Year: 2011
Type: book
Abstract: Winner of the 2012 Outstanding Book Award, American Educational Research Association (Division B). Advance Praise: “This is the most important book on special education to be produced for decades. Using historical and comparative information it demonstrates conclusively that a global commitment to inclusive education is leading to more graded, hierarchical systems in which regular education cannot function without an interconnection with special education.” —Sally Tomlinson, University of Oxford “This unique book identifies key issues that children with unusual needs pose for the enterprise of schooling.” —Robert Dreeben, University of Chicago “Finally, a text that moves beyond comparative transnational studies in safe statistical mode. This insightful account pushes the methodological envelope, artfully illustrating how claims about nations, education, disability and children are quite literally patterned inventions to be questioned rather than naively applied. A monumental and pathbreaking must-read.” —Bernadette Baker, University of Wisconsin “Special Education should not be taken-for-granted. From the earliest asylums through 19th century theories of eugenics to the current paradox of mainstream educational inclusion with persistent stigma, Richardson and Powell present a sweeping and insightful comparative sociological history of the origins and development of Special Education. They show that the ways youth with special needs are defined and educated reflect core ideologies and political struggles at the heart of a society. This is the authoritative sociological analysis of the topic.” —David P. Baker, Pennsylvania State University
Authors: John G. Richardson, Justin J W Powell
Institution: University of Luxembourg
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W310500637