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This volume was written to address the reality that the foundational knowledge most influencing public policy and practice in special education has been drawn from a research base driven by empirical evidence that ignores a broader base of humanistic, ethical, and cultural knowledge. This volume brings together many of the most respected thinkers representing the social and neurosciences as well as the humanities who examine the contributions of these respective fields to special educations knowledge base. These chapters encourage readers to reexamine the fields primary assumptions, belief systems, and knowledge bases in light of the complex challenges now facing contemporary American society and its education of students with disabilities.
PREFACE - OVERVIEW OF THE KNOWLEDGE PROJECT. 1. Beneath Special Education: Approaches to Knowledge, Values, and Practice. PART I: INTELLECTUAL AND SOCIAL CONTEXTS OF SPECIAL EDUCATION POLICY. 2. Philosophy: Traditional to Postmodern. 3. America''s Children and Families. PART II: LEARNING, DEVELOPMENT, AND INTERVENTION. 4. Neuropsychology and Special Education: Foundations, Applications, and Future Contributions. 5. Intelligence: A Changing Discourse. 6. The Promise of Early Intervention to Enhance Life Outcomes of Children in Poverty. 7. Problems and Potentials of Youth Development: A Developmental Contextual Model for Research and Outreach Promoting Positive Youth Development. PART III: CARE AND SPECIAL EDUCATION: A CULTURAL PROJECT. 8. Diversity: What do Teachers Need to Know? 9. Gender in the Classroom. 10. Liberalism, Ethics, and Special Education. PART IV: FUTURES OF SPECIAL EDUCATION. 11. A Systems Perspective for Future Research in Special Education. 12. Human Development, Learning, and Special Education Research. 13. Research on Behavioral and Developmental Interventions in Special Education. 14. Postmodernism, Narrative, and Hope in Special Education.