Question

Annotated bibliography on social cognitive theory on children with special needs at least 10

Answer 1

Alderson, Priscilla; Goodey, Christopher. (1999) Autism in special and inclusive schools: "There has to be a point to their being there." Disability and Society, 14(2): 249-61. A discussion based on observations of what type of schools are most suitable for pupils with autism and the meanings of autism and autistic spectrum disorders along with a discussion of current theory and practice.

Annino, Paolo G. (1999) The new IDEA regulations: The next step in improving the quality of special education. Mental and Physical Disability Law Reporter, 23(3): 439-42. A discussion of the Department of Education's regulations implementing the Individual with Disabilities Education Act Amendments of 1997 relating to autism, attention deficit hyperactivity disorder (ADHD), charter schools, native languages, parents, and free appropriate public education.

Biklen, Douglas. (1992) Schooling without Labels: Parents, Educators, and Inclusive Education. Philadelphia: Temple University Press. Using the example of six families whose disabled children play a full role in family life, the author argues that the same effect could be achieved in public school and in the community.

Branson, Jan; Miller, Don; Branson, Kylie. (1988) An Obstacle Race: A Case Study of a Child's Schooling in Australia and England. Disability, Handicap & Society, 3(2): 101-18. The narrative by a disabled person who is a graduate student in education (and her college faculty parents) of the problems confronting her as a child attempting to obtain an education. The barriers were based upon the prejudices of professionals (especially physicians) who denied her individuality and creativity.

Brody-Hasazi, Susan; Furney, Katharine S.; DeStefano, Lizanne. (1999) Implementing the IDEA transition mandates. Exceptional Children, 65(4): 555-66. Reports on an analysis at nine sites of the implementation of the mandates for transition contained in the Individuals with Disabilities Education Act (IDEA). The finding is that the mandates were critical in establishing and keeping promising practices.

Campbell, N. Jo; Dobson, Judith E.; Bost, Jane M. (1985) Educator Perceptions of Behavior Problems of Mainstreamed Students. Exceptional Children, 51: 298-303. A sample of 39 elementary school teachers, 31 secondary school teachers, seven special education teachers, five school counselors, and 23 school administrators were asked to assess six hypothetical behavior cases and to recommend treatment. The behavior of mentally disabled students was judged to be less serious than that of physically disabled and non-disabled students. The recommended treatment was more authoritarian for non-disabled students than for disabled students. Conclusion is that educators need to develop necessary skills for behavior management in a mainstream environment and to review their attitudes.

Cutler, Barbara Coyne. (1993) You, Your Child and "Special" Education: A Guide to Making the System Work. Baltimore: Brookes Publishing Company. A clear outline of how parents can use the IDEA process to obtain services for their children and how important is the role of the parent.

Gregg, Noel; Scott, Sally; McPeek, Donna; Ferri, Beth. (1999) Definitions and eligibility criteria applied to the adolescent and adult population with learning disabilities across agencies. Learning Disability Quarterly, 22(3): 213-23. An investigation of the definitions and eligibility criteria found in the 50 state and the DC departments of special education and vocational rehabilitation agencies for people with learning disabilities with suggestions for changes.

Guralnick, Michael J. (1998) Effectiveness of early intervention for vulnerable children: A developmental perspective. American Journal on Mental Retardation, 102(4): 319-45. A discussion of an early intervention model which focuses on the child's cognitive development and the effects, both short term and long term.

Harry, Beth; Kalyanpur, Maya. (1994) Cultural underpinnings of special education: Implications for professional interactions with culturally diverse families. Disability and Society, 9(2): 145-65. Discusses the cultural assumptions of special education in the US. A lack of awareness of them leads to cultural dissonance. The medical model assumptions of the law results in misunderstandings between parents and professionals who have different value systems. They disagree over the definition of disability, how much power professionals should have, whether science is objective, styles of parenting, the goals of education goals, the proper concerns of the family and the community, and communication.

Losen, D.J.; Welner, K.G. (2001) Disabling Discrimination in Our Public Schools: Comprehensive Legal Challenges to Inappropriate and Inadequate Special Education Services for Minority Children. Harvard Civil Rights Civil Liberties Law Review, 36(2): 407-60. The problem of poor special education services for minority children and what can be done.

Oswald, D.P.; Coutinho, M.J.; Best, A.M.; Nguyen, N. (2001) Impact of Sociodemographic Characteristics on the Identification Rates of Minority Students as Having Mental Retardation. Mental Retardation, 39(5): 351-67. Certain characteristics influence the diagnosis of mental retardation in minority students.

Parry, John. (1985) Least Restrictive Alternative: An Overview of the Concept. Mental and Physical Disability Law Reporter, 9: 314-16. A discussion of the different views of the concept of the least restrictive alternative with their legal implications drawing upon relevant court cases.