ERIC Number: ED361922
Record Type: RIE
Publication Date: 1993
Recent Advances in Special Education and Rehabilitation.
Eaves, Ronald C.; McLaughlin, Phillip J.
This book provides 12 papers on assessment, instruction, and policy making in special education and rehabilitation. Part I focuses on assessment, with the following papers: "A Theory of Human Behavior" (Ronald Eaves); "Describing the Cognitive Aspects of Intelligence" (David Sabatino and Hubert Vance); and "Critical Issues in the Diagnostic Assessment of Children with Autistic Disorders" (Lou Anne Worthington and Raymond Elliott). Part II, "Instruction and Learning," includes "Bilingual Pupils and Special Education: A Reconceptualization" (Richard Figueroa and Nadeen Ruiz); "Direct Instruction: A Research-Based Approach for Designing Instructional Programs" (Craig Darch); "Translating Research: Classroom Application of Validated Instructional Strategies" (Susan Fister and Karen Kemp); "A Model for Noncategorical Service Delivery for Students with Mild Disabilities" (William Bender et al.); and "Artificial Intelligence and Expert Systems: What Have We Learned?" (Cleborne Maddux). Part III, titled "Educational Policy Making," includes: "Litigation, Legislation, and Politics of Special Education: Implications for the Practitioner" (M. L. Anderegg and Glenn Vergason); "Transition from School to Adulthood for Young People with Disabilities: Critical Issues and Policies" (Paul Wehman); "School to Community Transition for Youth with Disabilities" (Philip Browning et al.); and "Transition Services Requirement: Issues, Implications, Challenge" (William Halloran). (PB)
Descriptors: Classroom Techniques, Delivery Systems, Disabilities, Educational Diagnosis, Educational Policy, Elementary Secondary Education, Policy Formation, Rehabilitation, Special Education, Student Evaluation, Teaching Methods, Teaching Models, Transitional Programs
Andover Medical Publishers, Inc., 80 Montvale Ave., Stoneham, MA 02180-9986 ($49.95).
Publication Type: Books; Collected Works - General
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A