Special Education at a Crossroads

Zigmond, Naomi

doi:10.1080/10459880109603319

Cited by 19 publications

(13 citation statements)

References 10 publications

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“…Again, the critical question is whether student performance can be improved through this service delivery model (Welch et al, 1999;Zigmond, 2001).…”

mentioning

confidence: 99%

Co–Teaching in Middle School Classrooms under Routine Conditions: Does the Instructional Experience Differ for Students with Disabilities in Co–Taught and Solo–Taught Classes?

Magiera

Zigmond

2005

Learning Disabilities Research & Practice

Self Cite

112

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Co‐teaching is a popular strategy for implementing the inclusion of students with disabilities within secondary general education classrooms. However, we have little data regarding its effectiveness under routine conditions of educational practice. This study examined whether there was an “additive effect” of the special education teacher on the instructional experiences of students with disabilities as compared with the experiences of the same students taught by only the general education teacher under routine conditions. Observers used time sampling methods to document how students with disabilities spent their time in 11 middle school co‐taught classes. Statistically significant differences were found for targeted students in terms of general education teacher interaction and individual instruction. General education teachers spent significantly less time with students with disabilities when the special education teacher was present. In addition, students with disabilities received significantly more individual instruction when the special education teacher was present. However, these differences were of limited practical significance.

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“…Again, the critical question is whether student performance can be improved through this service delivery model (Welch et al, 1999;Zigmond, 2001).…”

mentioning

confidence: 99%

Co–Teaching in Middle School Classrooms under Routine Conditions: Does the Instructional Experience Differ for Students with Disabilities in Co–Taught and Solo–Taught Classes?

Magiera

Zigmond

2005

Learning Disabilities Research & Practice

Self Cite

112

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show abstract

“…In the past forecasting literature, numerous authors have identified this issue as highly problematic (Brigham, Gustashaw, & Brigham, 2004;Kauffman, 1994;Kavale & Mostert, 2003;McGrath, Johns, & Mathur, 2004;Mostert & Crockett, 2000;Zigmond, 2001). The unanimous conclusion was that, more often than not, special education professionals employ methodology that lacks a sound scientific underfooting.…”

Section: Shots In the Darkmentioning

confidence: 99%

“…Others (see Cronis & Ellis, 2000;Gable, 2004;Mostert & Crockett, 2000;Nelson 2003;Polsgrove, 2003;Zigmond, 2001) also have discussed the refusal of many in the field to accept the myriad problems associated with contemporary service delivery options, such as resource and inclusion. These decade-old discussions lend further support to the importance of considering the impact of willful ignorance.…”

Section: Concluding Thoughts: the Future As Problem-saturated Or Solumentioning

confidence: 99%

“…Three decades and numerous reauthorizations later, these guarantees remain elusive. Chief among them is the promise of individualization (Gerber, 1995;Kauffman, 1994Kauffman, , 1999bKavale & Mostart, 2003;Zigmond, 2001). Gerber (1995) has argued that many within the educational community have adopted the "all means all" rhetoric in place of the "each means each" mandate.…”

Section: Broken Promisesmentioning

confidence: 99%

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In Pursuit of Excellence: The Past as Prologue to a Brighter Future for Special Education

Rock¹,

Thead²,

Gable³

et al. 2017

Exceptional

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“…It was at this point that the early childhood field was reconceptualized from that of a child-focused service delivery system where the children's deficits were the focus of intervention services to a family-focused service delivery system in which the family's concerns, values, and culture are considered of major importance (Pankaskie and Weiss 2001;Zigmond 2001). The latter approach serves children within the context of their respective families and identifies the families as their children's 'first teacher' and primary decision-maker until the children are able to make decisions for themselves (Bailey 2001).…”

mentioning

confidence: 99%

Supporting Family Choice

Murray

Christensen

Umbarger

et al. 2007

Early Childhood Educ J

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Supporting family choice in the decisionmaking process is recommended practice in the field of early childhood and early childhood special education. These decisions may relate to the medical, educational, social, recreational, therapeutic/rehabilitative, and community aspects of the child's disability. Although this practice conveys the message that families are the primary decision-makers for their children, families are not always adequately supported by professionals through the decisionmaking process. This manuscript calls for a renewed focus on family choice from the parents' perspective by offering vignettes from parents who have had both positive and negative experiences with parent choice. To explore family choice, this manuscript includes discussions of (a) ethical, societal, and legislative rationales for families making choices, (b) benefits and challenges of family informed choice in practice, and (c) clarification of the professionals' roles. This manuscript provides recommendations and strategies for assisting professionals in facilitating and optimizing the choice process for families.

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Special Education at a Crossroads

Cited by 19 publications

References 10 publications

Co–Teaching in Middle School Classrooms under Routine Conditions: Does the Instructional Experience Differ for Students with Disabilities in Co–Taught and Solo–Taught Classes?

Co–Teaching in Middle School Classrooms under Routine Conditions: Does the Instructional Experience Differ for Students with Disabilities in Co–Taught and Solo–Taught Classes?

In Pursuit of Excellence: The Past as Prologue to a Brighter Future for Special Education

Supporting Family Choice

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