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Double Jeopardy: Addressing Gender Equity in Special Education Supports and Servicesreviewed by Robert L. Osgood — 2002 Title: Double Jeopardy: Addressing Gender Equity in Special Education Supports and Services Author(s): Harilyn Rousso, Michael L. Wehmeyer (Editors) Publisher: State University of New York Press, Albany ISBN: 0791450767, Pages: 384, Year: 2001 Search for book at Amazon.com Historically, the school experiences of students in special
education have been designed and implemented with a primary, if not
exclusive, focus on the nature and needs of a child’s
particular disability or disabilities. This emphasis on the
disability label as the defining feature of an eligible child has
helped establish disability as an essential consideration in
providing appropriate education for millions of students.
Nevertheless, such a particularistic approach has come under
serious question in recent years. More holistic approaches to
special education and the advent of the inclusion movement have
challenged teachers and administrators to consider all aspects of a
child’s life in designing more effective and inclusive
individualized programs for students with special needs.
The editors of Double Jeopardy: Addressing Gender Equity in
Special Education, Harilyn Rousso and Michael L. Wehmeyer, have
put together a significant contribution toward these efforts. This
volume, published as part of the SUNY Press’ series on the
Social Context of Education, includes a wide range of research,
reviews, essays, commentary, and "best... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Robert Osgood
Indiana University-Purdue University, Indianapolis E-mail Author Robert L. Osgood is Associate Professor of Educational Foundations at the Indiana University School of Education, Indiana University Purdue University Indianapolis. His research interests include the history of special education and disability in the United States and the development of special education programs in public school systems. His publications include For Children Who Vary From the Normal Type: Special Education in Boston, 1838-1930 (Gallaudet University Press, 2000), and “Becoming a Special Educator: Specialized Professional Training for Teachers of Children with Disabilities in Boston, 1870-1930,” Teachers College Record 101 (Fall 1999): 82-105. He is currently working on Inclusion: History of an Idea, a book to be published by Gallaudet University Press.
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