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ERIC Number: EJ889375
Record Type: Journal
Publication Date: 2009
Pages: 4
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: ISSN-1540-7969
The Fierce Urgency of Now: What, if Any, Lessons Have We Learned about Educating Children Who Were Excluded from Public Schools Prior to EHA?
Smith, Anne
Research and Practice for Persons with Severe Disabilities (RPSD), v33-34 n4-1 p258-261 Win 2008-Spr 2009
This special issue of Research and Practice for Persons with Severe Disabilities (RPSD) is timely and resonates with the theme of the 2009 TASH Conference, "If not Us, Who? If not NOW, When?" The articles grapple with critical issues across a number of dimensions that reflect the complexity of inclusion and exclusion, the importance of perceptions about disability/ability, and the worth of infants, toddlers, children, and youth who are served by America's education systems. They provide a powerful framework to explore complex questions and issues in a manner reminiscent of the Don Baer, James Kaufmann, and others in the "Analysis and Intervention in Developmental Disabilities" 1981 "Educability" issue. However, the author wonders how this scholarship will inform the discourse of stakeholders, policy makers, and service providers. How will this scholarship influence actions? Will it make any difference in the lives of people? The Sankofa bird's head is always turned backwards as though facing the past. Sankofa symbolizes the African adage to always remember the past, for therein, lies the future. The author suggests looking back before looking ahead to the upcoming reauthorization of the Elementary and Secondary Education Act and the subsequent reauthorization of the Individuals with Disabilities Education Act (IDEA 2004), first known as the Education of All Handicapped Children Act of 1975 (EHA). What lessons were learned, and what are the implications for policy, practice, and research? The author urges everyone to put aside real and perceived slights and old wounds from the past--so that everyone can mobilize, work together, and promote the common good in the quest for equity, social justice, and inclusive education. (Contains 2 figures.)
TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://www.tash.org/publications/rpsd/rpsd.html
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Education for All Handicapped Children Act; Elementary and Secondary Education Act; Individuals with Disabilities Education Act