Reinforcing Success: What Special Education Could Learn from Its Earlier Accomplishments

Autor/inn/en	Lloyd, John Wills; Lloyd, Patricia A.
Titel	Reinforcing Success: What Special Education Could Learn from Its Earlier Accomplishments
Quelle	In: Remedial and Special Education, 36 (2015) 2, S.77-82 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932514560025
Schlagwörter	Stellungnahme; 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; Equal Education; Educational Quality; Federal Legislation; Frostig Developmental Test of Visual Perception; Illinois Test of Psycholinguistic Abilities + Suchen Sie Ihr Suchwort? Erfolg; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungspraxis; Pädagogische Transformation; Bildungsentwicklung; Evidenz; Bildungsreform; Lösungsstrategie; Nachhaltigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Bildungsrecht; Schulgesetz; Quality of education; Bildungsqualität; Bundesrecht
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01