WorldCat Identities

Biklen, Douglas

Overview
Works: 72 works in 173 publications in 2 languages and 7,505 library holdings
Genres: Biography  Documentary films  Made-for-TV movies  Social problem films  Nonfiction films  Case studies  Handbooks and manuals  Internet videos  Abstracts 
Roles: Author, Editor, Other, Author of introduction
Classifications: LC4031, 371.9046
Publication Timeline
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Most widely held works about Douglas Biklen
 
Most widely held works by Douglas Biklen
Schooling and disability( Book )

13 editions published in 1989 in English and held by 879 WorldCat member libraries worldwide

[This yearbook is designed to discuss] more than special education ... [The text] explore[s] the relationship of special and "regular" education [while raising] ... broad issues of ideology and policy [and providing] examples of effective educational practice.-Editors' pref
Achieving the complete school : strategies for effective mainstreaming by Douglas Biklen( Book )

7 editions published between 1985 and 1993 in English and held by 574 WorldCat member libraries worldwide

Communication unbound : how facilitated communication is challenging traditional views of autism and ability-disability by Douglas Biklen( Book )

8 editions published in 1993 in English and held by 554 WorldCat member libraries worldwide

Schooling without labels : parents, educators, and inclusive education by Douglas Biklen( Book )

6 editions published between 1992 and 2010 in English and held by 413 WorldCat member libraries worldwide

"By closely examining the experiences of six families whose children with disabilities are full participants in family life, Douglas Bilken shows how people who have been labeled disabled might become full participants in other areas of society as well. Biklen focuses on the contradictions between what some families have achieved, what they want for their children, and what society and its social policies allow. He demonstrates how the principles of inclusion that govern the lives of these families can be extended to education, community life, and other social institutions." "The parents who tell their stories here are not typical. All have actively sought their children's inclusion in regular schools and community settings; several have children with severe or multiple disabilities. They are determined, combative, and resilient people, whose narratives show the love, pride, and respect they feel for their children. In disussing issues such as normalization, acceptance, complete schooling, circles of friends, and community integration, these parents describe the challenge and need for their children to "lead regular lives." Biklen observes that being identified as disabled and receiving increased attention has not necessarily resulted in greater options for students or their parents or more control over their destinies." "The author addresses the concept of disability and describes how labels damage people. He asks: How would society have to alter its values, its notion of excellence, its evaluation of individuals, its language, its forms of mutual support, in order to adopt the vision that a person with disabilities is a full participant in everyday life? Schooling without Labels challenges our notions of "normal," and "handicapped" as well as our notion of "education.""--Jacket
Community organizing : theory and practice by Douglas Biklen( Book )

6 editions published in 1983 in English and held by 372 WorldCat member libraries worldwide

Community integration for people with severe disabilities( Book )

2 editions published in 1987 in English and held by 351 WorldCat member libraries worldwide

Autism and the myth of the person alone by Douglas Biklen( Book )

8 editions published between 2005 and 2009 in English and Japanese and held by 319 WorldCat member libraries worldwide

Autism and the Myth of the Person Alone seriously engages the perspectives of people with autism, including those who have been considered as the most severely disabled within the autism spectrum. The heart of the book consists of chapters by people with autism themselves, either in an interview format with the author or written by themselves. Each author communicates either by typing or by a combination of speech and typing. These chapters are framed by a substantive introduction and conclusion that contextualize the book, the methodology, and the analysis, and situate it within a critical disability studies framework. The volume allows a look into the rich and insightful perspectives of people who have heretofore been thought of as uninterested in the world. (Publisher's Description)
Contested words, contested science : unraveling the facilitated communication controversy( Book )

5 editions published in 1997 in English and held by 316 WorldCat member libraries worldwide

Consent handbook by American Association on Mental Deficiency( Book )

3 editions published in 1977 in English and held by 303 WorldCat member libraries worldwide

Access to academics for all students : critical approaches to inclusive curriculum, instruction, and policy by Paula Kluth( Book )

9 editions published in 2003 in English and held by 242 WorldCat member libraries worldwide

"This volume is appropriate for both undergraduate and master's level courses in curriculum and instruction, methods of teaching (special and general education) inclusive education, multicultural education, and cultural foundations of education. It will serve as a resource for elementary and secondary teachers, school administrators, and parents."--Jacket
An alternative textbook in special education : people, schools and other institutions( Book )

3 editions published in 1977 in English and held by 180 WorldCat member libraries worldwide

Let our children go : an organizing manual for advocates and parents by Douglas Biklen( Book )

3 editions published between 1974 and 1979 in English and held by 139 WorldCat member libraries worldwide

What's the difference? : teaching positive attitudes toward people with disabilities by Ellen Barnes( Book )

3 editions published in 1978 in English and held by 111 WorldCat member libraries worldwide

The general theme of this book is developing positive attitudes toward persons with disabilities. It is designed for use by elementary teachers working in a mainstreamed setting. Classroom activities are described which relate to each of the following disabilities: mental retardation, emotional disturbances, learning disabilities, health impairments, and motor, visual, speech, and hearing impairments. Many of the curriculum ideas are relevant to more than one disability. Experiences are designed which can be used within different parts of the daily classroom schedule and subject requirements--reading and writing, group experiences, social studies, science and math, the arts, recess, and field trips. Each activity is coded according to relevant disabilities and classroom events. Background information is included about a range on disabilities, and a section of resources, including books, periodical literature, multimedia materials, and organizations having more information is provided. (Cj)
Rudely stamp'd : imaginal disability and prejudice( Book )

3 editions published between 1981 and 1982 in English and held by 105 WorldCat member libraries worldwide

Wretches & jabberers : and other stories from the road( Visual )

5 editions published in 2010 in English and held by 103 WorldCat member libraries worldwide

"Two men with autism embark on a global quest to change prevailing attitudes about disability and intelligence ... Thresher and Bissonnette put a new face on autism as they travel and meet others with autism in Sri Lanka, Japan, and Finland."--Container
In support of families by Douglas Biklen( Book )

3 editions published in 1988 in English and held by 78 WorldCat member libraries worldwide

This report describes family support through the experiences and testimony of eight families. The eight families, who had children with very difficult health and behavioral problems, were participants in the Macomb-Oakland Regional Center's Family Support Program, near Detroit, Michigan. Interviews were conducted to give voice to the families who were using family support, to understand their perspectives on their experiences with it, and to see its positive aspects and its dilemmas. The report examines the family situations, by looking at the conditions of the children, the parents' view of their child-rearing role, the family's acceptance of the children's handicapping conditions, leisure time activities, and foster parents' views of their work as both a job and a responsibility to a child they grew to love. The families' perceptions of the role of the family support program are also examined. Families indicated that they wanted: an alliance between caseworkers and families; a caseworker that helps with the child but does not intrude on the family; recognition from the caseworker that parents are knowledgeable sources of information about the child; an ally with whom to transform the system; and provision of equipment, medical care, cash, and respite care. (Jdd)
Wretches and jabberers( Visual )

2 editions published in 2010 in English and held by 57 WorldCat member libraries worldwide

Two men with autism embark on a global quest to change attitudes about disability and intelligence. Determine to put a new face on autism, they travel to Sri Lanka, Japan and Finland
Parent involvement : a practical guide about how to involve parents of children with disabilities in the public schools by Douglas Biklen( Book )

3 editions published in 1981 in English and held by 55 WorldCat member libraries worldwide

It is important that both parents of handicapped children and the schools serving them initiate efforts to enhance the parent-school partnership. Despite the greater parental role mandated by P.L. 94-142, the Education For All Handicapped Children Act, many parents of handicapped children still face frustration and noncooperatiion in their dealings with the public schools. Confrontations with the schools may result in feelings of isolation, resentment, and powerlessnss. Parents, however, have vital informatiion that school personnel can use in programing, such as knowledge about their child's unique communication methods, activity or food preferences, and behavior. Parents can assume advocacy roles if they are prepared and work together. Parent involvement initiated by the schools can become more meaningful through practical strategies involving parent input in Individualized Education Programs, use of parent/professional advisory boards, a wider range of parent groups, use of parents as teachers, a framework in which parents help other parents, and the use of parents in program evaluation. (Cl)
Public education for children with severe, profound, and multiple disabilities : the least restrictive environment by Douglas Biklen( Book )

4 editions published in 1981 in English and held by 52 WorldCat member libraries worldwide

The paper addresses the issue of placement for students with severe and multiple disabilities. Controversies over the principle of least restrictive environment are reviewed; and the implications of the normalization movement and the passage of P.L. 94-142, the Education for All Handicapped Children Act, are summarized. The rationale for integration includes better attitudes, better learning for all children, instruction in living together democratically, and similar levels of expense. Factors contributing to successful integration are considered, including commitment on the part of administrators, positive teacher attitudes, normalized pattern of the school day, structured opportunities for peer interaction, high expectations for disabled and nondisabled students, and opportunities for disabled students to assume leadership and helping roles. (Cl)
Understanding the law : an advocate's guide to the law and developmental disabilities by Steven J Taylor( Book )

6 editions published between 1979 and 1980 in English and held by 40 WorldCat member libraries worldwide

This handbook, designed for advocates for disabled persons, focuses on understanding and researching the law. It is presented in seven chapters. Following the introduction (Chapter I), Chapter ii provides a glossary of legal terms. The authors point out that in order for the law to serve as a tool for change, its language must be understood by those who advocate for change. Chapter iii explains the system and interrelationships of laws at federal, state, and local levels. The four sources of law--constitutions, statutes, court decisions, and administrative regulations--are also discussed. Chapter iv provides an overview of the litigation process, specifically, what litigation is, who litigates, how, and where. Chapter v describes how to research the law. The intricacies of law libraries and indices and digests of laws are discussed. Chapter vi illustrates how to build a case on behalf of a client or constituency. An example based on an actual case is provided. Chapter vii addresses methods for systemic change and community organizing. Concepts discussed include power, reasons for inaction, and change strategies. The document concludes with a brief bibliography. (Kc)
 
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Communication unbound : how facilitated communication is challenging traditional views of autism and ability-disability
Alternative Names
Biklen, Douglas P.

Douglas Biklen American autism researcher

ビクレン, ダグラス

Languages
English (109)

Japanese (2)

Covers
Schooling without labels : parents, educators, and inclusive educationAutism and the myth of the person aloneContested words, contested science : unraveling the facilitated communication controversyAccess to academics for all students : critical approaches to inclusive curriculum, instruction, and policy