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Double Jeopardy: Addressing Gender Equity in Special Education Supports and Services

reviewed 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
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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.)

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Cite This Article as: Teachers College Record Volume 104 Number 5, 2002, p. 1006-1009
http://www.tcrecord.org ID Number: 10840, Date Accessed: 10/19/2018 9:53:59 AM

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About the Author
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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