Fostering Collaboration Between General and Special Education

Lessons From the "beacons of Excellence Projects" A Special Issue of the journal of Educational & Psychological Consultation
1. Auflage 2017
ISBN: 978-1-138-46601-2
Verlag: Taylor & Francis Ltd

Buch, Englisch, 133 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 340 g

Published in 2003, Volume 13, Number 4 of the Journal of Educational and Psychological Consultation. This volume covers looking at ‘Beacons of Excellence Schools’ what they tell us about collaborative practises and examining special and general education collaborative practise in exemplary schools.

Zielgruppe

Professional

Autoren/Hrsg.

McLaughlin, Margaret J.

Fachgebiete

• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Psychologische Theorie, Psychoanalyse

Inhaltsverzeichnis

Examining Special and General Education Collaborative Practices in Exemplary Schools, Indicators of Beacons of Excellence Schools: What Do They Tell Us About Collaborative Practices, Coteaching for Content Understanding: A Schoolwide Model, Collaboration: An Element Associated With the Success of Four Inclusive High Schools, COMMENTARIES, Collaboration to Benefit Children With Disabilities: Incentives in IDEA, Moving From Abstract to Concrete Descriptions of Good Schools for Children With Disabilities, Index to Volume 13.

Über Autor(innen)

Margaret McLaughlin has been involved in special education all of her professional career, beginning as a teacher of students with serious emotional and behavior disorders. Currently she is the associate director of the Institute for the Study of Exceptional Children, a research institute within the College of Education at the University of Maryland. She directs several national projects investigating educational reform and students with disabilities, including the national Educational Policy Reform Research Institute (EPRRI), a consortium involving the University Maryland; The National Center on Educational Outcomes (NCEO); and the Urban Special Education Collaborative. She also directs a national research project investigating special education in charter schools and leads a policy leadership doctoral and postdoctoral program in conducting large-scale research in special education. McLaughlin has worked in Bosnia, Nicaragua, and Guatemala in developing programs for students with developmental disabilities. She has consulted with numerous state departments of education and local education agencies on issues related to students with disabilities and the impact of standards-driven reform policies. McLaughlin co-chaired the National Academy of Sciences Committee on Goals 2000 and Students with Disabilities, which resulted in the report Educating One and All. She was a member of the NAS committee on the disproportionate representation of minority students in special education. McLaughlin teaches graduate courses in disability policy and has written extensively in the area of school reform and students with disabilities. She earned her PhD at the University of Virginia and has held positions at the U.S. Office of Education and the University of Washington.