Experiences of Special Education : Re-evaluating Policy and Practice through Life Stories book cover
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Experiences of Special Education
Re-evaluating Policy and Practice through Life Stories





ISBN 9780415266154
Published September 25, 2003 by Routledge
160 Pages

 
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Book Description

Discussion about educational provision for children with learning difficulties has largely ignored the voices of those for whom that provision is intended. Experiences of Special Education argues that these 'insider perspectives' are of central importance for a fuller understanding of special educational needs policy.
Bringing a unique focus to the subject of special needs education, Derrick Armstrong reassesses the history of special educational policy through the life-stories of those who have first-hand experience. These stories contest official policy discourses and inform an understanding of the competing political and professional debates in this area, allowing the reader to:
* Investigate the social and historical contexts of special educational needs policy
* Challenge traditional notions of policy research
* Explore alternative policy discourses informed by the voices of the excluded.
This thought-provoking book is based on detailed case-study analysis of the experiences of over thirty adults who attended special institutions/schools between 1994 and the present. It provides a fresh perspective on current discussions of special educational provisions for teachers, student teachers, policy makers and academics, involved in special education.

Reviews

TES Book of the Week

' A meaty, informative and moving book, and one that anyone interested in the rise and fall of special education should read' - Times Educational Supplement

'Armstrong's book, with its nuanced analysis of the consequences of special education and the discourses underpinning it upon people's lives, spotlights the reproduction of enduring inequalities and, in so doing, opens up spaces for the production of new, more egalitarian, meanings and practices. It deserves to be very widely read.' - European Journal of Special Needs Education