The delivery of special education in today’s world presents a challenging environment for policy makers as well as implementers of education. Characterized by diversity and several emerging issues, special education has to be approached from an integrated perspective in order to achieve the best outcomes. The issues involved include inclusion, diversity of disability as well as diversity in teacher education, modes of carrying out assessment, identification of disabilities, instruction and intervention methodologies. Other issues include teacher and administrator preparation to meet various challenges. The texts for the annotated bibliography are drawn across these issues. Many of them are written by professionals in special education and present wonderful strategies of approaching these issues to achieve quality special education and general education.
Annotated Bibliography
Allen, K. E., Cowdery, G. E., & Johnson, J. M. (2012). The Exceptional Child: Inclusion in
Early Childhood Education. Belmont, Calif: Wadsworth Pub. Co.
In this book, Allen and Cowdery place their focus on the essentials thing that a child with disability needs in order to learn efficiently during his or her early ages. It offers classroom resources for teachers of students with disabilities and explains the requirements that need to present of one wants to create suitable learning environment for education and development of learner with disability. The authors also delve on early some if the existing intervention strategies as well as Federal Legislations that relate to disability education. Further, Allen and Cowdery examine the public policies relating to education for children with disabilities and early intervention. In its second section, the book articulates the likenesses and differences between pupils in the early childhood setup; considering various disabilities and how they affect learning. The third and fourth sections of the book explain how to plan for inclusion, and how various early childhood programs are implemented.
Blanton, L. P., Florian, L., & Pugach, M. C. (2012). Unsettling conversations: diversity and
disability in teacher education. Journal of Teacher Education, 63(4), 235-236.
As a tool for handling frameworks for diversity and disability in teacher education, this article lays emphasis on the improvement of various areas of competencies for teachers who handle disable and diverse individuals. Such areas, as highlighted in the articles, include special education, education encompassing bilingualism, teaching in culture responsive strategies, education in urban setups and justice education. The article constitutes professional, and scholarly conversations stemmed on ideas of diversity, and the possibility of advancement of the teacher career towards the achievement of a more integrated system that can handle diversity and disability.
Browder, D. M., & Spooner, F. (2011). Teaching Students with Moderate and Severe
Disabilities. New York: Guilford Press.
Teaching skills are not helpful if they cannot help students with disabilities acquire life skills that are relevant to their daily activities. This book places emphasis the use of learning in imparting life skills on learners. There are research-based tools in the book that facilitate assessment and construction of customized Individualized Educational plans for students with disability. Additionally, the authors tackle areas of social skills, activities of daily living, health care needs and the learning of reading, mathematics, social studies and general sciences.
Cochran-Smith, M., & Dudley-Marling, C. (2012). Diversity in teacher education and special
education: the issues that divide. Journal of Teacher Education, 63(4), 237-244.
Exploring the main differences between general teacher education and special teacher education, the authors of this article start by presenting their positions on general education and special education. The traditions of the two disciplines and their influences on various perspectives and as well as the curriculum are then examined. The greatest divide is identified as lack of basic commonalities. However, the essential task of establishing collaborative strategies and programs that can link the two is assessed. All these are viewed via roles of university teacher education, diversity in research activities, the expansion of research processes and curriculum based content access in both areas.
Hodkinson, A., & Vickerman, P. (2009). Key Issues in Special Educational Needs and Inclusion.
Los Angeles: SAGE.
The authors place principal focus on the key issues that affect Special Educational Needs (SEN) in relation to the concept of Inclusion. The first section involves definitions of the basic tenets of SEN as well as explanations about their existence in the society. Disability and issues related to disability are also explained well in this section. The book goes ahead to examine various systems of SEN and how they are maintained. In the second section, there is general trace of the historical developments in the field of SEN and progressive developments through a comparative analysis approach. Various systems of different countries are compared in terms of legalization and other issues related to SEN. Finally, the book examines the England system of SEN and its approach to Inclusion, focusing on legislation and policies.
Jimenez, T. C., & Graf, V. L. (2008). Education for all: Critical Issues in the Education of
Children and Youth with Disabilities. San Francisco: Jossey-Bass.
Having significant contributions from some of the most respected Special Education experts like, Diane Haager, Janette Klingner, Robert Rueda, and Mary Falvey, the book “Education for all” offers a great resource for all stakeholders involved in Special Education. The book is presented in seven crucial topics. It deals with the Disabilities Education Act and implementation issues related to it. It also handles how the families of children with various disabilities relate to the professionals who assist in care and education for individuals with disabilities. This is followed by a review of inclusion in the general education system. Subsequent sections tackle accessibility to schools and services to those with disabilities and explanations on how to reduce disproportionate representations. The theoretical frameworks of early interventions and legislative support for differentiated instruction are then reviewed. The book ends with texts on transitional services and issues on concepts of education for all.
Milligan, J., Neal, G., & Singleton, J. (2012). Administrators of special and gifted education:
preparing them for the challenge. Education, 133(1), 171-180
The authors of this article recognize the distinctive role of special educational needs administrators who deal with education for the gifted and talented. With a major focus on administration, the article reviews effective leadership in special education. The views aired in the article opine that effective teachers for the gifted and talented can only be produced through field-based experiences in the process of training. Additionally, mentorship for interns training for such leadership is emphasized with fully fledged field based experiences to stimulate better achievement of performance competence.
Obiakor, F. E., Bakken, J. P., & Rotatori, A. F. (2010). Current Issues and Trends in Special
Education: Identification, Assessment, and Instruction. Bingley, UK: Emerald.
With emphasis on the changing trend and teacher related issue, Current Issues and Trends in Special Education: Identification, Assessment, and Instruction is a text designed to accommodate issues that have arisen as a result of updated legislation and improved technology related to teaching special education. The text tackles current parameters of assessment, identification, labeling and classification of individuals with disabilities, inclusion and other forms of placement, instructional methods for various different disabilities and numerous intervention strategies available for varied disability conditions. This makes the text an ideal source of updated information for individuals with disabilities, their teachers, policy makers and other stakeholders engaged in the provision of special education.
Osborne, A. G., & Russo, C. J. (2009). Discipline in Special Education. Thousand Oaks, Calif:
Corwin Press.
Discipline in Special Education is a presentation of disciplinary issues that relate to students with disabilities. In summary, the book explains the relationship between the American Legal System and the Educational System. It then demystifies the various offences that students with disabilities can commit and the punishments admissible to them in relation to their individual rights. In this concept, it explains the laws that relate to students with disability and their discipline. The book explains situations and provisions under which a student with disability can be removed from the general educational setup. This includes general transfer and more restrictive transfers. Tackling all other disciplinary considerations to be made for students with disabilities, the book offers safe and recommended codes for practice in disciplining students with disabilities.
Robinson, S. P., & West, J. E. (2012). Preparing inclusive educators: a call to action. Journal of
With major emphasis on preparation of educators, the article by West and Robinson asserts that the presence of diversity in the classroom necessitates preparation of more skilled professionals in order to handle this diversity. Other than diversity, the article recognizes disability and the necessity of specialization in handling inclusion. As well, ethnic variance of students in the inclusive setup increases this need. The article makes suggestions to colleges of education on policy and other issues related to special education.
Salvia, J., Bolt, S. E., & Ysseldyke, J. E. (2010). Assessment in Special and Inclusive Education.
Belmont, CA: Wadsworth/Cencage Learning.
Assessment in Special and Inclusive Education makes a multidimensional approach that emphasizes on correct assessment activities, as well as the use of assessment outcomes in improving student performance in learning. It aims on ensuring that the individuals involved in assessment make the correct assessments so that learning activities and plans designed to teach individuals with disabilities are relevant. Significant texts in this publication include current assessment practices in schools, all legal and ethical considerations made in relation to assessment, assessment scores and how to use them, assessment using formal measures, using assessment results to make educational decisions and implementation of educational plans in an appropriate manner.
Warnock, M., Norwich, B., & Terzi, L. (2010). Special Educational Needs: A new look. London:
Continuum International Pub. Group.
Special Educational Needs: A new look examines the philosophical arguments and principles that surround Special Educational Needs (SEN) as well as Inclusion. The influence of educational and operational philosophy on perspectives in implementing SEN and inclusion is reviewed extensively. Philosophy has influence on policy establishment and implementation perspectives. The book is separated into three parts; the first section deals with the historical backgrounds of SEN and the ideals of Inclusive Education. The second handles ‘A Response to SEN’ with detailed evaluations of the needs in Special Education. It also reviews the future of SEN and the future of Inclusion. Finally, issues of individual differences, identification of differences in educational needs and how inclusive education should be implemented are reviewed in the last section.
Allen, K. E., Cowdery, G. E., & Johnson, J. M. (2012). The Exceptional Child: Inclusion in
Early Childhood Education. Belmont, Calif: Wadsworth Pub. Co.
Blanton, L. P., Florian, L., & Pugach, M. C. (2012). Unsettling conversations: diversity and
disability in teacher education. Journal of Teacher Education, 63(4), 235-236.
Browder, D. M., & Spooner, F. (2011). Teaching Students with Moderate and Severe
Disabilities. New York: Guilford Press.
Cochran-Smith, M., & Dudley-Marling, C. (2012). Diversity in teacher education and special
education: the issues that divide. Journal of Teacher Education, 63(4), 237-244.
Hodkinson, A., & Vickerman, P. (2009). Key Issues in Special Educational Needs and Inclusion.
Los Angeles: SAGE.
Jimenez, T. C., & Graf, V. L. (2008). Education for all: Critical Issues in the Education of
Children and Youth with Disabilities. San Francisco: Jossey-Bass.
Milligan, J., Neal, G., & Singleton, J. (2012). Administrators of special and gifted education:
preparing them for the challenge. Education, 133(1), 171-180
Obiakor, F. E., Bakken, J. P., & Rotatori, A. F. (2010). Current Issues and Trends in Special
Education: Identification, Assessment, and Instruction. Bingley, UK: Emerald.
Osborne, A. G., & Russo, C. J. (2009). Discipline in Special Education. Thousand Oaks, Calif:
Corwin Press.
Robinson, S. P., & West, J. E. (2012). Preparing inclusive educators: a call to action. Journal of
Salvia, J., Bolt, S. E., & Ysseldyke, J. E. (2010). Assessment in Special and Inclusive Education.
Belmont, CA: Wadsworth/Cencage Learning.
Warnock, M., Norwich, B., & Terzi, L. (2010). Special Educational Needs: A new look. London:
Continuum International Pub. Group.
