The authors of this book discuss the latest developments in special
education research. The chapters included examine the three main
components of "sense of coherence," all of which are involved in
the long-term outcome of people in special education; the
development and evaluation of competency-based teacher training
programs in the field of special education; cultural models of
school inclusion in terms of shared representations regarding
inclusive education of children with disabilities; recommendations
for more systematic and consistent attention to course content for
professional development to increase faculty's capacity to
incorporate ELL content into course curriculum; an analysis of
alternate assessments based on alternate achievement standards
(AA-AASs) for students with significant cognitive disabilities;
experiences and the perspectives of parents of children with
disabilities; and a practitioner proposed model for effective
working with parents of children with disabilities.
General
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