Artiles, A.J. (2003).

Special education’s changing identity: Paradoxes and dilemmas

in views of culture and space. Harvard Educational Review, 73(2), 164-186

In this article, Alfredo Artiles identifies "paradoxes and dilemmas" faced by

special education researchers and practitioners who are seeking to create socially

just education systems in a democratic society that is currently marked by an

increasing complexity of difference. He argues that the two primary discourse

communities — inclusion and overrepresentation — must engage in a fuller dialogue

and recognize the "troubling silences" within and between their respective

literatures.

Placing his analysis within the larger political context of current efforts' and

debates over educational reform, the author gives readers a broad overview of the

literature on inclusion and overrepresentation. He then presents a multilayered

analysis of culture and space that identifies' the limitations of current research,

while offering new possibilities' and directions for the field.

Artiles concludes that unless researchers and practitioners surface their

assumptions about difference, as well as culture and space, the special education

field will continue to perpetuate the silences that threaten the educational and life

needs of historically marginalized students.

Gaona, J.(2004). The effects of the no child left behind act on career and technical
education: implication for students with special needs. Journal of Industrial Teacher
Education. 41(2)

The article focuses on the impact of the U.S. No Child Left Behind Act of 2001

(NCLBA) on special education. The NCLBA modified the Elementary and Secondary

Education Act of 1965 and restated the requirements for the educational success of

a student. According to the provisions of the NCLBA, by the school year 2013-2014,

all students must pass their state's proficiency requirements. Students with special

needs should also pass a state-administered assessment test and passing according

to the guidelines set by that state. For the past several years, the individual

educational plan of a special needs student has guided that student's education and

has provided a means to determine the level of that student's success. The impact

of the NCLBA on career and technical education will be known after a few years.

Educators might not recommend students with special needs to career and

technical education programs so that more students are taught under the

traditional secondary environment. This would guarantee the success of students in

state-administered assessment tests. Educational policies are being framed so that

students' needs are met.

Hang, Q., Rabren, K. (2009). An examination of co-teaching, perspectives and
efficacy indicators. Remedial and Special Education, 30(5), 259-268

Co-teaching has been developed as an instructional approach to support students

with disabilities in general education classrooms. The purpose of this study was to

identify teachers' and students' perspectives of co-teaching and the efficacy of this

teaching approach. Forty-five co-teachers and 58 students with disabilities (N =

103), all of whom were new to co-taught classrooms during the 2004 through 2005

school year, participated in this study. Data were collected from surveys,

observations, and records review. Significant differences in student academic and

behavioral performances were found in comparisons between the year before co-

teaching and the year of co-teaching. Students with disabilities and their teachers

also reported positive perspectives about co-teaching. Based on these preliminary

results, co-teaching appears to be an effective instructional delivery option for

meeting the needs of students with disabilities in general education classrooms.

McDuffie, K.A., Scruggs, T.E. (2008). The contributions of qualitative research to
discussions of evidence-based practice in special education. Intervention in School
and Clinic, 44(2), 91-97

In response to recent trends and legislation, the concept of implementing evidence-

based practices has become a critical component of contemporary schooling. It is

important that teachers and families of students with disabilities understand the

role that qualitative research plays in determining whether a practice is in fact

evidence based. Qualitative research may play a role in the development,

implementation, and promotion of evidence-based practices in a number of ways.

However, qualitative research by its very nature is not intended to demonstrate

causality or answer questions about whether a practice is evidence based.

Townsend, J.S., Ryan, P.A. (2010). Opening minds: aesthetic engagement in the
language arts. Journal of Educational Controversy, 5(1)