Special education teachers, as a significant segment of the teaching profession, came into their own with the passage of Public Law 94-142, the Education for All Handicapped Children Act, in 1975. Since then, although the number of special education teachers has grown substantially it has not kept pace with the demand for their services and expertise. The roles and practice of special education teachers have continuously evolved as the complexity of struggling learners unfolded, along with the quest for how best to serve and improve outcomes for this diverse group of students. High-Leverage Practices in Special Education defines the activities that all special educators needed to be able to use in their classrooms, from Day One. HLPs are organized around four aspects of practice collaboration, assessment, social/emotional/behavioral practices, and instruction because special education teachers enact practices in these areas in integrated and reciprocal ways. The HLP Writing Team is a collaborative effort of the Council for Exceptional Children, its Teacher Education Division, and the CEEDAR Center; its members include practitioners, scholars, researchers, teacher preparation faculty, and education advocates--Amazon.com

Created in 1964 as part of the Mississippi Freedom Summer, the Mississippi Freedom Schools were launched by educators and activists to provide an alternative education for African American students that would facilitate student activism and participatory democracy. The schools, as Jon N. Hale demonstrates, had a crucial role in the civil rights movement and a major impact on the development of progressive education throughout the nation. Designed and run by African American and white educators and activists, the Freedom Schools counteracted segregationist policies that inhibited opportunities for black youth. Providing high-quality, progressive education that addressed issues of social justice, the schools prepared African American students to fight for freedom on all fronts. Forming a political network, the Freedom Schools taught students how, when, and where to engage politically, shaping activists who trained others to challenge inequality. Based on dozens of first-time interviews with former Freedom School students and teachers and on rich archival materials, this remarkable social history of the Mississippi Freedom Schools is told from the perspective of those frequently left out of civil rights narratives that focus on national leadership or college protestors. Hale reveals the role that school-age students played in the civil rights movement and the crucial contribution made by grassroots activists on the local level. He also examines the challenges confronted by Freedom School activists and teachers, such as intimidation by racist Mississippians and race relations between blacks and whites within the schools. In tracing the stories of Freedom School students into adulthood, this book reveals the ways in which these individuals turned training into decades of activism. Former students and teachers speak eloquently about the principles that informed their practice and the influence that the Freedom School curriculum has had on education. They also offer key strategies for further integrating the American school system and politically engaging today's youth.

Mississippi: The Closed Society is a book about an insurrection in modern America, more particularly, about the social and historical background of that insurrection. It is written by a Mississippian who is a historian, and who, on September 30, 1962, witnessed the long night of riot that exploded on the campus of the University of Mississippi at Oxford, when students, and, later, adults with no connection with the University, attacked United States marshals sent to the campus to protect James H. Meredith, the first African American to attend Ole Miss. In the first part of Mississippi: The Closed Society, Silver describes how the state's commitment to the doctrine of white supremacy led to a situation in which the Mississippian found that continued intransigence (and possibly violence) was the only course offered to him. In these chapters the author speaks in the more formal measures of the historian. In the second part of the book, “Some Letters from the Closed Society,” he reproduces (among other correspondence and memoranda) a series of his letters to friends and family—and critics—in the days and weeks after the insurrection. Here he reveals himself more personally and forcefully. In both parts of the book are disclosed the mind and heart of the Mississippian who is as haunted as William Faulkner was by the moral chaos of his native land.