Overview

With this volume, leading scholar and disability advocate Thomas Hehir opens a new round of debate on the future of special education. Extending the conceptual framework developed in his seminal 2002 article in the Harvard Educational Review, ""Eliminating Ableism in Education,"" Hehir examines the ways that cultural attitudes about disability systematically distort the education of children with special needs and uses this analysis to lay out a fresh approach to special education policy and practice. Hehir traces the roots of ""ableism""--the pervasive devaluation of people with disabilities--and shows how negative attitudes continue to shape debates in the field. He assesses recent trends in special education policy, particularly the shift of emphasis from compliance to outcomes, and discusses in depth the successes and limitations of the inclusion movement. He also investigates the impact of standards-based reforms on children with disabilities and critically examines the promise of Universal Design for Learning. Drawing on the personal narratives of successful adults with disabilities, Hehir outlines principles for decision making about special education at every level, from the family to the classroom, school, and district, as well as recommendations for state and federal policy.

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9781891792618

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"An absolute must-read for every educator and policymaker in the field. This book is by far the most comprehensive effort to date about where we've been, where we are, and where we should be heading. It provides the reader with solid strategies for system accountability, instruction, and assessment, and it provides the basis upon which educational equity can be achieved for students with disabilities. Judy Elliott, Assistant Superintendent for Special Education, Long Beach (Calif.) United School District"" This book is indispensable for all school administrators. Hehir describes with enormous clarity the final battle on the civil rights front in America making sure that disabled students receive a quality education. If you are looking for the right thing to do rather than mere compliance, you ll cherish the message and the meaning of this remarkable discussion by a first-rate scholar/practitioner. Carl A. Cohn, Superintendent, San Diego City Schools"" Thomas Hehir s book should be required reading for education practitioners, students, disability advocates, and parents throughout the United States and abroad. His unique professional background, coupled with deep insights into the effect of ableist views on disabled people, results in a book that shows how to improve both students outcomes and educators satisfaction with their performance. Judith E. Heumann, Advisor for Disability and Development, World Bank"""

Thomas Hehir s book should be required reading for education practitioners, students, disability advocates, and parents throughout the United States and abroad. His unique professional background, coupled with deep insights into the effect of ableist views on disabled people, results in a book that shows how to improve both students outcomes and educators satisfaction with their performance. Judith E. Heumann, Advisor for Disability and Development, World Bank

An absolute must-read for every educator and policymaker in the field. This book is by far the most comprehensive effort to date about where we've been, where we are, and where we should be heading. It provides the reader with solid strategies for system accountability, instruction, and assessment, and it provides the basis upon which educational equity can be achieved for students with disabilities. Judy Elliott, Assistant Superintendent for Special Education, Long Beach (Calif.) United School District This book is indispensable for all school administrators. Hehir describes with enormous clarity the final battle on the civil rights front in America making sure that disabled students receive a quality education. If you are looking for the right thing to do rather than mere compliance, you ll cherish the message and the meaning of this remarkable discussion by a first-rate scholar/practitioner. Carl A. Cohn, Superintendent, San Diego City Schools Thomas Hehir s book should be required reading for education practitioners, students, disability advocates, and parents throughout the United States and abroad. His unique professional background, coupled with deep insights into the effect of ableist views on disabled people, results in a book that shows how to improve both students outcomes and educators satisfaction with their performance. Judith E. Heumann, Advisor for Disability and Development, World Bank

An absolute must-read for every educator and policymaker in the field. This book is by far the most comprehensive effort to date about where we've been, where we are, and where we should be heading. It provides the reader with solid strategies for system accountability, instruction, and assessment, and it provides the basis upon which educational equity can be achieved for students with disabilities. Judy Elliott, Assistant Superintendent for Special Education, Long Beach (Calif.) United School District"" This book is indispensable for all school administrators. Hehir describes with enormous clarity the final battle on the civil rights front in America making sure that disabled students receive a quality education. If you are looking for the right thing to do rather than mere compliance, you ll cherish the message and the meaning of this remarkable discussion by a first-rate scholar/practitioner. Carl A. Cohn, Superintendent, San Diego City Schools"" Thomas Hehir s book should be required reading for education practitioners, students, disability advocates, and parents throughout the United States and abroad. His unique professional background, coupled with deep insights into the effect of ableist views on disabled people, results in a book that shows how to improve both students outcomes and educators satisfaction with their performance. Judith E. Heumann, Advisor for Disability and Development, World Bank""

Author Information

Thomas Hehir is the Silvana and Christopher Pascucci Professor of Practice in Learning Differences at the Harvard Graduate School of Education.

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