Utilizing Specially Designed, Instructional Evidence-Based Practices and Family Engagement

Special education has the enhanced capacity to address digital literacies and storytelling, especially as parents become instrumental in the delivery of education through technology. While increasing digital opportunities for interventions and supports for students with learning exceptionalities must be a focus and consideration to improve students' outcomes, there still must be a certain level of sense-making for parents and legal guardians—particularly to strengthen student outcomes. Special educators are well positioned to help lead the work of transforming the relationships between themselves and parents. This chapter briefly explores the history of special education and race, family engagement, evidence-based practices, and opportunities to ensure that special educators help create conversations that lead to actionable opportunities to enhance and improve parent implemented interventions to incorporate families of color in the implementation of digital literacies and digitized platforms of teaching and learning.

The Development of Special Education and Inclusion in Taiwan

This chapter provides an example from Asia for professionals interested in how culturally responsive education systems have been established for people with disabilities. The chapter begins with the history of special education in Taiwan, continues with the characteristics of the current special education system, and ends with discussion of issues and future development. Readers will find the history and the special education system developed from point to line and then to plane, to form a holistic, comprehensive model. The government, scholars, and parents together have contributed to the Special Education System. The system was influenced primarily by the US and Japan, but also stemmed from the unique Taiwanese culture itself. In addition, the author described different special education teacher training stages and the demands of higher standards of teacher training programs and the necessity for substantial changes. Finally, the authors identified three issues and trends for future development: service extension to both ends, service quality, and evidence-based practices.

Contemporary Issues of Special Education in Turkey

The first international declaration of inclusive education through the Salamanca Statement (UNESCO, 1994) underlined the importance and necessity of inclusive practices and recommended that all students should benefit from the same educational approaches in the same environment. In addition to that, growth in field applications, published research papers, the number of trained professionals, and general awareness around students with disabilities triggered the improvement of special education services in Turkey during the last three decades. This article displays a brief history of special education, laws and regulations, the path of special education, and introduces contemporary issues in special education in Turkey. Without recognizing the existing situation and contemporary issues of the field of special education, it is not possible to take steps for planning and obtain better outcomes.

Utilizing Specially Designed, Instructional Evidence-Based Practices and Family Engagement

Special education has the enhanced capacity to address digital literacies and storytelling, especially as parents become instrumental in the delivery of education through technology. While increasing digital opportunities for interventions and supports for students with learning exceptionalities must be a focus and consideration to improve students' outcomes, there still must be a certain level of sense-making for parents and legal guardians—particularly to strengthen student outcomes. Special educators are well positioned to help lead the work of transforming the relationships between themselves and parents. This chapter briefly explores the history of special education and race, family engagement, evidence-based practices, and opportunities to ensure that special educators help create conversations that lead to actionable opportunities to enhance and improve parent implemented interventions to incorporate families of color in the implementation of digital literacies and digitized platforms of teaching and learning.

Helping Early-Career General Education Teachers Understand Students With Special Needs

This chapter will inform early-career general education teachers on a broad spectrum of special needs topics. The chapter begins with an overview of the history of special education and describes how many facets of special needs education—such as how to classify and how best to instruct special needs students—are still controversial. It then segues into a discussion of various educational service delivery models in which special education students can be educated depending on their needs. The chapter also identifies characteristics and learning traits of special needs students. Next, it presents a detailed section of specific instructional strategies that both general education and special education instructors will find useful to implement when teaching students with special needs. Finally, a brief overview discounting many of the myths about special education is presented.

Associação de Pais e Amigos dos Excepcionais (APAE): delineamento de uma gênese histórica

O artigo aborda como a então designada problemática do excepcional, confi gurada no começo do século XX, possibilitou, no Brasil, a emergência da primeira Associação de Pais e Amigos dos Excepcionais (Apae), na década de 1950, estendendo as análises apresentadas até o começo da década de 1960, quando surgiu a Federação Nacional das Apaes. Apesar de sua longevidade e capilaridade no país, pouco se tem abordado sobre a gênese da instituição Apae, o que tem impedido de se problematizar o contexto sócio-histórico, político e cultural em que esta emergiu. Para tanto, recorreu-se às contribuições de pesquisas histórica e bibliográfica. Com os dados encontrados, pôde-se constatar que a Apae surgiu impulsionada pelos princípios do pragmatismo e do modelo liberal de cidadania estadunidenses, pautada na fi lantropia e na ótica da higidez social, bem como recebeu infl uência do trabalho de Helena Antipoff . Entre as décadas de 1950 e 1960, a instituição se ramifi cou pelo país, levando à necessidade de se criar, já em 1962, uma Federação Nacional para congregar as associações e formular diretrizes de ação, o que ampliou seu espectro de atuação e sua difusão institucional.Palavras-chave: Educação de excepcionais. História da Educação Especial. Instituição especializada. Movimento apaeano.Associação de Pais e Amigos dos Excepcionais (APAE):development of a historical genesisAbstractThe article discusses how the so-called problem of the exceptional, confi gured at the beginning of the 20th century, made possible, in Brazil, the emergence of the fi rst Associação de Pais e Amigos dos Excepcionais (Apae), in the 1950s, extending the analyzes presented until the beginning the 1960s, when the Federação Nacional das Apaes emerged. Despite its longevity and capillarity in the country, little has been discussed about the genesis of the Apae institution, which has prevented the problematic of the socio-historical, political and cultural context in which it emerged. To this end, we used contributions from historical and bibliographical research. With the data found, it could be seen that Apae emerged driven by the principles of pragmatism and the liberal model of American citizenship, guided by philanthropy and the perspective of social health, as well as infl uenced by the work of Helena Antipoff . Between the 1950s and 1960s, the institution branched across the country, leading to the need to create, already in 1962, a National Federation to congregate associations and formulate guidelines for action, which expanded its range of action and its institutional diffusion .Keywords: Education of exceptional. History of Special Education. Specialized institution. Apaeano movement.Associação de Pais e Amigos dos Excepcionais (APAE): delineamiento de una génesis históricaResumenEl artículo analiza cómo el llamado problema de lo excepcional, configurado a principios del siglo XX, hizo posible, en Brasil, la aparición de la primera Associação de Pais e Amigos dos Excepcionais (Apae), en la década de 1950, ampliando los análisis presentados hasta el comienzo. la década de 1960, cuando surgió la Federação Nacional das Apaes. A pesar de su longevidad y capilaridad en el país, poco se ha discutido sobre la génesis de la institución Apae, que ha evitado la problemática del contexto sociohistórico, político y cultural en el que surgió. Para este fin, utilizamos contribuciones de investigaciones históricas y bibliográficas. Con los datos encontrados, se pudo ver que Apae surgió impulsado por los principios del pragmatismo y el modelo liberal de ciudadanía estadounidense, guiados por la filantropía y la perspectiva de la salud social, así como influenciados por el trabajo de Helena Antipoff. Entre las décadas de 1950 y 1960, la institución se expandió por todo el país, lo que llevó a la necesidad de crear, ya en 1962, una Federación Nacional para congregar asociaciones y formular directrices para la acción, lo que amplió su rango de acción y su difusión institucional.Palabras clave: Educación de excepcionales. Historia de la Educación Especial. Institución especializada. Movimiento apaeano.

The Development of Special Education and Inclusion in Taiwan

This chapter provides an example from Asia for professionals interested in how culturally responsive education systems have been established for people with disabilities. The chapter begins with the history of special education in Taiwan, continues with the characteristics of the current special education system, and ends with discussion of issues and future development. Readers will find the history and the special education system developed from point to line and then to plane, to form a holistic, comprehensive model. The government, scholars, and parents together have contributed to the Special Education System. The system was influenced primarily by the US and Japan, but also stemmed from the unique Taiwanese culture itself. In addition, the author described different special education teacher training stages and the demands of higher standards of teacher training programs and the necessity for substantial changes. Finally, the authors identified three issues and trends for future development: service extension to both ends, service quality, and evidence-based practices.