Half Title Page
GENERAL AND SPECIAL EDUCATION INCLUSION IN AN AGE OF CHANGE: ROLES OF PROFESSIONALS INVOLVED
Series Page
ADVANCES IN SPECIAL EDUCATION
Series Editors: Jeffrey P. Bakken and Festus E. Obiakor
Recent Volumes:
| Volume 25: | Learning Disabilities: Practice Concerns and Students with LD – Edited By Jeffrey P. Bakken, Festus E. Obiakor, and Anthony F. Rotatori |
| Volume 26: | Gifted Education: Current Perspectives and Issues – Edited by Jeffrey P. Bakken, Festus E. Obiakor, and Anthony F. Rotatori |
| Volume 27: | Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects – Edited by Anthony F. Rotatori, Jeffrey P. Bakken, Sandra Burkhardt, Festus E. Obiakor, and Umesh Sharma |
| Volume 28: | Special Education International Perspectives: Practices across the Globe – Edited by Anthony F. Rotatori, Jeffrey P. Bakken, Sandra Burkhardt, Festus E. Obiakor, and Umesh Sharma |
| Volume 29: | The Broad Autism Phenotype – Edited by Julie A. Deisinger and Anthony F. Rotatori |
| Volume 30A: | Interdisciplinary Connections to Special Education: Important Aspects to Consider – Edited by Jeffrey P. Bakken and Festus E. Obiakor |
| Volume 30B: | Interdisciplinary Connections to Special Education: Key Related Professionals Involved – Edited by Festus E. Obiakor and Jeffrey P. Bakken |
| Volume 31: | General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities – Edited by Jeffrey P. Bakken and Festus E. Obiakor |
Title Page
ADVANCES IN SPECIAL EDUCATION VOLUME 32
GENERAL AND SPECIAL EDUCATION INCLUSION IN AN AGE OF CHANGE: ROLES OF PROFESSIONALS INVOLVED
EDITED BY
JEFFREY P. BAKKEN
Bradley University, Peoria, IL, USA
FESTUS E. OBIAKOR
Valdosta State University, Valdosta, GA, USA
United Kingdom – North America – Japan India – Malaysia – China
Copyright Page
Emerald Group Publishing Limited
Howard House, Wagon Lane, Bingley BD16 1WA, UK
First edition 2016
Copyright © 2016 Emerald Group Publishing Limited
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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-78635-544-7
ISSN: 0270-4013 (Series)
List of Contributors
| Terese C. Aceves | School of Education, Loyola Marymount University, Los Angeles, CA, USA |
| Bob Algozzine | Department of Educational Leadership, University of North Carolina-Charlotte, Charlotte, NC, USA |
| Dimitris Anastasiou | Department of Counseling, Quantitative Methods, and Special Education, Southern Illinois University at Carbondale, Carbondale, IL, USA |
| Kelly Anderson | Department of Special Education and Child Development, University of North Carolina-Charlotte, Charlotte, NC, USA |
| Jeanmarie Badar | Innisfree Village, Crozet, VA, USA |
| Jeffrey P. Bakken | Graduate School, Bradley University, Peoria, IL, USA |
| Cynthia Baughan | Department of Special Education and Child Development, University of North Carolina-Charlotte, Charlotte, NC, USA |
| Bonnie Billingsley | School of Education, Virginia Tech, Blacksburg, VA, USA |
| Rachel J. Boit | University of North Carolina at Greensboro, Greensboro, NC, USA |
| Charlotte Fontenot | Department of Special Populations, Houston Baptist University, Houston, TX, USA |
| Bridgie A. Ford | Department of Curricular & Instructional Studies, University of Akron, Akron, OH, USA |
| Daryl Fridley | College of Education, Southeast Missouri State University, Cape Girardeau, MO, USA |
| Celia E. Johnson | Department of Teacher Education, Bradley University, Peoria, IL, USA |
| James M. Kauffman | Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA |
| James McLeskey | School of Special Education, School Psychology and Early Childhood Studies, University of Florida, Gainesville, FL, USA |
| Festus E. Obiakor | Department of Early Childhood and Special Education, Valdosta State University, Valdosta, GA, USA |
| Anthony Pellegrino | Division of Elementary, Secondary, and Literacy Education, George Mason University, Fairfax, VA, USA |
| Diana Rogers-Adkinson | College of Education, Southeast Missouri State University, Cape Girardeau, MO, USA |
| Cynthia Simpson | Department of Management, Marketing, and Business, Houston Baptist University, Houston, TX, USA |
| Jason C. Travers | Department of Special Education, University of Kansas, Lawrence, KS, USA |
| John Travis Spoede, Jr. | Department of Special Populations and Counseling, Houston Baptist University, Houston, TX, USA |
| Shernavaz Vakil | Department of Curricular & Instructional Studies, University of Akron, Akron, OH, USA |
| Nancy L. Waldron | School of Special Education, School Psychology and Early Childhood Studies, University of Florida, Gainesville, FL, USA |
| Margaret P. Weiss | Division of Special Education and Disability Research, George Mason University, Fairfax, VA, USA |
| Andrew L. Wiley | School of Lifespan Development & Educational Sciences, Kent State University, Kent, OH, USA |
Preface
General and Special Education inclusion in an Age of Change is divided into two volumes: Volume 31, Impact on Students with Disabilities and Volume 32, Roles of Professionals Involved. For many years, professionals have argued and debated about the topic of inclusion and how students with disabilities are best served. Different professionals have different beliefs on inclusion in relationship to the disability the students may have. Thoughts and attitudes vary regarding these students. The topic of full inclusion is also highly debated. Some individuals are obviously in favor of full inclusion and others are not. Even professionals with expertise in different disability groups have different viewpoints. Some say it depends on each individual child, the severity of their disability, and the school environment for which they are to receive their education. This situation has led to many different viewpoints on this very important topic that includes school professionals, parents, researchers, and communities.
Volumes 31 and 32 address the current top perspectives and issues regarding the topic of inclusion by providing chapters written by active researchers and scholarly university professors who specialize in this area. Volume 31 begins with an introduction to the topic of inclusion and then includes chapters that address inclusion and different types of disabilities and how students with these disabilities might best be served in this type of environment. Areas addressed in these chapters include: students with learning disabilities, students with emotional or behaviour disorders, students with intellectual disabilities, students that are deaf or hard of hearing, students with visual impairments, students with autism spectrum disorders, students with extensive and pervasive support needs, students with traumatic brain injuries, students with communication impairments, and students with physical disabilities and other health impairments. Volume 32 begins with a chapter that addresses preparing teachers for inclusive environments. This is followed by chapters that address the general and special educator and their roles in an inclusive environment. Next, a chapter on the principal and their leadership in an inclusive school is addressed. The volume then addresses the family, the community, meeting student needs, academics, and a chapter on thoughts moving forward. Finally, a chapter on concluding thoughts is provided.
Volumes 31 and 32 are composed of 11 and 10 chapters respectively, that are written by well-known and respected university professors who are actively involved in teaching undergraduate and graduate special education courses and engaged in research on inclusion. General and Special Education Inclusion in an Age of Change: Roles of Professionals Involved is an excellent supplementary text for advanced undergraduate special education majors and graduate students who are looking for detailed, comprehensive, and current information for their research papers or theses.
Jeffrey P. Bakken
Festus E. Obiakor
Series Editors
