Bending back on high school programs for youth with learning disabilities

Learning Disability Quarterly

Volumn 28, Issue 2, 2005, Pages 171-173

  Edgar, Eugene ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 18944373039     PISSN: 07319487     EISSN: None     Source Type: Journal    
DOI: 10.2307/1593621     Document Type: Article

References (9)

1. Dewey, J. (1944). Democracy and education. New York: The Free Press. (Original work published in 1916)
2. Goodlad, J. I. (2004). Romances with schools. New York: McGraw Hill.
3. Kortering, L., & Braziel, P. (2002). A look at high school programs as perceived by youth with learning disabilities. Learning Disability Quarterly, 25, 177-188.
4. McNeil, L. M. (2000). Contradictions of school reform. New York: Rutledge.
5. Murray, C., Goldstein, D. E., & Edgar, E. (1997). The employment and engagement status of high school graduates with learning disabilities through the first decade after graduation. Learning Disabilities Research & Practice, 12, 151-160.
6. Murray, C., Goldstein, D. E., Nourse, S., & Edgar, E. (2000). The postsecondary school attendance and completion rates of high school graduates with learning disabilities. Learning Disabilities Research & Practice, 15, 119-127.
7. Skrtic, T. M. (1991). The special education paradox: Equity as a way to excellence. Harvard Educational Review, 61, 148-206.
8. Sternberg, R. J. (2004). Good intentions, bad results: A dozen reasons why the No Child Left Behind Act is failing our schools. Education Week, October 27, p. 42, 56.
9. Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72, 67-88.