Disability Classification in Education
Purchase
Description
"Makes a strong contribution to the field, illuminating many issues and significant concerns."
—Mary Carlson, Special Education Teacher
Park Hill K–8 School, Denver, CO
"A unique, timeless collection that raises interesting questions about disability classification internationally."
—Wendy Dallman, Special Education Teacher
New London High School, WI
Promote equal educational opportunity through improved classification practices!
The identification of children for special educational services has long been a topic of debate. Are students classified accurately? Do current classification systems produce adequate education services? Have systems designed to ensure equity instead resulted in discrimination?
Disability Classification in Education offers a comprehensive analysis of current classification systems and categorical labels in the United States, the United Kingdom, and other countries. Covering specific national policies from historical, sociological, and legal perspectives, this collection of articles from a group of esteemed educational researchers identifies the disparities between different classification systems and suggests changes based on recent requirements, challenges, and trends. Aligned with NCLB and the reauthorization of IDEA 2004, this edited volume examines:
- The evolution of special education classification policies
- The relevance of existing disability classification systems
- Dilemmas educators face in using current classification procedures
- Alternatives for serving learners with special needs
- Approaches to developing a standardized or universal classification policy
Intended to stimulate discussion and spark change, this guide helps school or district administrators and university faculty improve the professional practice of those entrusted with the development and well-being of children with disabilities.
Contents
Preface
Preface
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Part I. International and Cross-National Contexts Within the Current Use of Disability Classification
- 1. Disability Classification in Education
- The Purpose of the Book
- Structure of the Book
- 2. Cross-National Comparisons of Special Education Classification Systems
- Approaches to Develop Indicators Relevant to Special Needs Education
- 3. A Supply Side Approach for a Resource-Based Classification System
- A Resource-Based Approach From a Comparative Perspective
- A Resource-Based Approach for Policy Monitoring
- 4. Evolving Dilemmas About Categorization
- Categorization in a Historical Perspective
- Recent Conceptualizations of Categorization
- 5. Disability Classification, Categorization in Education: A US Perspective
- Prior to 1975
- The Hobbs Report
- IDEA
- 6A. Implications for Human and Civil Rights Entitlements: Stigma, Stereotypes, and Civil Rights in Disability Classification Systems
- Use of Classifications in Law
- Diminishing Disability
- 6B. Implications for Human and Civil Rights Entitlements: Disability Classification Systems and the Law of Special Education
- Applying IDEA Classifications
- IDEA and the No Child Left Behind Act
- New Contexts for Classification
- 7. The Classification of Pupils at the Educational Margins in Scotland: Shifting Categories and Frameworks
- SEN Policy Frameworks
- Policy Frameworks and Classification Systems
- Policy Outcomes: Special Education and the Classification of Children in Scotland
- The Impact of Disability Legislation in Scotland
- The Education (Additional Support for Learning)(Scotland) Act 2004
- Identifying Children With Additional Support Needs
- Rights of Appeal, Adjudication, and Mediation
- Inclusion and Additional Support for Learning
Part II. Interaction and Impacts of Classification Policies on Educational Systems
- 8. Perspectives and Purposes of Disability Classification Systems: Implications for Teachers and Curriculum and Pedagogy
- Different Kinds of Classifications
- Are Categories of Disabilities and Difficulties Used in Special Education Relevant to Teaching?
- Implications for Classification of Special Educational Needs
- Concluding Comments
- 9. Disability Classification and Teacher Education
- Preparing Teachers by Disability Category
- Beyond Disability Categories: Preparing All Teachers for a Standards-Driven System
- 10. Disproportionality in Special Education: A Transatlantic Phenomenon
- Disproportionality in Special Education in the USA
- Disproportionality in Special Education in England
- Disproportionality in Two Countries
- 11. Classification of Children With Disabilities in the Context of Performance-Based Educational Reform? An Unintended Classification System
- Background
- Performance-Based Accountability: A New Classification System
Part III. New Approaches to the Classification Dilemma
- 12. International Classification of Functioning, Disability, and Health
- Defining and Classifying Childhood Disability
- Classification Problems in Education
- The Dimensional Paradigm of Disability
- Toward a Common Language of Disability in Special Education
- 13. Learning Disabilities in the United States: Operationalizing a Construct
- 14. Beyond the Dilemma of Difference: The Capability Approach on Disability and Special Educational Needs
- Conceptualizing Differences in Education: Disability and Special Educational Needs
- Reconceptualizing Disability: The Capability Approach
- Beyond the Dilemma of Difference: The Capability Approach in Education
- 15. Concluding Thoughts: On Perspectives and Purposes of Disability Classification Systems in Education
References
References
Index
Index
Description
"Makes a strong contribution to the field, illuminating many issues and significant concerns."
—Mary Carlson, Special Education Teacher
Park Hill K–8 School, Denver, CO
"A unique, timeless collection that raises interesting questions about disability classification internationally."
—Wendy Dallman, Special Education Teacher
New London High School, WI
Promote equal educational opportunity through improved classification practices!
The identification of children for special educational services has long been a topic of debate. Are students classified accurately? Do current classification systems produce adequate education services? Have systems designed to ensure equity instead resulted in discrimination?
Disability Classification in Education offers a comprehensive analysis of current classification systems and categorical labels in the United States, the United Kingdom, and other countries. Covering specific national policies from historical, sociological, and legal perspectives, this collection of articles from a group of esteemed educational researchers identifies the disparities between different classification systems and suggests changes based on recent requirements, challenges, and trends. Aligned with NCLB and the reauthorization of IDEA 2004, this edited volume examines:
- The evolution of special education classification policies
- The relevance of existing disability classification systems
- Dilemmas educators face in using current classification procedures
- Alternatives for serving learners with special needs
- Approaches to developing a standardized or universal classification policy
Intended to stimulate discussion and spark change, this guide helps school or district administrators and university faculty improve the professional practice of those entrusted with the development and well-being of children with disabilities.
Contents
Preface
Preface
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Part I. International and Cross-National Contexts Within the Current Use of Disability Classification
- 1. Disability Classification in Education
- The Purpose of the Book
- Structure of the Book
- 2. Cross-National Comparisons of Special Education Classification Systems
- Approaches to Develop Indicators Relevant to Special Needs Education
- 3. A Supply Side Approach for a Resource-Based Classification System
- A Resource-Based Approach From a Comparative Perspective
- A Resource-Based Approach for Policy Monitoring
- 4. Evolving Dilemmas About Categorization
- Categorization in a Historical Perspective
- Recent Conceptualizations of Categorization
- 5. Disability Classification, Categorization in Education: A US Perspective
- Prior to 1975
- The Hobbs Report
- IDEA
- 6A. Implications for Human and Civil Rights Entitlements: Stigma, Stereotypes, and Civil Rights in Disability Classification Systems
- Use of Classifications in Law
- Diminishing Disability
- 6B. Implications for Human and Civil Rights Entitlements: Disability Classification Systems and the Law of Special Education
- Applying IDEA Classifications
- IDEA and the No Child Left Behind Act
- New Contexts for Classification
- 7. The Classification of Pupils at the Educational Margins in Scotland: Shifting Categories and Frameworks
- SEN Policy Frameworks
- Policy Frameworks and Classification Systems
- Policy Outcomes: Special Education and the Classification of Children in Scotland
- The Impact of Disability Legislation in Scotland
- The Education (Additional Support for Learning)(Scotland) Act 2004
- Identifying Children With Additional Support Needs
- Rights of Appeal, Adjudication, and Mediation
- Inclusion and Additional Support for Learning
Part II. Interaction and Impacts of Classification Policies on Educational Systems
- 8. Perspectives and Purposes of Disability Classification Systems: Implications for Teachers and Curriculum and Pedagogy
- Different Kinds of Classifications
- Are Categories of Disabilities and Difficulties Used in Special Education Relevant to Teaching?
- Implications for Classification of Special Educational Needs
- Concluding Comments
- 9. Disability Classification and Teacher Education
- Preparing Teachers by Disability Category
- Beyond Disability Categories: Preparing All Teachers for a Standards-Driven System
- 10. Disproportionality in Special Education: A Transatlantic Phenomenon
- Disproportionality in Special Education in the USA
- Disproportionality in Special Education in England
- Disproportionality in Two Countries
- 11. Classification of Children With Disabilities in the Context of Performance-Based Educational Reform? An Unintended Classification System
- Background
- Performance-Based Accountability: A New Classification System
Part III. New Approaches to the Classification Dilemma
- 12. International Classification of Functioning, Disability, and Health
- Defining and Classifying Childhood Disability
- Classification Problems in Education
- The Dimensional Paradigm of Disability
- Toward a Common Language of Disability in Special Education
- 13. Learning Disabilities in the United States: Operationalizing a Construct
- 14. Beyond the Dilemma of Difference: The Capability Approach on Disability and Special Educational Needs
- Conceptualizing Differences in Education: Disability and Special Educational Needs
- Reconceptualizing Disability: The Capability Approach
- Beyond the Dilemma of Difference: The Capability Approach in Education
- 15. Concluding Thoughts: On Perspectives and Purposes of Disability Classification Systems in Education
References
References
Index
Index
Reviews
Disability Classification in Education
Issues and Perspectives
March 2008 | 296 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Hardcover | 27/02/2023 | 9781412938761 | $96.95 |
| Paperback | 27/02/2023 | 9781412938778 | $44.95 |
| Lifetime | 01/02/2026 | 9781452280677 | $41.00 |
"Makes a strong contribution to the field, illuminating many issues and significant concerns."
—Mary Carlson, Special Education Teacher
Park Hill K–8 School, Denver, CO
"A unique, timeless collection that raises interesting questions about disability classification internationally."
—Wendy Dallman, Special Education Teacher
New London High School, WI
Promote equal educational opportunity through improved classification practices!
The identification of children for special educational services has long been a topic of debate. Are students classified accurately? Do current classification systems produce adequate education services? Have systems designed to ensure equity instead resulted in discrimination?
Disability Classification in Education offers a comprehensive analysis of current classification systems and categorical labels in the United States, the United Kingdom, and other countries. Covering specific national policies from historical, sociological, and legal perspectives, this collection of articles from a group of esteemed educational researchers identifies the disparities between different classification systems and suggests changes based on recent requirements, challenges, and trends. Aligned with NCLB and the reauthorization of IDEA 2004, this edited volume examines:
- The evolution of special education classification policies
- The relevance of existing disability classification systems
- Dilemmas educators face in using current classification procedures
- Alternatives for serving learners with special needs
- Approaches to developing a standardized or universal classification policy
Intended to stimulate discussion and spark change, this guide helps school or district administrators and university faculty improve the professional practice of those entrusted with the development and well-being of children with disabilities.
Table Of Contents:
- Preface
- Acknowledgments
- About the Authors
- Part I. International and Cross-National Contexts Within the Current Use of Disability Classification
- 1. Disability Classification in Education
- The Purpose of the Book
- Structure of the Book
- 2. Cross-National Comparisons of Special Education Classification Systems
- Approaches to Develop Indicators Relevant to Special Needs Education
- 3. A Supply Side Approach for a Resource-Based Classification System
- A Resource-Based Approach From a Comparative Perspective
- A Resource-Based Approach for Policy Monitoring
- 4. Evolving Dilemmas About Categorization
- Categorization in a Historical Perspective
- Recent Conceptualizations of Categorization
- 5. Disability Classification, Categorization in Education: A US Perspective
- Prior to 1975
- The Hobbs Report
- IDEA
- 6A. Implications for Human and Civil Rights Entitlements: Stigma, Stereotypes, and Civil Rights in Disability Classification Systems
- Use of Classifications in Law
- Diminishing Disability
- 6B. Implications for Human and Civil Rights Entitlements: Disability Classification Systems and the Law of Special Education
- Applying IDEA Classifications
- IDEA and the No Child Left Behind Act
- New Contexts for Classification
- 7. The Classification of Pupils at the Educational Margins in Scotland: Shifting Categories and Frameworks
- SEN Policy Frameworks
- Policy Frameworks and Classification Systems
- Policy Outcomes: Special Education and the Classification of Children in Scotland
- The Impact of Disability Legislation in Scotland
- The Education (Additional Support for Learning)(Scotland) Act 2004
- Identifying Children With Additional Support Needs
- Rights of Appeal, Adjudication, and Mediation
- Inclusion and Additional Support for Learning
- Part II. Interaction and Impacts of Classification Policies on Educational Systems
- 8. Perspectives and Purposes of Disability Classification Systems: Implications for Teachers and Curriculum and Pedagogy
- Different Kinds of Classifications
- Are Categories of Disabilities and Difficulties Used in Special Education Relevant to Teaching?
- Implications for Classification of Special Educational Needs
- Concluding Comments
- 9. Disability Classification and Teacher Education
- Preparing Teachers by Disability Category
- Beyond Disability Categories: Preparing All Teachers for a Standards-Driven System
- 10. Disproportionality in Special Education: A Transatlantic Phenomenon
- Disproportionality in Special Education in the USA
- Disproportionality in Special Education in England
- Disproportionality in Two Countries
- 11. Classification of Children With Disabilities in the Context of Performance-Based Educational Reform? An Unintended Classification System
- Background
- Performance-Based Accountability: A New Classification System
- Part III. New Approaches to the Classification Dilemma
- 12. International Classification of Functioning, Disability, and Health
- Defining and Classifying Childhood Disability
- Classification Problems in Education
- The Dimensional Paradigm of Disability
- Toward a Common Language of Disability in Special Education
- 13. Learning Disabilities in the United States: Operationalizing a Construct
- 14. Beyond the Dilemma of Difference: The Capability Approach on Disability and Special Educational Needs
- Conceptualizing Differences in Education: Disability and Special Educational Needs
- Reconceptualizing Disability: The Capability Approach
- Beyond the Dilemma of Difference: The Capability Approach in Education
- 15. Concluding Thoughts: On Perspectives and Purposes of Disability Classification Systems in Education
- References
- Index