Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as:
What are schools and what are they for?
What knowledge should schools teach?
How are learners different from each other and how are groups of learners different from one another, in terms of social class, gender, ethnicity, and disability?
What influence does educational policy have on improving schools?
What influence does research have on our understanding of education and schooling?
To encourage reflection, many of the chapters also include questions for debate and a guide to further reading.
Read alongside its companion volume, Educational Theories, Cultures and Learning, readers will be encouraged to consider and think about on some of the key issues facing education and educationists today.
The work proceeds smoothly from definitions to examples to case studies, enabling the reader to quickly gain an understanding of special education law and practice. Legal ambiguities, especially common to laws and regulations sharing similar language (such as the Americans with Disabilities Act and the Rehabilitation Act of 1973), are examined. Due process mandates and hearing procedures are examined in detail. Legal guidelines for safely accommodating students with communicable diseases are presented, as are definitions and eligibility issues for students diagnosed as having one of the attention deficit disorders. In this up-to-date overview, Daugherty demystifies special education and related law, making this an invaluable tool for students and education scholars, caregivers, and all others who have an interest in special education.