ence, unity, and mutual support in the notion that we should celebrate the diversity of the characteristics of children and youth," p. 339).
In chapter 17, Huefner readily dispossesses the legalistic clutter of procedural words that often engulf the "legalization and federalization" of special education. Huefner does this with a clarity that is hauntingly Bateman- like. She knows the law and she knows special education, and as a result, her chapter delights without legal intimidation.
Finally, in chapter 18, Carnine examines the detached and promiscuous relationship between research and practice and calls for researchers and practitioners to evaluate research in terms of its "trustworthiness, usability, and accessibility" (p. 364). In addition, he calls for researchers and teachers to work with professional organizations, publishers and developers, legislators, businesses, and advocates to change the marketplace demand for research findings. This is classic Carnine, an eminently clear voice with a message that is compelling and distinctly sensible.
The prologue, 19 chapters, and this introduction complete the Festschrift for Barbara Bateman. While its intent is to honor one person, it bears witness to the contributions of many and reveals the enlarged presence of a field and its leadership. Finally, its message is found in the teacher who tirelessly, creatively, and cleverly teaches students "things they hadn't learned before . . . and what they couldn't learn anywhere else" ( Zigmond, chap. 20, p. 379).
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