KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name: EDUC 7735 Inclusive Education/Special Education
Department: Inclusive Education Department
Degree Title (if applicable) M.Ed.
Proposed Effective Date: Fall, 2007
Minor Changes:
1.
Minor changes are defined as a change to one of the following
a. _____ change to the title of a course
b. _____ simple editing changes to a course description
c. _____ course deletion
d. ___X__ course numbering change
e. _____ degree program name change
f. _____ credit hour change
2.
Multiple changes to any combination of title, numbering, or description DO NOT
constitute a Minor Change, and must go through the full course revision proposal
approval process.
3.
Changes that appear to be more than simple editing changes must go through the full
course proposal approval process (committee chair discretion).
4.
Proposals that meet the criteria as being minor changes, are exempt from the twoweek submission prior to the first reading rule
Submitted by:
Approved
Patricia Crawford, Ph.D.
Faculty Member
2/20/07
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog 124
Course Prefix and Number EDUC 7735
Course Title The Law and its Impact on Programs for Diverse Learners
Credit Hours 3
Prerequisites None
Description:
This course focuses on the laws protecting students with disabilities and those who are English
language learners (ELLs), as well as their families. Particular emphasis will be placed upon how
the law translates to daily practices for teachers and school leaders. As part of the study,
candidates will analyze research data, federal and state law, rules of the Georgia State School
Board, summaries of legal decisions, etc.
II.
Proposed Information (Fill in the changed item)
Course Prefix and Number ___INED 7735____________________
Course Title ___Same________________________________________
Credit Hours 3
Prerequisites None
Description: Same
III.
Justification
Course prefix change due to department name change.
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VII. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course changes have been approved by the Office of the President.
DISCIPLINE
Inclusive Education
COURSE NUMBER
INED 7735
COURSE TITLE FOR LABEL
Assessment
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
0
Approval, Effective Term
Fall, 2007
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas?
N/A
Learning Support Programs courses which are
required as prerequisites
None
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
3
COURSE SYLLABUS (Attach here)
INED 7735
CURRENT TRENDS AND LEGAL ISSUES
Fall Semester 2007
I.
INSTRUCTORS:
CLASS MEETING:
K. P. Harris, Ph. D.
Telephone: 678 797-2231
Office: KH3209
Email: kharri63@kennesaw.edu
Fax:
DAY;
Thursday
TIME:
5:00-8:00pm
LOCATION: KH 1107
P. M. Crawford, Ph.D.
Telephone: 770 423-6441
Office: KH3204
Email: pcrawfo4@kennesaw.edu
770-423-6263
OFFICE HOURS (for Drs. Harris &
Crawford): By appointment
II.
REQUIRED TEXTS:
Sorrels, A.M., Rieth, H.J., & Sindelar, P.T. (2004). Critical issues in special education: Access diversity and
accountability. Boston: Pearson Education.
III.
RECOMMENDED TEXTS:
Apple, M.W. (1996). Cultural politics and education. New York: Teachers College Press.
Benner, S.M (1998). Special education issues within the context of American society. Belmont, CA: Wadsworth.
Byrnes, M. (2002). Taking sides: Clashing views on controversial issues in special education. Gilford, CT: McGrawHill/Dushkin.
Darling-Hammond, L., & Sykes, G. (Eds). (1999) Teaching as the learning profession: Handbook of policy and
practice. San Francisco: Jossey-Bass.
Gersten, R., Schiller, E.P. Vaughn, S. (Eds.). (2000). Contemporary special education research: Syntheses of the
knowledge base on critical instructional issues. Mahwah, NJ: Lawrence Erlbaum Associates.
Hinchey, P.A. (2001) Finding freedom in the classroom: A practical introduction to Critical Theory. New York: Peter
Lang.
Kauffman, J. (2002). Educational reform: Bright people sometimes say stupid things about education. Lanham, MD:
Scarecrow Education.
Losen, D.J., & Orfield, G. (Eds.). (2005). Racial inequity in special education. Cambridge, MA: Harvard Education
Press.
Other materials as required.
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IV.
CATALOG DESCRIPTION:
This course focuses on the laws protecting students with disabilities and those who are English
language learners (ELLs), as well as their families. Particular emphasis will be placed upon how
the law translates to daily practices for teachers and school leaders. As part of the study,
candidates will analyze research data, federal and state law, rules of the Georgia State School
Board, summaries of legal decisions, etc.
V.
PURPOSE/RATIONALE: As of today, the federal government is in the process of reauthorizing IDEA, the special
education law that drives all programs for students with disabilities in the United States. According to most authors,
the new IDEA is closely aligned with the mandate of No Child Left Behind (NCLB) and will increase the
accountability of state and local schools to increase the outcomes of students with disabilities on state-approved
assessments. While the Office of Civil Rights is not revising the laws that govern ESOL, NCLB has clearly changed
the way that educators address the education of students who are ELLs. Therefore, in order to be effective teachers
and school leaders, candidates must be facile with this information and understanding clearly how it translates to
daily practices at the classroom and building levels. The interdependence of litigation and legislation in professional
policy and practice makes knowledge of the current legal issues pertinent in today’s schools.
Conceptual Framework Summary:
Collaborative Development Of Expertise In Teaching And Learning
The
Professional Teacher Education Unit (PTEU) at Kennesaw State
University is committed to developing expertise among candidates
in initial and advanced programs as teachers and leaders who
possess the capability, intent and expertise to facilitate high
levels of learning in all of their students through effective,
research-based practices in classroom instruction, and who enhance
the structures that support all learning. To that end, the PTEU
fosters the development of candidates as they progress through
stages of growth from novice to proficient to expert and leader.
Within the PTEU conceptual framework, expertise is viewed as a
process of continued development, not an end-state. To be
effective, teachers and educational leaders must embrace the
notion that teaching and learning are entwined and that only
through the implementation of validated practices can all students
construct meaning and reach high levels of learning. In that way,
candidates are facilitators of the teaching and learning process.
Finally,
the
PTEU
recognizes,
values
and
demonstrates
collaborative practices across the college and university and
extends collaboration to the community-at-large. Through this
collaboration with professionals in the university, the public and
private schools, parents and other professional partners, the PTEU
meets the ultimate goal of assisting Georgia schools in bringing
all students to high levels of learning.
Knowledge Base: Teacher development is generally recognized as a continuum that includes
four phases: pre-service, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just
5
as Sternberg (1996) believes that the concept of expertise is central to analyzing the teachinglearning process, the teacher education faculty at KSU believes that the concept of expertise is
central to preparing effective classroom teachers and teacher leaders. Researchers describe how
during the continuum phases teachers progress from being Novices learning to survive in
classrooms toward becoming Experts who have achieved elegance in their teaching. We, like
Sternberg (1998), believe that expertise is not an end-state but a process of continued
development.
Though certain historical discoveries and events in special education do not change, each passing day alters the
knowledge base in the areas of research, legislation, societal change, and litigation, requiring teachers to be informed
consumers of instructional research. The baseline knowledge of this course is derived from the interaction of the
knowledge and skills of the candidate with the required test; the professional literature; and observations of students with
disabilities in local school settings.
Use of Technology: The Professional Standards Commission requires
Technology Standards for Educators. Telecommunication and information
technologies will be integrated throughout the master teacher preparation
program, and all candidates must be able to use technology to improve student
learning and meet Georgia Technology Standards for Educators. During the
courses, candidates will be provided with opportunities to explore and research
uses of adaptive/assistive technology in addressing cognitive and physical
limitations. Library research required in this course is supported by the Galileo
system. As a member of the University Center in Georgia, a consortium of major
libraries provides electronic, as well as hard copy access. Candidates have
access to additional resources through the Educational Technology Center and
the Teacher Resource and Activities Center. During the course, the instructor
will use a variety of technologies (both low and high tech) such as videos,
overheads, and multi-media presentations.
(Assignments 6, 7, and ongoing communication via email, including attachments)
WEB SITES:
www.uni.edu/coe/inclusion/strategies/content_behavior.html
www.disabilityisnatural.com/peoplefirstlanguage.htm
www.ed.gov/offices/OSERS/OSEP/
www.dssc.org/frc/
www.chadd.org/
www.wrightslaw.com/
www.nichcy.org/
www.carnegie.org
www.brainconnection.com
www.newhorizons.org/
www.smartbrief.com/ascd
www.sensorylearning.com
www.cec.sped.org
www.nichcy.org
www.chadd.org
www.ldanatl.org
www.doe.k12.ga.us
www.aamr.org
www.autism-society.org
www.thearc.org
www.gpat.org
www.cast.org
www.pbs.org/wgbh/misunderstoodminds/index.html
6
Diversity Statement: A variety of materials and instructional strategies will be employed
to meet the needs of the different learning styles of diverse learners in class.
Candidates will gain knowledge as well as an understanding of differentiated strategies
and curricula for providing effective instruction and assessment within multicultural
classrooms. One element of course work is raising candidate awareness of critical
multicultural issues. A second element is to cause candidates to explore how multiple
attributes of multicultural populations influence decisions in employing specific methods
and materials for every student. Among these attributes are age, disability, ethnicity,
family structure, gender, geographic region, giftedness, language, race, religion, sexual
orientation, and socioeconomic status. An emphasis on cognitive style differences
provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations
for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the
Americans with Disabilities Act of 1990. A number of services are available to support
students with disabilities within their academic program. In order to make arrangements
for special services, students must visit the Office of Disabled Student Support Services
(ext. 6443) and develop an individual assistance plan. In some cases, certification of
disability is required.
Please be aware that there are other support/mentor groups on the campus of
Kennesaw State University that address each of the multicultural variables outlined
above. For more information contact the Student Life Center at 770-423-6280.
Field Experiences: (KSU PTEU requires 8-10 hours with diverse populations)
While participating in all field experiences, you are encouraged to be involved in a variety of
school-based activities directed at the improvement of teaching and learning. Activities may
include, but are not limited to, tutoring students, assisting teachers or other school personnel,
7
attending school board meetings, and participating in education-related community events. As
you continue your field experiences, you are encouraged to explore every opportunity to learn by
doing.
COURSE GOALS/OBJECTIVES: The Professional Teacher Education Unit prepares learning facilitators who
understand their disciplines and principles of pedagogy, who reflect on practice, and who apply these understandings
to making instructional decisions that foster the success of all learners. For the purposes of this syllabus, course
goals and objectives are first delineated according to development of candidate knowledge, skills, and dispositions
and then cross referenced to the national professional standards of the Council for Exceptional Children (CEC) and
Teachers of Speakers of Other Languages (TESOL). The candidate will demonstrate a broad base of Exposure,
Knowledge, Skills, and Understanding through performance.
Exposure - Candidates will:
1) Serve as a good language model for ELLs; TESOL 5.c.4
2) Provide rich exposure to English; TESOL 5.a.1
Knowledge - Candidates will:
3) Articulate legal, legislative, and political foundations; TESOL 1.b.8
4) Articulate the effects of historical legislation and litigation on issues of students' rights, equal educational
opportunities, and parents' rights; TESOL 2.a.3, 2.b.4, 2.b.5
5) Articulate the underlying principles and values of right-to-education law and methods for implementation
and protection of due process; TESOL 2.b.3
6) Articulate current issues and trends in the field of special education; TESOL 5.a.2
Skill - Candidates will:
7) Research using the Internet and electronic databases; TESOL 5.c.1
8) Develop position papers and/or presentations related to current trends and legal issues in special education;
TESOL 5.a.2
9) Develop and refine their educational philosophy indicating their ideology and philosophical research
underpinnings.
Dispositions – Candidates will:
10) Serve as an advocate to promote the highest educational quality of life; TESOL 5.a.1, 5.b.1
11) Participate in continuing professional development through consumer (particularly parents) and
professional organizations, workshops, and professional literature); TESOL 2.a.3, 5.c.2
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COURSE REQUIREMENTS/ASSIGNMENTS:
Assignments
Issue Research Paper
Issue Paper Presentation
Class Facilitation
Discussions, Responses & Summary
Philosophy of Education
Class Participation/Professionalism
Course Objectives
3-8
3-8
3-6
1-6, 10
3-6 and 9-10
1-11
Issue research paper
100 points
Issue paper presentation
Critical Issue Debate
Philosophy of Education
Class Facilitation
Class participation, professionalism, & attendance
50 points
50 points
100 points
50 points
100 points
450 points
TOTAL
EVALUATION AND GRADING
A = 90% or better – 405-450 points (Level 4)
B = 80-89% - 360-404 points
(Level 3)
C = 70-79% - 315-359 points
(Level 2)
D = 60-69% - 270-314 points
(Level 1)
F = 59% or below - <270
* Any assignment turned in late or handwritten will be penalized 10 points per day.
Philosophy of Education: Your philosophy of education serves as a foundation for your daily teaching practice. As part of
your electronic portfolio, you will be required to submit your philosophy of education with a minimum of 5 research
citations. Toward that end, you will develop a “draft” of this document during this course. DUE DATE: 1st draft:
February 14, 2007 / Final Draft April 25, 2007 (The final draft must receive a least a “B” grade in order for the Philosophy
of Education to be included in the Candidate’s Portfolio.)
Issue Research Paper: Candidates will write a position paper, using APA format, on a current issue, trend, or area of
special interest (to be approved by the instructors). The paper should include a brief discussion of information from
professional literature as it relates to the education of students in special education programs and those who are culturally and
linguistically diverse. Integrated into the paper should be a personal reflection on the professional literature as it relates to the
candidates personal experiences. The paper will be a minimum of 3 and no more than 5 typed written pages, double-spaced,
12 point, Times New Roman font and will include a minimum of 5 references. The references must show that the Candidate
has gleaned information from the professional literature that supports his/her main points.
Issue Paper Presentation: Each candidate will develop a presentation based on approved issue research paper. Power Point
slides or overhead transparencies will be used to facilitate the presentation, as well as a list of references (e.g., professional
literature) and handouts for other class members and the instructors. Note: For full credit on this assignment, you must
provide each class member with a complete bibliography of research in refereed journals to support your arguments. Guest
speakers cannot participate in this part of the assignment.
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Candidates Expectations for Attendance and Participation:
1.
Attendance: A grade drop will occur for every 4 classes missed. The assignment of incomplete (“I”) grades is
discouraged and will be assigned only in cases of extreme emergencies and in cases where a passing grade may be
earned. It is the candidate’s responsibility to notify the instructors when such circumstances exist. Upon
notification, a contract between the candidate and instructors for completion of the course will be developed before
the last week of the semester.
2.
Class Participation: Participation requires more than attendance. Candidates, like the instructors, are expected
to come to class meetings thoroughly prepared. “Thoroughly prepared” is defined as having the readings well
enough to verbally and in writing state the definitions of terms from the readings; discuss ideas, notions,
concepts, issues, and procedures in relation to previous information presented in class or in previous readings;
and apply the information from the readings to problems. It also implies the Candidates have reviewed
information from the previous class meetings. When information from the readings is unclear, the Candidates
should prepare questions to discuss in class. Your participation grade will be calculated based upon your ability
to meet these requirements. It is also required that all assignments be turned in on time. Cooperative learning
group activities in class will enable Candidates to apply new skills and knowledge. Each Candidate has
something unique to contribute to the class experience that will facilitate the learning of other class members.
As a teacher, you will be responsible for educating all students, including those with disabilities and those who
are culturally and linguistically diverse. Together, we will work to prepare you for this challenge! Please note:
Negative and disruptive comments/behavior does not count as participation. This does not mean that you
cannot disagree; however, disagreements must be handled in a professional manner.
General Guidelines and Standards for Written Assignments
1.
2.
3.
4.
5.
6.
7.
All assignments must be typed, double spaced, with 1” margins on both sides using 12 point Times New
Roman font.
All assignments must be checked for spelling and grammar prior to handing in work to instructors. Failure
to check can affect an assignment grade.
Confidentiality of students, settings, and teachers is required. All identifying names and information should
be omitted from your written work and discussions – use pseudonyms.
Late assignments are unacceptable without making prior arrangements with the instructors.
The instructors expect quality writing not quantity. Eliminate jargon and hyperbole and focus on clearly
stating your point.
Examine the language you use within your assignments and move towards the use of person first language;
removing the focus on a person’s behavior or disability by stating the person first, i.e., "a person with a
disability" instead of "a disabled person."
Avoid judgmental statements and focus on the facts when writing about students and colleagues. As
teachers we need to put our own biases and opinions aside and view each person as a capable and valuable
human being.
APA STYLE: The American Psychological Association is the standard used for bibliographic
references and citations in special educational and ESOL literature. This is the format used in the
text. Attention to sequence of data, capitalization and punctuation is essential. The APA style
manual (5th ed.) can be found in the reference section of Sturgis Library. The reference
librarians can assist you. APA style tips can also be found online at, for example,
http://www.apastyle.org/styletips.html
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REFLECTION: The KSU Professional Teacher Education Program is based on the belief that learning occurs
when learners connect new information with their previous understandings in a way that constructs new
understandings or meaning. Students are encouraged to reflect upon information and develop their own meanings
based on new knowledge and experiences. This section demonstrates your ability to be a critical consumer of
professional literature. That includes connecting the research findings to your future practice as a professional.
MECHANICS OF WRITING: Programs of study in the COE at KSU seek to prepare
professionals in the field of education. A professional seeks to exhibit excellence in all areas.
Candidates will be expected to submit written assignments that demonstrate a mastery of written
expression skills in spelling, grammar, and text structure or organization. Candidates are
encouraged to utilize technological aids such as word processors with spell check and grammar
check to improve their skills in this area. Candidates exhibiting difficulty in this area should
meet with their instructor to discuss referral to services on campus.
IX. ACADEMIC INTEGRITY: Every KSU student is responsible for upholding the provisions of the Student Code of
Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University's policy on academic honesty, including provisions regarding plagiarism and cheating,
unauthorized access to University materials, misrepresentation/falsification of University records or academic work,
malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities
and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be
handled through the established procedures of the University Judiciary Program, which includes with an “informal”
resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a
student to the Code of Conduct's minimum one semester suspension requirement.
DISRUPTIVE BEHAVIOR: The University has a stringent policy and procedure for dealing with behavior that
disrupts the learning environment. Consistent with the belief that your behavior can interrupt the learning of others,
behavior that fits the University's definition of disruptive behavior will not be tolerated. Students should refer to the
Undergraduate Catalog to review this policy.
HUMAN RELATIONS: The University has formulated a policy on human relations that is intended to provide a
learning environment that recognizes individual worth. That policy is found in the Undergraduate Catalog. It is
expected, in this class, that no Professional should need reminding but the policy is there for your consideration.
The activities of this class will be conducted in both the spirit and the letter of that policy.
X. ATTENDANCE POLICY
Learning is an interactive endeavor requiring the presence and participation of all class members to facilitate
learning. Attendance will be monitored and reflected in the class participation/attendance points.
REFEREED JOURNAL: A refereed journal utilizes a panel of reviewers to select articles with appropriate content
and research design for inclusion in the journal. A list of examples of refereed journals in the field is included here:
American Journal of Speech-Language Pathology
Applied Language Learning
Applied Linguistics
Applied Psycholinguistics
Applied Review of Applied Linguistics
Assessing Writing
Behavioral Disorders
Journal of Speech and Hearing Disorders
Journal of Speech-Language and Hearing Research
Language
Language Acquisition
Language Assessment Quarterly
Language Learning
Language, Speech, and Hearing Services in Schools
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Bilingual Research Journal
Canadian Modern Language Review
Computer Assisted Language Learning
Computers and Composition
Educational Leadership (ASCD)
English for Specific Purposes
Essential Teacher
Exceptional Children
Functions of Language
Gifted Child Quarterly
Harvard Educational Review
Intervention in School and Clinic
Journal for the Education of the Gifted
Journal of Early Intervention
Journal of Emotional and Behavioral Disorders
Journal of Language, Identity, and Education
Journal of Learning Disabilities
Journal of Multilingual and Multicultural Development
Journal of Research in Childhood Education
Journal of Second Language Writing
Journal of Special Education
Language Teaching Research
Language Testing
Learning Disabilities Quarterly
Learning Disabilities Research & Practice
Mental Retardation
Phi Delta Kappan
Psychology in the Schools
Reading Research Quarterly
Remedial and Special Education
Teacher Education Special Education
Topics in Early Childhood Special Education
TESOL Quarterly
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XI.
COURSE OUTLINE: (SUBJECT TO CHANGE)
** Sorrells, Rieth, & Sindelar text = S, R, & S
Date
Topic(s)
Text/Chapters
Activities/Assignments
Due
Jan 10
Introductions/Course
Overview/Expectations
Initiate Philosophy Discussion
Philosophy Power Point
Complete philosophy
survey
Jan 17
Continue Philosophy Discussion
Introduction to instructors’ ideologies
Introduction to Critical Theory
Philosophy
Small group discussion
Whole group discussion
Homework: Read chapter
1- S, R, & S
Jan 24
The Historical Contexts of Special
Education: Framing Our Understanding of
Contemporary Issues
Chapter 1
Homework: Read chapter
2- S, R, & S
Chapter 2
Homework: Read chapters
3 & 4- S, R, & S
Chapters 3 & 4
Homework: Read chapter
5- S, R, & S
Chapter 5
Read chapters 6-8-
Jan 31
Contemporary Legal Issues in Special
Education
Feb 7
Classification Issues in Sped for
ELLs/Trends in Placement Issues
Feb 14
S, R, & S
Draft philosophy paper
due
Multicultural Perspectives in Sped
Feb 21
Feb 28
March 7
Issues and Trends in Assessment
Issues and Trends in Behavioral
Intervention
No Class – Spring Break
Chapters 6-8
Homework: Read chapter
10- S, R, & S
Chapter 10
Debate
Homework: Read chapter
11- S, R, & S
No Class – Spring Break
No Class – Spring Break
March 14
Homework: Read chapter
14- S, R, & S
Transition Issues
March 21
Teacher Education: Toward a Qualified
Teacher for Every Classroom
13
Chapter 14
Homework: Read Part 2 –
Inclusion (Issues 9-13)
To be provided by
instructors
March 28
April 4
April 11
Trends and Issues in Inclusion
Issues 9-13
Issue research paper due
Issue Presentations
Issue research paper due
Issue Presentations
April 18
Issue Presentations
Issue research paper due
Homework: Respond to
today’s issues via the
listerv
Final Class
Last day to turn in final
philosophy paper
Debriefing
Wrap-up
April 25
14
References
Apple, M.W. (1996). Cultural politics and education. New York: Teachers College Press.
Archwaamety, T. & Katsiyannis, A. (2000). Academic remediation, parole violations, and
recidivism rates among delinquent youths. Remedial and Special Education, 21(3), 161170.
Bateman, B.D. (1996). Better IEPs: How to develop legally correct and educationally useful
programs, 2nd edition. Longmont, CO: Sopris West.
Brozovic, S.A., Taber, T.A., Alberto, P.A., Hughes, M.A. (1999). A guide to the instruction of
students with disabilities in the least restrictive environment: Questions and answers.
Georgia Systems Change Project: Georgia State University.
Bruer, J.T. (1999). The myth of the first three years: A new understanding of early brain
development and lifelong learning. New York: THE FREE PRESS.
Byrnes, M. (2002). Taking sides: Clashing views on controversial issues in special education. Gilford, CT: McGrawHill/Dushkin.
Canadian Woman Studies (Summer 1993; 3:4). York University Publishers.
Carta, J. (2000). Early childhood special education in a new century: Voices from the past,
visions for our future. Topics in Early Childhood Education: Special Issue, 20 (1), 3-61.
Darling-Hammond, L., & Sykes, G. (Eds). (1999) Teaching as the learning profession: Handbook of policy and
practice. San Francisco: Jossey-Bass.
Donegan, M.M., Ostrosky, M.M., Fowler, S.A. (2000). Peer coaching: Teachers supporting
teachers. Young Exceptional Children, 3 (3), 9-17.
Fine, M. & Asch, A. (1988). Women with disabilities: Essays in psychology, culture, and
politics. Philadelphia: Temple University Press.
Forness, S. R., Ramey, S.L, Ramey, C. T., Hsu, C., Brezausek, C. M, MacMillan, D.L. (1998)
Head Start children finishing first grade: Preliminary data on school identification of
children at risk for special education. Behavioral Disorders, 23, 111-24.
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Friend, M. (2000). Perspective: Myths and misunderstandings about professional collaboration.
Remedial and Special Education, 21(3), 130-132, 160.
Gersten, R., Schiller, E.P. Vaughn, S. (Eds.). (2000). Contemporary special education research: Syntheses of the
knowledge base on critical instructional issues. Mahwah, NJ: Lawrence Erlbaum Associates.
Gilligan, C. (1993). In a different voice. Cambridge, MA: Harvard University Press.
Hertzog, N.B. (1998). The changing role of the gifted education specialist
Teaching Exceptional Children, 30 39-43.
Kavale, K. & Forness, S. (2000). What definitions of learning disability say and don’t say: A
critical analysis. Journal of Learning Disabilities, 33 (3), 239-256.
Klingner, J.K., Vaughn, S., Schumm, J.S., Cohen, P. & Forgan, J.W. (1998). Inclusion or pullout: Which do students prefer? Journal of Learning Disabilities, 31, 148-58.
Lamort, M. W. (1996). School law: Cases and concepts, 5th edition. Boston: Allyn & Bacon.
Lanford, A.D. & Lynn, G. C. (2000). Graduation requirements for students with disabilities:
Legal and practice considerations. Remedial and Special Education, 21(3), 152-160.
Lange, C.M., & Lehr, C.A. (2000). Charter schools and students with disabilities: Parent
perceptions of reasons for transfer and satisfaction with services. Remedial and Special
Education, 21(3), 141-151.
Lloyd, J.W., Kameenui, E.J., & Chard, D. (1997). Issues in educating students with disabilities.
Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
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