Teaching in Special Education

Managing the Chaos

Nonfiction, Reference & Language, Education & Teaching, Special Education
Cover of the book Teaching in Special Education by Lisa A. Ferrelli, UPA
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Author: Lisa A. Ferrelli ISBN: 9780761850267
Publisher: UPA Publication: December 11, 2009
Imprint: UPA Language: English
Author: Lisa A. Ferrelli
ISBN: 9780761850267
Publisher: UPA
Publication: December 11, 2009
Imprint: UPA
Language: English

Teaching In Special Education: Managing the Chaos addresses the question-how do special education teachers function in general education settings? The text describes the experiences of special education teachers in diverse settings at a time when federal law and assessment requirements drive educational policy. Ferrelli uses interviews and observation to tell the stories of six special education teachers as they go about the business of teaching, illuminating the elements of special education teacher practice and documenting the tensions manifested in the interaction between special education and general education teachers. Such tensions create a distinct sense of separation between the practices that constitute special education, and those of general education that are typical of American educational policy and practice today. In providing voice for these teachers, this text fills a vacancy in the currently existing studies of teacher practice.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Teaching In Special Education: Managing the Chaos addresses the question-how do special education teachers function in general education settings? The text describes the experiences of special education teachers in diverse settings at a time when federal law and assessment requirements drive educational policy. Ferrelli uses interviews and observation to tell the stories of six special education teachers as they go about the business of teaching, illuminating the elements of special education teacher practice and documenting the tensions manifested in the interaction between special education and general education teachers. Such tensions create a distinct sense of separation between the practices that constitute special education, and those of general education that are typical of American educational policy and practice today. In providing voice for these teachers, this text fills a vacancy in the currently existing studies of teacher practice.

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