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.

This book highlights the effects of the COVID-19 pandemic on the mental health needs of children and adolescents in order to shed light on future practice and reform needed to better deal with the aftermath of such devastating events. The book identifies the conditions during any public health crisis that heighten the mental health needs of children and adolescents and suggests the reforms of mental health services needed to better meet the needs of children and youths during and following pandemics and other public health crises. Importance is placed not only on addressing the effects of COVID-19 but on anticipating and preparing for other public health disruptions to the lives of those who have not reached adulthood. Although mental health services in all settings are considered, special attention is given to the role of schools in providing for the mental health of children and adolescents and preparing for the mental health implications of future public health disruptions. The book will be of equal use to both students and researchers in the fields of mental health, well-being, and education as well as teachers, educational psychologists, social workers, and practitioners working in schools and communities to address students' mental health needs. It will help readers better understand how and why COVID-19 was a negative influence on students' mental health, and unpack how best to deal with the aftermath of the pandemic.

Special education's future is threatened by anti-scientific sentiment and poor thinking about school reform. The devolution of special education has been caused by decades of illogical, destructive criticism and a focus on issues other than ensuring a free, appropriate public education (FAPE) for individuals with educational disabilities. Special education now needs a second revolution to reinstate its nature and purpose so that it can evolve as it should. Revitalizing Special Education presents neither a pessimistic nor a Pollyannish view of past or future, but rather is a careful assessment of some of the greatest threats to robust special education posed by distorted and misguided thinking about what special education is and does. Chapter authors propose logical and scientific analyses of problems and steps required to realize special education's promise, relying on empirical data and logical, linear thinking to confront educational issues, both philosophical and practical. A full range of alternative futures for special education must be considered. However, revolutionary thinking about possible futures is necessary for revitalization and meaningful evolution. The contributors to this book take up the details of thought and practice that are necessary for such revolution and evolution.

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.

This book highlights the effects of the COVID-19 pandemic on the mental health needs of children and adolescents in order to shed light on future practice and reform needed to better deal with the aftermath of such devastating events. The book identifies the conditions during any public health crisis that heighten the mental health needs of children and adolescents and suggests the reforms of mental health services needed to better meet the needs of children and youths during and following pandemics and other public health crises. Importance is placed not only on addressing the effects of COVID-19 but on anticipating and preparing for other public health disruptions to the lives of those who have not reached adulthood. Although mental health services in all settings are considered, special attention is given to the role of schools in providing for the mental health of children and adolescents and preparing for the mental health implications of future public health disruptions. The book will be of equal use to both students and researchers in the fields of mental health, well-being, and education as well as teachers, educational psychologists, social workers, and practitioners working in schools and communities to address students' mental health needs. It will help readers better understand how and why COVID-19 was a negative influence on students' mental health, and unpack how best to deal with the aftermath of the pandemic.

"The Least Restrictive Environment: Its Origins and Interpretations in Special Education" examines issues of ethical leadership and clarifies instructional placement decisions that provide a full educational opportunity for students with 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.

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.

Combining examination of policy with primary research and analysis of up-to-date literature, On Inclusive Education explores the various interpretations of inclusion, its history in education, and a range of its applications internationally. With an international complement of authors, this book features detailed yet accessible chapters on a range of topics, including inclusion in law; academically gifted students; students with severe, sensory, and multiple impairments; and case studies from Germany, Portugal, the Netherlands, and the Russian Federation. The book also examines the impact of the Convention on the Rights of Persons with Disabilities-and Article 24 in particular-and the likely legacies and future implications of recent inclusion movements. For postgraduate students and academics researching in the field of inclusive education, and also for school administrators and policy makers, On Inclusive Education is an essential resource.

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.

The Scandalous Neglect of Children's Mental Health: What Schools Can Do makes the case that children with mental health needs are under-identified and under-served by schools and other agencies. After reading this brief but powerful book, you will better understand the nature of children's mental health needs and the need for expanded services for children in schools and communities. The risks and benefits of treatment, especially early intervention, are discussed and guidelines for action by teachers, parents, and others are provided. The sad fact is that many people do not understand that most young people with mental health needs never receive any treatment of any kind and most of those who receive any treatment at all receive those services only in schools.

Combining examination of policy with primary research and analysis of up-to-date literature, On Inclusive Education explores the various interpretations of inclusion, its history in education, and a range of its applications internationally. With an international complement of authors, this book features detailed yet accessible chapters on a range of topics, including inclusion in law; academically gifted students; students with severe, sensory, and multiple impairments; and case studies from Germany, Portugal, the Netherlands, and the Russian Federation. The book also examines the impact of the Convention on the Rights of Persons with Disabilities-and Article 24 in particular-and the likely legacies and future implications of recent inclusion movements. For postgraduate students and academics researching in the field of inclusive education, and also for school administrators and policy makers, On Inclusive Education is an essential resource.

The Scandalous Neglect of Children's Mental Health: What Schools Can Do makes the case that children with mental health needs are under-identified and under-served by schools and other agencies. After reading this brief but powerful book, you will better understand the nature of children's mental health needs and the need for expanded services for children in schools and communities. The risks and benefits of treatment, especially early intervention, are discussed and guidelines for action by teachers, parents, and others are provided. The sad fact is that many people do not understand that most young people with mental health needs never receive any treatment of any kind and most of those who receive any treatment at all receive those services only in schools.