Educational Outcomes for Students with Disabilities.

Ysseldyke JE, Thurlow ML, eds. Binghamton, New York 13904-1580, The Haworth Press Inc, 1994, hardcover, 208 pp, $39.95.

The editors of this book have compiled 17 articles by multiple authors to "create a text about the results of education for students with disabilities." They endeavored to aid in the development of models for special education evaluation and to examine options for reform of services that will "allow all students to meet the national goals by the year 2000." Among the topics addressed are education reform, outcomes-based education, opportunity-to-learn standards, and Goals 2000: The Educate America Act (PL 103-327). The editors promise to examine future models of intervention for students with disabilities and to describe national data-collection programs.

The probable intended audience includes academics, educators, and legislators. This book is almost totally devoid of references to physical therapy or other exceptional education services. The authors do state that, because of their diagnostic, prescriptive, and organizational skills, related service personnel should be utilized to "communicate results in task-oriented fashion" and to "facilitate site-based teams." Despite the use of the term "disability" in the book's title, the authors offer no legal or functional definition and no concrete discussion of issues vital to students with disabilities.

This book inadequately addresses its intended audience and does not truly serve its intended purpose, There is much more emphasis on process than on product. The authors do not really discuss "outcomes" in terms of actual results, but rather how to produce outcomes. Perhaps the terms "goals" and "objectives" would have been more appropriate, because using the term "outcomes" leads to the expectation of results. Although some principles, laws, and terms are defined and explained, no results are offered per se.

This book is neither well organized nor well written. The editors attempted to address too great a variety of education-related subjects, resulting in an inconsistent and unscientific text. Although one can appreciate the difficulty of coordinating numerous authors, there is very little consistency among these articles. The chapters are not numbered and do not proceed in any logical sequence. Chapter titles do not always reflect content. It is ironic that the writers used a significant amount of jargon when defining issues and clarifying terms. The occasional table or figure contributes little of practical value. Instead of long, descriptive passages, short paragraphs and charts would have been-helpful. A basic glossary would have been increased clarity. The information might have been more effective if presented at a conference, rather than in written format.

The authors have identified important and complex issues, however. One cannot overlook the difficulty of dealing with a multiplicity of diverse concerns and interest groups that factor into the preparation of students for employment, further educational opportunity, and citizenship. The authors raise important questions about federal and state compliance monitoring. They explore ways to study models of educational outcomes. They list addresses of agencies that provide information about national data-collection programs. The authors' emphasis on building consensus is commendable.

Despite the authors' noteworthy efforts to elucidate current issues in education, and their provision of up-to-date references, this book remains a survey, a restatement of "debates about purposes, standards and procedures." Physical therapists interested in scientifically established goals and objectives and results that are applicable to clinical teaching and research will be disappointed with this text.

This book does not seem to provide useful information for physical therapy practitioners, and I do not recommend purchase of this publication.