Plan Interventions for Mainstreaming Students

Matya – Organizational Resources Special Issues: Accessibility of Educational Institutes Blind and Visually Impaired Students Students with ASD

Teacher Training A New Framework for Teacher Training Conclusion Notes References

Special Education Today in the Kingdom of Saudi Arabia

Introduction Origins and Attitudes Prevalence and Incident Rates Trends in Legislation and Litigation

Major Elements of the RSEPI Disability Code

Prominent Educational Intervention

Education Setting Procedures to Determine Eligibility for Special Education Services Providing Individual Education Programs Related Services for Students with Disabilities Transition Services

Preparation of Special Education Personnel

Paraprofessionals Teacher Preparation

Progress of Special Education Services in Saudi Arabia References

Special Education Today in Turkey

Introduction Origins of Special Education Prevalence and Incident of Students with Special Needs Trends in Laws and Regulations in Turkey Educational Interventions in Turkey Working with Families of Individuals with Disabilities in Turkey Teachers Training in Special Education Perspective on the Progress of Special Education Special Education Challenges References

Part V: South Asia

Special Education Today in India

Introduction Origins of Special Education Prevalence of Disability in India Government’s Efforts in Providing Services Promoting Inclusive Education in India

The 1960s The 1970s The 1980s The 1990s The 2000s

Current Challenges for Inclusive Education in India Working with Families of Children with Disabilities in India Teacher Preparation Conclusion References

Special Education Today in Bangladesh

Introduction Origin of Special Education in Bangladesh Definition of Disability Types of Disability Prevalence of Disability

Disability Type and Prevalence

Policy and Legislation

Bangladesh Persons with Disability Welfare Act, 2001 National Education Policy (NEP) 2010 Rights and Protection of Persons with Disabilities Act, 2013

Educational Interventions

Primary Education Development Program Teaching Quality Improvement in Secondary Education Special Schools Run by the Government of Bangladesh Schools for Students with Visual Impairment Schools for Students with Hearing Impairment Schools for Students with Intellectual Disability Schools for Children with Autism Schools for Children with Physical Disabilities

Educational Facilities Provided by Local NGOs Use of Technology for Students with Disabilities Early Intervention Programs Working with Families Strategies used in Government to Work with Families

School Managing Committee (SMC) Parent–Teacher Association (PTA) Mothers’ Meeting School Survey

Strategies Employed by NGOs to Work with Families Teacher Training Government’s Arrangement for Teacher Training

National Center of Special Education (NCSE) Primary Training Institute (PTI) Directorate of Primary Education Cluster Training Program Teacher Training College

Teacher Education Institute at University Level

Graduate Programs Undergraduate Program Initiatives of Nongovernment Organizations for Teacher Training

Progress of Special Education Educating Students with Disabilities Teacher Training Quality of Life Employment Training Funding from the Government Challenges to the Education for Children with Disabilities Concluding Remarks References

Part VI: Australasia

Special Education Today in Australia

Understanding the Context History of Special Education in Australia

Early Beginnings Formal Advances in the 1900s

Trends in Legislation, Litigation, and Policy Development in Australia State Policies on Education of Children with Disabilities Working with Parents Prevalence and Incidence of Students with Disabilities in Australia Teacher Education and Special Education Challenges and New Initiatives

Who Is Disabled? Nationally Consistent Collection of Data: School Students with a Disability Inclusion of Students with Disabilities in National Testing National Curriculum and Students with Disabilities

Conclusion References

Special Education Today in New Zealand

Introduction

Origins of Special Education Special Education Training Educational Influences Prevalence and Incidence Trends in Legislation Perspective on the Progress of Special and Inclusive Education

Challenges for the Future References

Part VII: Far East

Special Education Today in China

Introduction Early Inception of China’s Special Education and Its Development China’s Special Education in the Reform and Open Policy Era Definition, Prevalence, and Incidence

Definition Prevalence and Incidence

Trends in Legislation and Litigation

Major Chinese Disability Laws and Noticeable Trends Litigation and Court Cases about Disability Rights

Educational Interventions and Services Working with Families of Children with Disabilities Teachers and Training in Special Education

Preservice Teacher Preparation In-Service Special Education Teachers’ Professional Development

Perspective on the Progress of Special Education Remaining Challenges for China’s Special Education

Policy and Systems Barriers Resources and Support System Evidence-Based Special Education Practices

Conclusion References

Special Education Today in Thailand

History of Disabilities in Thailand

Early Efforts Prior to Special Education Legislation The Royal Family and the Field of Disabilities Individuals with Disabilities and Laws The Era of Mandated Special Education

Disability Categories Types of Educational Settings

Inclusive Public Schools Special Education Schools Special Education Centers Non-Formal Education Educational Institutions Outside the MOE

Concerns and Challenges in Special Education

Lack or Excess of Data Individuals with Disabilities Not Enrolled in School Lack of High Quality Individualized Education Programs Lack of Preparation for the Post-School Life Problem of Accurate Monitoring Systems Lack of Strong Parent Movement and Advocacy

Special Education Teacher Preparation

Teacher Shortage Lack of Knowledge and Skills Lack of Resources

Other Factors Beyond Special Education

Numerous Administrative Organizations Creating Confusion Formal versus Natural Support Personal Outcomes Measurement Self-Determination Quality of Life

Recommendations

Educate and Support Families Equip and Encourage Special Educators Ensure High Quality IEPs – Curriculum, Strategies, and Evaluation Improve Teacher Education Encourage Collaboration Seek Long-Term Policy

Conclusions Notes References

← Prev
Back
Next →

← Prev
Back
Next →