How We Might Achieve the Radical Reform of Special Education

Kauffman, James M.

doi:10.1177/001440299306000102

Cited by 158 publications

(85 citation statements)

References 24 publications

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“…Fuchs & L. S. Fuchs, 1994;Hockenbury, Kauffman, & Hallahan, 1999Kauffman, 1989Kauffman, , 1993Kauffman, , 1994Kauffman, , 1999aKauffman, , 1999bKauffman, , 1999cKauffman, , 2001Kauffman & Hallahan, 1993Kavale & Forness, 2000;MacMillan, Gresham, & Forness, 1996). The success of special education in providing appropriate schooling for students with disabilities is not as dependent on the collaboration of general and special educators as it is on incremental improvement of the quality of academic and social instruction provided by special educators (i.e., on better implementation of special instruction, such that students with disabilities are exposed to more competent, intensive, and sustained instruction).…”

Section: Special Education Is Deeply Flawed and Needs Radical Restrucmentioning

confidence: 99%

Separate and Better: A Special Public School Class for Students With Emotional and Behavioral Disorders

Kauffman

Bantz²,

McCullough³

2002

Exceptionality

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A current controversy is whether special education is basically sound and needs incremental improvement in practices or needs radical restructuring for inclusion. The rationale for inclusion is summarized. Subsequently, the conceptual orientation underlying a special class for students with emotional or behavioral disorders is articulated, and the implementation of this philosophy in a special class is described. The separate, special class was structured to meet the special needs of students whose behavior made them unwelcome in general education classes. Interviews with school personnel suggested that the class provided an invaluable service that could not be provided in more inclusive arrangements.A current controversy about special education is whether it is best improved through radical restructuring or incremental improvement of its practices (Andrews et al., 2000). The first point of view typically includes the recommendation that children with disabilities be fully included in general education. The second point of view typically includes the reaffirmation of the wisdom of a full continuum of placement options. Both points of view have typically been presented without clear descriptions of actual classroom practices. Our purpose is to contrast the two ideas and then illustrate our own view-that special education is basically a sound idea that needs incremental improvement-by describing one special class for students with emotional and behavioral disorders. SPECIAL EDUCATION IS DEEPLY FLAWED AND NEEDS RADICAL RESTRUCTURINGOne point of view, which we detail in this section, is that special education is defective in concept and structure (for elaboration, see Danforth & Rhodes, 1997; Requests for reprints should be sent to James M. Kauffman, Curry School of Education,

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Section: Special Education Is Deeply Flawed and Needs Radical Restrucmentioning

confidence: 99%

Separate and Better: A Special Public School Class for Students With Emotional and Behavioral Disorders

Kauffman

Bantz²,

McCullough³

2002

Exceptionality

Self Cite

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“…Persistent social problems and unfavorable postschool outcomes, such as lack of employment, are often cited as evidence that research findings are not being applied in the field [Kaestle, 1993;Kauffman, 1993]. Research-based recommended practices, such as community-based instruction, parent involvement, or paid work experiences, have been found to be inconsistently implemented in secondary transition programs [Repetto et al, 1993;Gallivan-Fenton, 1994;Frank and Sitlington, 2000].…”

Section: Research To Practice "Gap": Need For An Empirically Based Momentioning

confidence: 99%

Transition to adulthood: Supporting young adults to access social, employment, and civic pursuits

Hughes

2001

Ment. Retard. Dev. Disabil. Res. Rev.

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"Transition support" is a concept new to the field of secondary transition. This paper describes the development of a model of transition support as derived from the empirical literature (Hughes and Carter. [2000] The Transition Handbook. Baltimore, MD: Paul H. Brookes). The components of the Transition Support Model are both empirically based and field-tested among practitioners. The over 500 transition support strategies that compose the model have been used by practitioners in the field to improve educational and postschool outcomes for high school students. These strategies are grouped according to two main goals (i.e., "developing support in the environment" and "increasing students' competence") and corresponding components. Literature supporting the Transition Support Model is described as well as the use of the model in the transition planning process. Suggestions are made for application of transition support in high schools and the need for future research. MRDD Research Reviews 7:84-90, 2001. (c) 2001 Wiley-Liss, Inc.

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“…Finally, critics of inclusion note the lack of empirical support for this model. Kauffman (1993) has cautioned the field against conducting less than rigorous research on inclusionary programs. Similarly, because enthusiasm for the inclusion concept is so great, inappropriate practices occasionally emergeeg., trying to force the total inclusion of every student, demanding inclusion before necessary supports are in place, and implementing inclusion with a certain class of students while continuing to restrict others (Rhode Island State Department of Education 1994).…”

Section: How Are We Practicing Inclusion?mentioning

confidence: 99%

How are we Practicing Inclusion?

Conderman

1998

Kappa Delta Pi Record

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How We Might Achieve the Radical Reform of Special Education

Cited by 158 publications

References 24 publications

Separate and Better: A Special Public School Class for Students With Emotional and Behavioral Disorders

Separate and Better: A Special Public School Class for Students With Emotional and Behavioral Disorders

Transition to adulthood: Supporting young adults to access social, employment, and civic pursuits

How are we Practicing Inclusion?

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