The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education.

"Identification of Learning Disabilities: Research to Practice" is the remarkable product of a learning disabilities summit conference convened by the Office of Special Education Programs (OSEP) in August 2001 and the activities following that summit. Both the conference and this book were seen as important preludes to congressional reauthorization of the historic "Individuals With Disabilities Education Act" (IDEA) scheduled for 2002 and subsequent decision making surrounding implementation. The OSEP conference brought together people with different perspectives on LD (parents, researchers, practitioners, and policymakers) and resulted in this book, which examines the research on nine key issues concerning the identification of children with learning disabilities. Coverage includes alternative responses to treatment, classification approaches, processing deficit models, and approaches to decision making.
Chapter Structure-- Each of the first nine chapters is organized around a lengthy, issue-oriented paper, which presents the most current research on that topic. These primary papers are then followed by four respondent papers that reflect a variety of viewpoints on the topic.
Summarizing Chapter -- A small group of researchers (listed in the final chapter) dedicated an enormous amount of time to summarizing the research and developing key consensus statements regarding the identification of children with learning disabilities. Their work is sure to have a tremendous impact on future discussions in this area.
Expertise-- The following well-known scholars have helped summarize the vast amount of research presented in this book as well as the consensus statements derived therefrom: Lynne Cook, Don Deshler, Doug Fuchs, Jack M. Fletcher, Frank Gresham, Dan Hallahan, Joseph Jenkins, Kenneth Kavale, Barbara Keogh, Margo Mastopieri, Cecil Mercer, Dan Reschley, Rune Simeonsson, Joe Torgesen, Sharon Vaughn, and Barbara Wise.

This volume honors the founder of the International Academy for Research in Learning Disabilities (IARLD), William M. Cruickshank, and his many accomplishments. His influence on special education in general, and learning disabilities in specific, is evident throughout the world. Consistent with his international activities, the contributors to this book represent nine different countries. The chapters reflect a range of perspectives on "the state of the art" in learning disabilities, documenting both commonalities and differences across countries. Taken together, the chapters provide a comprehensive and informative picture of learning disabilities.

This volume honors the founder of the International Academy for Research in Learning Disabilities (IARLD), William M. Cruickshank, and his many accomplishments. His influence on special education in general, and learning disabilities in specific, is evident throughout the world. Consistent with his international activities, the contributors to this book represent nine different countries. The chapters reflect a range of perspectives on "the state of the art" in learning disabilities, documenting both commonalities and differences across countries. Taken together, the chapters provide a comprehensive and informative picture of learning disabilities.

Placement of students with disabilities in the least restrictive environment has become a central issue in special education. To date, no comprehensive treatment of placement issues is available, especially for students with emotional and behavioral disorders who present particularly difficult placement problems. This book combines data and discussions intended to further the understanding of how and why decisions are made to place students with emotional or behavioral disorders in particular educational environments. This volume establishes the problem of placement in a contemporary and historical context, reviews the literature on placement of students with emotional or behavioral disorders, and discusses placement options and concerns about multicultural issues, post-secondary education, law and regulation, demands on teachers, and policy choices.
Its goals are to:
* improve understanding of decision processes leading to placement,
* set the stage for improvements in pupils' lives in school and elsewhere, and
* stimulate research on the many placement issues that are left unresolved.

"Identification of Learning Disabilities: Research to Practice" is the remarkable product of a learning disabilities summit conference convened by the Office of Special Education Programs (OSEP) in August 2001 and the activities following that summit. Both the conference and this book were seen as important preludes to congressional reauthorization of the historic "Individuals With Disabilities Education Act" (IDEA) scheduled for 2002 and subsequent decision making surrounding implementation. The OSEP conference brought together people with different perspectives on LD (parents, researchers, practitioners, and policymakers) and resulted in this book, which examines the research on nine key issues concerning the identification of children with learning disabilities. Coverage includes alternative responses to treatment, classification approaches, processing deficit models, and approaches to decision making.
Chapter Structure-- Each of the first nine chapters is organized around a lengthy, issue-oriented paper, which presents the most current research on that topic. These primary papers are then followed by four respondent papers that reflect a variety of viewpoints on the topic.
Summarizing Chapter -- A small group of researchers (listed in the final chapter) dedicated an enormous amount of time to summarizing the research and developing key consensus statements regarding the identification of children with learning disabilities. Their work is sure to have a tremendous impact on future discussions in this area.
Expertise-- The following well-known scholars have helped summarize the vast amount of research presented in this book as well as the consensus statements derived therefrom: Lynne Cook, Don Deshler, Doug Fuchs, Jack M. Fletcher, Frank Gresham, Dan Hallahan, Joseph Jenkins, Kenneth Kavale, Barbara Keogh, Margo Mastopieri, Cecil Mercer, Dan Reschley, Rune Simeonsson, Joe Torgesen, Sharon Vaughn, and Barbara Wise.

Placement of students with disabilities in the least restrictive environment has become a central issue in special education. To date, no comprehensive treatment of placement issues is available, especially for students with emotional and behavioral disorders who present particularly difficult placement problems. This book combines data and discussions intended to further the understanding of how and why decisions are made to place students with emotional or behavioral disorders in particular educational environments. This volume establishes the problem of placement in a contemporary and historical context, reviews the literature on placement of students with emotional or behavioral disorders, and discusses placement options and concerns about multicultural issues, post-secondary education, law and regulation, demands on teachers, and policy choices.
Its goals are to:
* improve understanding of decision processes leading to placement,
* set the stage for improvements in pupils' lives in school and elsewhere, and
* stimulate research on the many placement issues that are left unresolved.

The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education.

Special Education: What It Is and Why We Need It provides a thorough examination of the basic concept of special education, a discussion of specific exceptionalities, and constructive responses to common criticisms of special education. Whether you're a teacher, school administrator, teacher-educator, or simply interested in the topic, you will learn just what special education is, who gets it or who should get it, and why it is necessary. The second edition of this brief yet powerful primer will help you build the foundation of a realistic, rational view of the basic assumptions and knowledge on which special education rests.

Special Education: What It Is and Why We Need It provides a thorough examination of the basic concept of special education, a discussion of specific exceptionalities, and constructive responses to common criticisms of special education. Whether you're a teacher, school administrator, teacher-educator, or simply interested in the topic, you will learn just what special education is, who gets it or who should get it, and why it is necessary. The second edition of this brief yet powerful primer will help you build the foundation of a realistic, rational view of the basic assumptions and knowledge on which special education rests.

Comparative special education is a topic rarely covered in research. This is a ground-breaking assessment of special education services for students with mild disabilities in eight Latin American countries (Brazil, Chile, Guatemala, Honduras, Jamaica, Mexico, Panama, and Uruguay). Considering that people with mild disabilities comprise more than two-thirds of the disabled population in the world, this is an important area of study. The editors have identified two broad areas in which experiences could be recounted: the provision of services and the preparation of personnel. The focus is on the elementary education level, although early intervention and secondary education are also discussed.