Special Education books

The Advances in Special Education Technology series is designed to focus international attention on applications of technology for individuals with disabilities. Outstanding researchers from around the world will contribute chapters synthesizing the research evidence on specific types of technology applications that improve access, engagement, and learning outcomes of diverse learners. The scope of contributions will cover subfields known as assistive technology, instructional design, instructional technology, online learning, personalized learning, and universal design for learning and will encompass both formal and informal learning settings across the lifespan. Instructional designers often fail to consider issues of accessibility when creating educational materials. As a result, students with disabilities frequently encounter physical, sensory, or cognitive barriers that prevent them from accessing, engaging, and succeeding in learning activities. This volume will examine issues of accessibility and how designers can improve the quality of educational materials by embedding supports that anticipate the special learning needs of diverse learners.

Intensive, individualized interventions are certainly the hallmark promise of special education. In a multi-tiered system of supports (MTSS), tier 3 interventions are the most intensive and require individualized delivery to address the learning and behavioral needs of students who are most often identified for special education services. MTSS, such as Responsiveness to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS), are comprised of universal assessment, progress monitoring, and databased decision-making as intervention is implemented with increasing intensity and individualization based on the needs of the learner. The chapters in this volume cover a broad range of topics that address issues surrounding the identification of students who need the most intensive intervention, intensive intervention features and delivery considerations, behavioral interventions, academic interventions, and preservice teacher preparation. The authors of the chapters are recognized as international experts on these topics and provide specific recommendations that are based on research evidence as well as discuss considerations for future enhancement of multi-tiered systems of supports and intensive interventions. This is a contemporary resource for teachers, administrators, and teacher-educators who are charged with delivering special education and/or supporting those who do.

The Advances in Special Education Technology series is designed to focus international attention on applications of technology for individuals with disabilities. Outstanding researchers from around the world will contribute chapters synthesizing the research evidence on specific types of technology interventions that improve access, engagement, and learning outcomes of diverse learners. The scope of contributions will cover subfields known as assistive technology, instructional design, instructional technology, online learning, personalized learning, and universal design for learning and will encompass both formal (i.e., school) and informal learning settings (i.e., self-directed, museums) across the lifespan (i.e., preschool - adult).

This two-part volume addresses the specific area of interdisciplinary connections within special education research. Special education has transformed as a result of legislation, new trends and current research investigations. Currently, there is no comprehensive resource that effectively covers these advances. Part A sets the agenda for this two-part volume by addressing the challenge of why an interdisciplinary understanding is necessary and also outlines the benefits of adopting a multidisciplinary framework.

This two-part volume addresses the specific area of interdisciplinary connections within special education research. Special education has transformed as a result of legislation, new trends and current research investigations. Currently, there is no comprehensive resource that effectively covers these advances. Continuing the approach of Part A, Part B allows readers to follow interdisciplinary connections within special education as it relates to the roles of audiologists, surgeons, vision specialists and school nurses.

While the issue of advancing equity occupies the pages of many education journals across the world and pursuing it in schools and classrooms is a common instructional goal, there is an obvious absence of established school policies combined with pedagogies on how to achieve educational equity. Therefore, equity solution driven by inclusion, justice, and hope is needed to transform the current systemic educational inequities. To ensure and sustain the notion that all children have the opportunities they need to develop, succeed, and meet their potential, it is imperative that we move the discussion about the impact of education from celebrating the academic gain of a few, to the needs of the many marginalized students who are often discounted and dehumanized.

The volume will be divided into four parts. Part 1 will present an overview on disability that focuses on two major themes, namely, the biopsychosocial approaches to disability and cultural views of disability. Part 2 will examine five major areas of high incidence exceptionalities: cognitive impairment, learning disabilities and attention deficit hyperactivity, autism spectrum disorders, behavioural/emotional disorders and speech and language disorders.

The volume provides a comprehensive discussion of special education from across the globe. The volume includes chapters from major countries such as United States, Canada, United Kingdom, Russia and Japan as well as countries such as Nigeria, Israel and Pakistan. Discussions related to these countries will include information on origins of special education specific to that country, prevalence and incidence rates, trends in legislation and litigation, educational interventions, working with families, teacher training, a perspective on the progress of special education, and challenges that remain.

This book offers a comprehensive guide to reading and understanding the development of Mills's sociological ideas, placing them in the context of his life and his position in American sociology. The Emerald Guide to C. Wright Mills focusses on his concern with the interrelationship between social structure and personality, and with the bureaucratisation of modern society and the power relations it produces. The book takes a chronological and biographical approach in illustrating the development of Mills's ideas and interests over the course of his career. In doing so, it reveals the consistency as well as the evolution of his thinking. Essential reading for students and those new to Mills's ideas, this is a readable, clear, and comprehensive overview of the work of C. Wright Mills, and conveys his influence on contemporary social thought.

Responding to the need for educational stakeholders to be equipped to plan for constantly evolving developments in policy and practice for learners with learning and behavioral disabilities, this edited collection collates contributions from authors who predict what the next big things in the field will be, and offer recommendations on how to prepare for the future they envision.  The chapters cover a broad range of topics that include developments related to students’ legal rights and services, how research is utilized by practitioners, using practice-based evidence to promote the use of evidence-base practices, open science, neuroscience and special education, professional development for teachers, adaptive tier-2 interventions, the field of emotional and behavioral disorders, reading and students with autism spectrum disorder, and innovations in early writing. Chronicling, too, the concerns and cautions that the authors have about what they see as the next big thing, this collection is a compelling resource for anyone looking to the future of the field, and thinking about how they can be at the front of developments in order to navigate change in a way that generates positive effects.