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Who Benefits From Special Education?: Remediating (Fixing) Other People's Children book cover

1st Edition

Who Benefits From Special Education? Remediating (Fixing) Other People's Children

Edited By Ellen A. Brantlinger Copyright 2006
276 Pages
by Routledge

276 Pages
by Routledge

276 Pages
by Routledge
Also available as eBook on:
Who Benefits From Special Education?: Remediating (Fixing) Other People's Children addresses the negative consequences of labeling and separating education for students with "disabilities," the cultural biases inherent in the way that we view children's learning difficulties, the social construction of disability, the commercialization of special education, and related issues. The theme that... Read more
Contents: Preface. S. Danforth, S. Taff, P.M. Ferguson, Place, Profession, and Program in the History of Special Education Curriculum. J. Allan, Failing to Make Progress?: The Aporias of Responsible Inclusion. E. Brantlinger, The Big Glossies: How Textbooks Structure (Special) Education. N. Erevellas, A. Kanga, R. Middleton, How Does It Feel to Be a Problem? Race, Disability, and Exclusion in Educational Policy. A. de Waal-Lucas, Multicultural Education: Not Needed in the Suburbs! S. Harvey-Koelpin, The Impact of Reform on Students With Disabilities. E. Stoughton, Marcus and Harriet: Living on the Edge in School and Society. G. Lewis-Robertson, No Place Like Home. E. Brantlinger, Winners Need Losers: The Basis for School Competition and Hierarchies. E. Brantlinger, Conclusion: Whose Labels? Whose Norms? Whose Needs? Whose Benefits?

Biography

Ellen A. Brantlinger

"...an interesting book that critically examines value sets that impact all students. The book could be a useful addition to teacher training programs, particularly in certificate areas other than special education. The book may also be useful to researchers by posing possible research questions."
—PsycCRITIQUES

"...a provocative text that raises (whether explicitly or implicitly) significant issues that are relevant not only to burgeoning field of disability studies in education, but to the broader, complex, civic project of public schooling in diverse democratic societies. The text is primarily aimed at a scholarly audience, both graduate students and faculty, with particular interest in issues related to disability...although the text should prove to be quite relevant to wider audiences, including scholars of curriculum theory, critical theorists, and educators generally."
—Mental Retardation

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