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Customer Reviews
For ALL Educators who care about reforms and the disabled! 
2000-05-25
I found this book while browsing one day. It's subtitle is Students with Disabilities and Standards-based Reform. In the midst of the outcry from politicians and parents for reform of the public school system, one group has been steadfastly ignored. That is those who have disabilities. For example, the American Association for the Advancement of Science put out a book in 1990 called Science for All Americans...Project 2061. This book stressed many of the much needed reforms concerning science literacy, but in their forward they mentioned every neglected group EXCEPT the disabled. Now since then, the AAAS has changed their lists of neglected groups to include the disabled, but a friend at the National Science Foundation who is blind, said that he went to a Congressional Meeting on school reform and especially science reform, and once again Congress neglected to mention including the disabled. As a Deaf person who struggled with bad attitudes of teachers and professors, interpreters with no training in science, outright illegal behavior on the part of two Universities, and being active in accessiblity and discrimination groups, I know how hard it is going to be to get the reforms and the eductional society together in such a way to make them work together. This book is a good first step towards that goal. The National Research Council has done its statistical work on just how many disabled drop out of school and are unemployed, due directly to educators who ignore them at best and have no intention of including those with disabilities in this march for better educational systems in the U.S. What neither Congress or educators seem to understand is that the impact of education which is below par and doesn't include the disabled in the reforms will ultimately be paid for by the American public. The disabled want to work, want to be part of society, and want to be accepted for who they are, not for what educators think they should become (ie., Deaf turning into English speakers). We also want the chance to choose for ourselves the right to make decisions as to what we want to spend our lifetime doing. For all educators, this book is a must-read since the inclusion movement is gaining momentum, and regular teachers are going to see us, the disabled, in their classes, and in regular universities. Neither we or the Americans with Disabilities Act is going away, and educators better be prepared for dealing with diverse students in their classes. This book will help them achieve that goal. Karen L. Sadler, Science Education, University of Pittsburgh, klsst23@pitt.edu
