Reinforcing Success: What Special Education Could Learn from Its Earlier Accomplishments
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| Title: | Reinforcing Success: What Special Education Could Learn from Its Earlier Accomplishments |
|---|---|
| Language: | English |
| Authors: | Lloyd, John Wills, Lloyd, Patricia A. |
| Source: | Remedial and Special Education. Mar-Apr 2015 36(2):77-82. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Descriptive Opinion Papers |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Success, Special Education, Academic Accommodations (Disabilities), Educational Practices, Teaching Experience, Transformative Learning, Educational Development, Evidence, Educational Change, Change Strategies, Legal Problems, Institutional Characteristics, Sustainability, Best Practices, Teaching Methods, Educational Strategies, Elementary Secondary Education, Educational Legislation, Disabilities, Equal Education, Educational Quality, Federal Legislation |
| Laws, Policies and Program Identifiers: | Education for All Handicapped Children Act, Individuals with Disabilities Education Act |
| Assessment and Survey Identifiers: | Frostig Developmental Test of Visual Perception, Illinois Test of Psycholinguistic Abilities |
| DOI: | 10.1177/0741932514560025 |
| ISSN: | 0741-9325 |
| Abstract: | Since 1966 when we began our careers in special education, we and others in our cohort have seen substantial changes in our discipline. In our personal experience, we had the opportunity to work together in situations that led us to focus on practices and procedures that produced better outcomes for our students, and better outcomes for students became our primary metric for assessing educational recommendations. Regardless of the rationale, theory, or appealing argument for them, we wanted to know whether a proposed procedure helps students with disabilities succeed. Sometimes those procedures need to be employed in special places. We explain how we came to this perspective, why we hope that perspective does not get lost amid contemporary reform efforts, and what we hope it will mean for the future. |
| Abstractor: | As Provided |
| Number of References: | 43 |
| Entry Date: | 2015 |
| Accession Number: | EJ1057765 |
| Database: | ERIC |
| Abstract: | Since 1966 when we began our careers in special education, we and others in our cohort have seen substantial changes in our discipline. In our personal experience, we had the opportunity to work together in situations that led us to focus on practices and procedures that produced better outcomes for our students, and better outcomes for students became our primary metric for assessing educational recommendations. Regardless of the rationale, theory, or appealing argument for them, we wanted to know whether a proposed procedure helps students with disabilities succeed. Sometimes those procedures need to be employed in special places. We explain how we came to this perspective, why we hope that perspective does not get lost amid contemporary reform efforts, and what we hope it will mean for the future. |
|---|---|
| ISSN: | 0741-9325 |
| DOI: | 10.1177/0741932514560025 |
