Kauffman, James M. & Hallahan, Daniel P. (2005). Special Education: What It Is and Why We Need It. Reviewed by Jacqueline E. Jacobs, Western Carolina University

Kauffman, James M. & Hallahan, Daniel P. (2005). Special Education: What It Is and Why We Need It. Boston, MA: Pearson Allyn and Bacon. Pp. vii + 83 $19.60   ISBN 0-205-42039-7 Reviewed by Jacqueline E. Jacobs Western Carolina University August 27, 2006 In a clear, well organized and concise manner, Kauffman and Hallahan have managed to convey the very essence of special education to professionals and parents alike. The detail provided in this very readable work is sufficient to ensure that the reader can gain an understanding of the generally overwhelming complexity of special education: its history, the law, the eligibility and placement criteria, as well as the implications of providing special education services. By ending each section with a Case in Point, the reader is provided a case study of a real situation to facilitate consideration of the issues as they might actually apply for a given student. The beginning chapter provides the history of special education and specific legal cases, leading to the federal legislation that provides the framework for current special education services. The information provided is sufficient to gain an understanding of why we need special education without being laborious in detail. Readers will understand why the evolution of special education has brought positive support for students with disabilities and why there are still questions about the kinds of services provided. In Chapter 2, the authors provide a perspective on the nature and results of educational measurement and mention that there are questions about standards that have to be addressed and how they have been developed. A reference, such as, Educators Handbook on Effective Testing (Freidman, Hatch, Jacobs, Lau-Dickinson & Nickerson, 2003) would have directed readers, particularly educators and parents, to a thorough explanation of tests used in special education and the development of standards in all academic areas through explanation of what measurement in education means without requiring an extensive understanding of the statistical aspects of test development. As Kauffman and Hallahan point out, it is critical that school personnel understand how testing is used to identify students as needing special education and this chapter does provide an explanation of those considerations. Those who provide direct services to students with disabilities study for years to learn the many aspects of a single disability that affect a given individual’s ability to benefit from his/her education. In Chapter 3, Kauffman and Hallahan have managed to provide a clear, concise overview of the disability categories, as well as to identify why special education might be appropriate for someone with a given disability classification. The references in this chapter will direct readers to sources that provide more extensive explanations as they are needed. This chapter will be beneficial to administrators and general education teachers in gaining a beginning understanding of the basic categories in special education. The explanations provided in Chapter 4 on the nature of special education are clearly written and identify why it is important to know what makes special education different from general education. With clear explanations of the alterations to good education “…pacing or rate, intensity, relentlessness, structure, reinforcement, pupil: teacher ratio, curriculum, and monitoring or assessment (p. 48)” which make special education special, Kauffman and Hallahan give specificity to the things which should be evident in a special education classroom. Special education services are frequently misunderstood and the requirements confusing. This book provides the reader an explanation of the requirements of the federal law on special education in terms that are easily understood and yet are exact in clarifying what the law provides. The barriers and benefits to special education are addressed in Chapter 5 and provide a response to several of the perceived and often heard complaints about special education that special education “Should be Reconceptualized as a Service, Not a Place (p.43).” “This is one of the most curious criticisms of special education because, to our knowledge, special education has been conceptualized by most professionals as a service, not a place, since its origin (p. 63).” There is often confusion about what services can be provided and what services are provided. The authors address many of the issues, as well as raise questions that should lead the reader to realize the importance of understanding state and local requirements in order to comply with regulations, but more importantly to address the specific needs of students with disabilities. Sadly, special education services, or lack thereof, can result in the most litigious concerns that school personnel can face. With little to no training in special education required of school administrators (Jacobs, Tonnsen and Baker, 2004) or general education teachers (O’Gorman, 2006), the text by Kauffman and Hallahan provides a concise reference to allow principals, teachers, and parents to bring clarity to the process of serving students with special needs in the least restrictive environment. References Freidman, M.I., Hatch, C.W., Jacobs, J.E., Lau-Dickinson, A.C., & Nickerson, A.B. (2003). Educators Handbook on Effective Testing. Columbia, SC: Evidence Based Decision Making in Education. Jacobs, J.E., Tonnsen, S.A. & Baker, L.C. (2004). Shaping the Role of the Principal in Special Education: What Do We Know and Where Do We Need to Go? Journal of Scholarship and Practice, 1(1), 6-13. O’Gorman, K. (2006). Perceptions of elementary general education teachers of the impact of the regulatory mandates of the Individuals with Disabilities Education Act (IDEA) on the instruction of general education elementary students in a selected school district in South Carolina. Unpublished doctoral dissertation, University of South Carolina, Columbia, SC. About the reviewer Jacqueline E. Jacobs, Ph.D., is a Professor of educational leadership and Department Head in Educational Leadership and Foundations at Western Carolina University in Cullowhee, North Carolina. Dr. Jacobs has experience as both a general education and special education teacher, has been a principal and a director of special education and was an Associate Professor of special education at Eastern Illinois University from 1977-1984. Copyright is retained by the first or sole author, who grants right of first publication to the Education Review.