Special education revisited: A response to Zollers and Ramanathan

Phi Delta Kappan

Volumn 81, Issue 3, 1999, Pages 228-234

  Zigmond, Naomi ^a  

^a UNIVERSITY OF PITTSBURGH   (United States)

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[No Author keywords available]

Indexed keywords

EID: 0040812723     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (24)

1. For descriptions of full-inclusion programs in elementary school buildings, see Janice M. Baker, "Inclusion in Minnesota: Educational Experiences of Students with Learning Disabilities in Two Elementary Schools," Journal of Special Education, vol. 29, 1995, pp. 133-43; idem, "Inclusion in Virginia: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 116-23; idem, "Inclusion in Washington: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 155-62; Janice M. Baker and Naomi Zigmond, "The Meaning and Practice of Inclusion for Students with Learning Disabilities: Themes and Implications from Five Cases," Journal of Special Education, vol. 29, 1995, pp. 163-80; Naomi Zigmond, "Inclusion in Kansas: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 144-54; and idem, "Inclusion in Pennsylvania: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 124-32.
2. For descriptions of full-inclusion programs in elementary school buildings, see Janice M. Baker, "Inclusion in Minnesota: Educational Experiences of Students with Learning Disabilities in Two Elementary Schools," Journal of Special Education, vol. 29, 1995, pp. 133-43; idem, "Inclusion in Virginia: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 116-23; idem, "Inclusion in Washington: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 155-62; Janice M. Baker and Naomi Zigmond, "The Meaning and Practice of Inclusion for Students with Learning Disabilities: Themes and Implications from Five Cases," Journal of Special Education, vol. 29, 1995, pp. 163-80; Naomi Zigmond, "Inclusion in Kansas: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 144-54; and idem, "Inclusion in Pennsylvania: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 124-32.
3. For descriptions of full-inclusion programs in elementary school buildings, see Janice M. Baker, "Inclusion in Minnesota: Educational Experiences of Students with Learning Disabilities in Two Elementary Schools," Journal of Special Education, vol. 29, 1995, pp. 133-43; idem, "Inclusion in Virginia: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 116-23; idem, "Inclusion in Washington: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 155-62; Janice M. Baker and Naomi Zigmond, "The Meaning and Practice of Inclusion for Students with Learning Disabilities: Themes and Implications from Five Cases," Journal of Special Education, vol. 29, 1995, pp. 163-80; Naomi Zigmond, "Inclusion in Kansas: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 144-54; and idem, "Inclusion in Pennsylvania: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 124-32.
4. For descriptions of full-inclusion programs in elementary school buildings, see Janice M. Baker, "Inclusion in Minnesota: Educational Experiences of Students with Learning Disabilities in Two Elementary Schools," Journal of Special Education, vol. 29, 1995, pp. 133-43; idem, "Inclusion in Virginia: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 116-23; idem, "Inclusion in Washington: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 155-62; Janice M. Baker and Naomi Zigmond, "The Meaning and Practice of Inclusion for Students with Learning Disabilities: Themes and Implications from Five Cases," Journal of Special Education, vol. 29, 1995, pp. 163-80; Naomi Zigmond, "Inclusion in Kansas: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 144-54; and idem, "Inclusion in Pennsylvania: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 124-32.
5. For descriptions of full-inclusion programs in elementary school buildings, see Janice M. Baker, "Inclusion in Minnesota: Educational Experiences of Students with Learning Disabilities in Two Elementary Schools," Journal of Special Education, vol. 29, 1995, pp. 133-43; idem, "Inclusion in Virginia: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 116-23; idem, "Inclusion in Washington: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 155-62; Janice M. Baker and Naomi Zigmond, "The Meaning and Practice of Inclusion for Students with Learning Disabilities: Themes and Implications from Five Cases," Journal of Special Education, vol. 29, 1995, pp. 163-80; Naomi Zigmond, "Inclusion in Kansas: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 144-54; and idem, "Inclusion in Pennsylvania: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 124-32.
6. For descriptions of full-inclusion programs in elementary school buildings, see Janice M. Baker, "Inclusion in Minnesota: Educational Experiences of Students with Learning Disabilities in Two Elementary Schools," Journal of Special Education, vol. 29, 1995, pp. 133-43; idem, "Inclusion in Virginia: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 116-23; idem, "Inclusion in Washington: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 155-62; Janice M. Baker and Naomi Zigmond, "The Meaning and Practice of Inclusion for Students with Learning Disabilities: Themes and Implications from Five Cases," Journal of Special Education, vol. 29, 1995, pp. 163-80; Naomi Zigmond, "Inclusion in Kansas: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 144-54; and idem, "Inclusion in Pennsylvania: Educational Experiences of Students with Learning Disabilities in One Elementary School," Journal of Special Education, vol. 29, 1995, pp. 124-32.
7. See, for example, Jay Heubert, "Schools Without Rules? Charter Schools, Federal Disability Law, and the Paradox of Deregulation," Harvard Civil Rights-Civil Liberties Law Review, vol. 32, 1997, pp. 301-53; and idem, Questions and Answers: Application of Federal Civil Rights Laws to Public Charter Schools (Washington, D.C.: Office for Civil Rights, U.S. Department of Education, November 1997)
8. See, for example, Jay Heubert, "Schools Without Rules? Charter Schools, Federal Disability Law, and the Paradox of Deregulation," Harvard Civil Rights-Civil Liberties Law Review, vol. 32, 1997, pp. 301-53; and idem, Questions and Answers: Application of Federal Civil Rights Laws to Public Charter Schools (Washington, D.C.: Office for Civil Rights, U.S. Department of Education, November 1997)
9. Heubert, "Schools Without Rules?"
10. Peggy Farber, "The Edison Project Scores - and Stumbles - in Boston," Phi Delta Kappan, March 1998, pp. 506-11; and Nancy J. Zollers and Arun K. Ramanathan, "For-Profit Charter Schools and Students with Disabilities: The Sordid Side of the Business of Schooling," Phi Delta Kappan, December 1998, pp. 297-305.
11. Peggy Farber, "The Edison Project Scores - and Stumbles - in Boston," Phi Delta Kappan, March 1998, pp. 506-11; and Nancy J. Zollers and Arun K. Ramanathan, "For-Profit Charter Schools and Students with Disabilities: The Sordid Side of the Business of Schooling," Phi Delta Kappan, December 1998, pp. 297-305.
12. Zollers and Ramanathan, p. 299.
13. Ibid., p. 298.
14. Personal communication with Deborah Spring-peace, principal of Seven Hills Charter School, October 1998.
15. To Assure the Free Appropriate Public Education of All Children with Disabilities: Nineteenth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (Washington, D.C.: U.S. Department of Education, 1997).
16. ibid.
17. Zollers and Ramanathan, p. 299.
18. See Martin Gold and David W. Mann, Expelled to a Friendlier Place (Ann Arbor: University of Michigan Press, 1984), which describes the effects of three model alternative schools designed to serve students with behavioral problems in their conventional schools.
19. This approach is described vividly in a newspaper article by Ellen O'Brien and Beth Daley, "Shuttling of Violent Students Decried," Boston Globe, 24 December 1998, p. A-1.
20. Zollers and Ramanathan, p. 299.
21. Ibid., p. 303.
22. Ibid., p. 301.
23. Ibid.
24. Heubert, "Schools Without Rules?," p. 307.