Does Compliance Matter in Special Education? : IDEA and the Hidden Inequities of Practice
Book Details
Format
Hardback or Cased Book
Book Series
Disability, Culture, and Equity
ISBN-10
0807759023
ISBN-13
9780807759028
Publisher
Teachers' College Press
Imprint
Teachers' College Press
Country of Manufacture
US
Country of Publication
GB
Publication Date
Apr 20th, 2018
Print length
176 Pages
Weight
388 grams
Dimensions
16.20 x 23.90 x 1.90 cms
Ksh 12,950.00
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Asks a question that many educators may think, but won't say out loud: Does compliance with IDEA legislation matter? The author acknowledges that, while compliance with the Individuals with Disabilities Education Act is important, it can also be an administrative burden that detracts from practitioners' capacity to serve students with disabilities.
This book asks a question that many educators may think, but won’t say out loud: Does compliance with IDEA legislation matter? The author acknowledges that, while compliance with IDEA (Individuals with Disabilities Education Act) is important, it can also be an administrative burden that detracts from practitioners’ capacity to adequately serve students with disabilities.
Using data collected from three suburban school districts, Voulgarides helps us to understand how compliance with IDEA intersects with decades of evidence of racial inequities in student outcomes. This timely and thought-provoking book unpacks the civil rights history of IDEA, examines the impact of its procedural focus on educational practice, and questions why racial inequities in special education persist despite good intentions by policymakers, educators, and school personnel.
Using data collected from three suburban school districts, Voulgarides helps us to understand how compliance with IDEA intersects with decades of evidence of racial inequities in student outcomes. This timely and thought-provoking book unpacks the civil rights history of IDEA, examines the impact of its procedural focus on educational practice, and questions why racial inequities in special education persist despite good intentions by policymakers, educators, and school personnel.
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