Sister Joanne Marie Kliebhan, a long-time and resourceful advocate for children with disabilities, died 13 November 2005 in Milwaukee (WI, US) at 80 years of age. My colleague Janet Lerner has written these notes of remembrance, and I posted them as an obituary on LD Blog: Sister Joanne Marie Kliebhan.
STATEMENT OF DISAPPROVAL
OF THE RESEARCH AND TEACHER EDUCATION COMMUNITIES
IN SPECIAL EDUCATION
OF THE APPOINTMENT OF DOUGLAS BIKLEN AS
DEAN OF EDUCATION AT SYRACUSE UNIVERSITY
29 October 2005
We, the undersigned, are fully aware that Syracuse University and its School of Education do not depend on our approval for making administrative decisions. However, we also recognize the responsibilities of academic institutions in making leadership appointments in their departments, colleges, and schools of education. Now, as never before, research and training in education are being scrutinized and typically found culpable for the poor learning outcomes of many students. Selection of a dean, therefore, constitutes an important and very public signal of how seriously a university views its responsibilities towards public education. By selecting someone whose record constitutes an argument against rigorous science in research involving individuals with disabilities, Syracuse University has sent a public message of disregard for education that undermines not only its own standing among academic institutions but also, by negative example, threatens the credibility of all educators engaged in rigorous research addressing critical problems in teaching and learning.
In our opinion, it is essential that both individuals and institutions adhere to the highest standards of scientific rigor in their professional conduct. We therefore express our strong disapproval of the appointment of Douglas Biklen as Dean of Education at Syracuse University for reasons that we explain.
Since the early 1990s, Professor Biklen has persistently and, in our view inadvisably, promoted training in and the use of facilitated communication (FC), an ostensible means of communication that has been resoundingly and thoroughly discredited by many scientific studies. The American Psychological Association, American Psychiatric Association, American Academy of Child and Adolescent Psychiatry, American Association on Mental Retardation, American Speech-Language-Hearing Association, Association for Behavior Analysis, American Academy of Pediatrics, and the New York State Department of Health have all gone on record advising against the use of FC. Furthermore, the Commission for Scientific Medicine and Mental Health has expressed its criticism of Professor Biklen’s appointment, with which we concur.
As researchers and members of the teacher education communities in special education, we are deeply concerned by the harm to individuals with disabilities, their families, therapists, and teachers resulting from the use of FC. The harm to which we refer includes the false hopes, false accusations of abuse, wasted learning opportunities, and miseducation of teachers fostered by FC and training in its use.
Many controlled investigations by scientists who study communication, education, and mental health have led to a consensus that FC is, if not a hoax, an unreliable and discredited means of communication. We find it disturbing that Professor Biklen has ignored this evidence and continued to insist that the scientific studies revealing the illegitimacy of FC are themselves unreliable. Professor Biklen may have good intentions, but his unrelenting advocacy of FC in the face of overwhelming scientific evidence that it typically results in counterfeit messages (produced unwittingly by the “facilitator”) does not serve the cause of science or of social justice or of individuals with disabilities. We wish to disassociate ourselves from the fraudulent claims of FC and the non-scientific methods used by Professor Biklen and his colleagues in their attempts to validate the technique.
Our statement is not based on ad hominem toward Professor Biklen. In our opinion, the decision of Syracuse University to appoint Professor Biklen as Dean of its School of Education brings discredit to the university precisely and solely because it reflects disrespect for educational and psychological research as well as teacher preparation, given Professor Biklen’s disregard for scientific evidence. Certainly, Professor Biklen is free to believe and teach whatever he wants. However, we believe that university administrators have a larger commitment to select as leaders of academic units, including education, those individuals who demonstrate a clear commitment to the principles of scientific research.
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Reginald L. Jones
Reginald Lanier Jones died 24 September 2005 in Hampton, Virginia. Born in 1931, he took his Ph.D. from The Ohio State University. At Hampton, Professor Jones served as Distinguished Professor of Psychology and Special Education and Director of the National Center for Minority Special Education. Prior to joining the faculty at Hampton, he was Professor of Psychology and of African American Studies at the University of California Berkeley.
Professor Jones’ contributions to education were exceptional, both for their extent and their breadth. He edited many books, including some of the most influential examinations of race as it relates to development and education. His academic career began in the 1950s and continued until recently. During that time he reported orginal research on topics as diverse as the trustworthiness of standardized tests, social perceptions about disabilities, and mainstreaming. The scope of his work spanned the range of disabilities, including studies of children who were blind as well as those who had mental retardation, orthopedic disabilities, learning disabilities, or other problems; in addition, he reported studies about gifted children and youth.
The recipient of many awards, including a Centennial Citation from the University of California, Professor Jones was honored twice by the Association of Black Psychologists for his scholarship. He also served as president of that association from 1971-72. In addition, he served in elected and advisory positions for many other organizations, including the American Psychological Association and the Council for Exceptional Children.