This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Voltz, D. L. Articles by Fore, C. Search for Related Content Social Bookmarking                         What's this?

Urban Special Education in the Context of Standards-Based Reform

Department of Leadership, Special Education, and Foundations at the University of Alabama at Birmingham, voltz{at}uab.edu

Cecil Fore, III

Department of Communications Sciences and Special Education at the University of Georgia

With the passage of the No Child Left Behind Act, standards-based reform has taken center stage in the educational arena. Although standard setting and accountability issues affect every facet of education, the challenges of implementing such a movement are greater in contexts such as urban special education. This article highlights some of the special considerations of implementing standards-based reform in urban special education and discusses implications for urban special educators.

Remedial and Special Education, Vol. 27, No. 6, 329-336 (2006)
DOI: 10.1177/07419325060270060201


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				M. Williams Shealey, P. Alvarez Mchatton, and J. Farmer What Does "Highly Qualified" Mean for Urban Special Educators? Urban Education, July 1, 2009; 44(4): 410 - 426. [Abstract] [PDF]