Managed Chaos

Managed Chaos, describes the experiences of
special education teachers in diverse settings at a
time when federal law and assessment requirements
drive educational policy. The analyses, built upon
teacher description and observation, illuminate the
elements of special education teacher practice and
document the tensions manifested in the interaction
between special education and general education.
This text fills a vacancy in the currently existing
studies of teacher practice. Undergraduate students
contemplating entering the profession of special
education will find the documentation of experiences
in the field informative. Graduate students and
instructors will find an accessible study of teacher
practice. Practicing special educators will be
interested in the opportunity to be heard in the
literature just as so many general education
teachers have already been heard. General educators
may examine teaching practice from the perspective
of special educators. School administrators and
policy makers will find useful information to
consider as they address issues of improving school
culture and the major issues of school reform.

Autorentext

Lisa A. Ferrelli, Ph.D., studied education at the University of
Rhode Island/Rhode Island College. She received her Ph.D.
in 2007. She has been a special education teacher for over
twenty years and has worked with a variety of students with
disabilities. She is currently an elementary school inclusion
teacher in Massachusetts,USA.

Klappentext

"Managed Chaos," describes the experiences of
special education teachers in diverse settings at a
time when federal law and assessment requirements
drive educational policy. The analyses, built upon
teacher description and observation, illuminate the
elements of special education teacher practice and
document the tensions manifested in the interaction
between special education and general education.
This text fills a vacancy in the currently existing
studies of teacher practice. Undergraduate students
contemplating entering the profession of special
education will find the documentation of experiences
in the field informative. Graduate students and
instructors will find an accessible study of teacher
practice. Practicing special educators will be
interested in the opportunity to be heard in the
literature just as so many general education
teachers have already been heard. General educators
may examine teaching practice from the perspective
of special educators. School administrators and
policy makers will find useful information to
consider as they address issues of improving school
culture and the major issues of school reform.