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|  | |  | | | Introduction to Special Education: Making a Difference (Book Alone) (6th Edition) | | | | | SKU:
GRP36635249 | | In Stock | | Availability:
Usually ships in 1-2 business days | | Only 1 left in stock, order soon! | | | | | | With Making a Difference as its central theme, the Sixth Edition of this bestselling text recognizes that more than ever before, educators have the opportunity and ability to make a real difference in the educational experiences of their students with disabilities. Students and teachers have long relied on this comprehensive overview of the field of special education and the ways in which all teachers can help students with special needs to succeed in school and reach their full potential. The text is brimming with evidence-based practices, ready-to-use teaching tips, and up-to-the minute information about technology applications and contemporary inclusive practices-all tools that teachers can use with students of all abilities, from those who struggle to the most gifted. The text uses authentic stories from real people, current news events, and examples from contemporary popular culture to examine the positive effects of 30 years of IDEA, 15 years of ADA, and many years of social activism on the lives of individuals with disabilities, their families, and the educators and professionals who work with them. | | | |
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| | Product Details | | Author: | Deborah Deutsch Smith | | Hardcover: | 624 pages | | Publisher: | Allyn & Bacon | | Publication Date: | February 25, 2006 | | Language: | English | | ISBN: | 0205474691 | | Package Length: | 10.9 inches | | Package Width: | 8.8 inches | | Package Height: | 1.1 inches | | Package Weight: | 3.2 pounds | | Average Customer Rating: |  based on 20 reviews |
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| | Customer Reviews | Average Customer Review: ( 20 customer reviews )
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Most Helpful Customer Reviews
6 of 6 found the following review helpful:
 Poorly Written and Lacking Clarity Jan 10, 2010
By Jorge Fernandez
Our professor allowed us to use the sixth edition instead of the seventh edition because of how limited the number of changes in the newer version are. I of course opted for the much cheaper sixth version. After reading just the first two chapters of this book, I feel I know enough to give a review of this book. The book has good content, but the writing is poor. Not only is the book repetitive (How many times do you have to state that an IEP is unique to every individual?), it has an atrocious lack of copyediting. Take, for example, this sentence on pages 26-27: "The implications of this decision are enormous (Katsiyannis & Yell, 2000): the costs for additional personnel (potentially between $20,000 and $40,000 per school year), but increased liability for schoools, additional considerations for individualized education program (IEP) teams, the administrative costs for increased staff, and the complications of yet another adult in a classroom." There is also this on page 53 (in bullet point form): "NCLB considers teachers to be highly qualified if they can demonstrate adequate knowledge in the core academic subjects...that they currently teach by passing a state academic subject test; completing coursework equivalent to an academic major, degree, certification or credentialing; pass a 'high objecting uniform state standard of evaluation' (HOUSSE)". While it is possible to get what the author means in these sentences, it takes a while, as you are forced to ask "Am I reading this correctly?" and "What did the author intend to write?" because of the word "but" in the first sentence and the lack of a conjunction and parallelism at the end of the second one.
This poor writing translates into a lack of clarity at many parts of the book, as does internal contradiction. For example, due to one part of the book being updated, while another wasn't, page 34 stated that "Well over half of [students with disabilities] participate in general education classes for well over 80 percent of every school day", while page 51 states "...and today, if we include high school students, that proportion is even closer to half". I looked it up at the source given for 2005 (which was what both were referenced to), and it turns out that it was 54 percent making the second statement false. The first statement is poorly worded, however; 54 percent hardly qualifies as "well over half" and the statistic is not for "well over 80 percent of every school day" but simply "over 80 percent of every school day". I cannot speak on if the new version has the same kinds of mistakes. Hopefully, they have been fixed, but if you are buying from a brick-and-morter store, I would first check to see if these mistakes are still in there.
4 of 4 found the following review helpful:
 A wonderful introduction to the history and realities of special education Feb 23, 2007
By Yigal P. Weinstein
"yigal weinstein"
I am training to be a California secondary teacher in Los Angeles County. It is a difficult job but a rewarding one. I am not interested, at least presently, in teaching special education but I will have to know how to deal with students with special needs. This book is well written, and includes all of the information one will need for an introduction to special education.
1 of 1 found the following review helpful:
Reasonably good information, horribly written and copyedited Nov 06, 2011
By James Yanni
This book is reasonably informative about the subject matter, and if the subject is one that is not incredibly interesting but is instead mostly a repetitive restatement of the obvious, (children with various disabilities are still entitled to a Free And Public Education in the Least Restrictive Environment Possible)that isn't entirely the fault of the book. The book does give a reasonably good, detailed look at many different types of disabilities, the issues related to each, and some tips on what sort of adjustments teachers of students with those disabilities might have to make.
The problem is, the book is atrociously copyedited and proofread; one would think that a book that costs what a college textbook costs could have been afforded a proofreader. One would also think that by the seventh edition, most of these errors would have been caught and corrected. But, apparently, one would be wrong, so we get such errors as "Social justice is an illusive concept..." (rather than "elusive"), and "One judge of every society is how it treats its citizens, all of them, despite being viewed as different on some perceived dimension." (As it's written, "despite being viewed as different" is modifying "one judge", rather than "its citizens", and "on some perceived dimension" should probably read "in some perceived dimension" or "on some perceived continuum." In any case, the sentence is a syntactical mess.) Both of these errors appeared on the first full page of the book, page 4, and page five had "However, perspectives or orientations about individuals also guide people's thinking." ("Perspectives about individuals" might, by some stretch, be a coherent thought; "orientations about individuals" makes no sense whatsoever.) Page seven has one sentence with two egregious errors, a double negative AND a missing word: "So, if supporting services were available to help every individual when problems occur, then no individual would not be negatively treated and would be viewed successful." ("...no individual would be negatively treated and would be viewed AS successful.") Page 16 has the word "not" when, as far as I can tell, the intended word was "to": "The impact of ADA has been great, with accomodations and greater access not part of American life." Page 18 has a relatively minor quibble; in the inset caption to the picture, it says "The benefits are many when everyone can clearly hear the teacher's instructions, can focus better on learning, and doesn't have to strain to hear..." If we break those clauses down, we are left with "...when everyone doesn't have to strain to hear...". It seems to me that it would be better to separate that clause out from the others, and instead of stretching parallel construction, to have said, "and no one has to strain...". After all, it is generally true that not EVERYONE has to strain to hear, but it's still a problem if ANYONE has to strain. Page 23 has a use of the word "surmount" when "mount" was intended, ("...educational opportunites are missed and feelings of exclusion surmount") as well as "in-creased" when "increased" was intended, and "being accessible" when "accessibility" was intended ("So being accessible to an appropriate education ...is important.")
The entire first chapter is like this; after that, the book settles down a bit and generally only has one or two errors of this sort per chapter, which is still FAR too frequent for a scholarly textbook, and wouldn't even be acceptable in a mass-market paperback, but is, at least, an improvement. All in all, though, the sloppiness is such that I can't possibly rate this book higher than two stars, and in fact it's far closer to a one-star review than it is to a three-star, in spite of containing a fair amount of potentially useful information.
 Information, not a review. Dec 17, 2011
By Joan
Please read this. These kids get lost because schools don't know to look for this. Compare this to your childs report. Good luck to all of you!
Gifted Children with Learning Disabilities : Lost Treasures
Linda Kreger Silverman, Ph.D.
So-So Nov 21, 2011
By Tiffany Cordes
I read this text cover to cover, but all I can say is that it's just... 'alright'. It is not phenomenal by any means, especially for the price.
I think the information was good and solid for the most part. However, the organization is horrible. The chapters are not in any order that makes sense. Additionally, the chapters rarely reference what you have learned in previous chapters, which makes each chapter seem meaningless and lost in the bigger picture. This text is very confused. Besides the organization, I found it very uninteresting. I know it is a textbook, but it is not engaging whatsoever. I would often find myself reading a few pages, closing the text, and not remembering a single thing. It's your average old school text that just pours information on you with no was of helping your absorb it or remember it. There are far better texts out there.
In sum, it is so-so. It is a good introductory text to special education. However, I think it is mediocre at best.
See all 20 customer reviews on Amazon.com
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