Special Education in the Year 2000 and Beyond: A Proposed Action Agenda for Addressing Selected Ideas.

Autor/in	Semmel, Melvyn I.
Titel	Special Education in the Year 2000 and Beyond: A Proposed Action Agenda for Addressing Selected Ideas.
Quelle	(1987), (72 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Curriculum Development; Dropouts; Education Work Relationship; Educational Needs; Educational Trends; Elementary Secondary Education; Futures (of Society); Handicap Identification; Mainstreaming; Mild Disabilities; Research Needs; Special Education; Teacher Education + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Educational need; Bildungsbedarf; Bildungsentwicklung; Future; Society; Zukunft; Forschungsbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerausbildung; Lehrerbildung
Abstract	The paper addresses issues concerning the future of special education with a focus on the mildly handicapped (MH). After an initial section presenting the particular frame of reference and philosophical biases underlying this presentation, recommendations are made for a possible agenda which addresses seven key areas in the field. Among recommendations concerned with the overidentification of MH students are acceptance by the field that MH cannot be objectively validated and the need to educate policy makers to an ecological orientation to child variance. Agenda items concerning the dropout problem in special education include avoidance of "pushing out" MH students in response to pressures for academic excellence and development of outreach programs to provide a "second chance" for dropouts in the community. Improvements in the area of curriculum and transitions in special education include a broadening of the concept of transition. Among agenda items related to least restrictive environments are implementation of the accruing body of effective schools research; and among recommendations for special education teacher training are more generic training of specialization personnel. Such needs as better instructional programming and training in computer literacy are noted for the technology area. A major recommendation for the final area (theory, research and leadership training) is cross validation of instructional research results from the general education sector.(DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01