NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1057765
Record Type: Journal
Publication Date: 2015
Pages: 6
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-0741-9325
Reinforcing Success: What Special Education Could Learn from Its Earlier Accomplishments
Lloyd, John Wills; Lloyd, Patricia A.
Remedial and Special Education, v36 n2 p77-82 Mar-Apr 2015
Since 1966 when we began our careers in special education, we and others in our cohort have seen substantial changes in our discipline. In our personal experience, we had the opportunity to work together in situations that led us to focus on practices and procedures that produced better outcomes for our students, and better outcomes for students became our primary metric for assessing educational recommendations. Regardless of the rationale, theory, or appealing argument for them, we wanted to know whether a proposed procedure helps students with disabilities succeed. Sometimes those procedures need to be employed in special places. We explain how we came to this perspective, why we hope that perspective does not get lost amid contemporary reform efforts, and what we hope it will mean for the future.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Education for All Handicapped Children Act; Individuals with Disabilities Education Act
Identifiers - Assessments and Surveys: Frostig Developmental Test of Visual Perception; Illinois Test of Psycholinguistic Abilities