Theorising Special Education

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Overview

The field of special needs education is well established, and although it continues to develop in exciting and controversial ways, involving some of education's leading thinkers, many people feel it is lacking a coherent theoretical analysis of its own.
Students and practitioners, looking for some solid theory to reinforce their own study or practice, commonly have to 'borrow' from other disciplines, such as psychology and sociology, since there has been no attempt to provide a theoretical foundation for the special needs community. This book does exactly that, bringing together contributions from key names in the field from UK and beyond.
The book will establish itself as an essential text for students and teachers, as well as all those involved in special needs across the social sciences.

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Product Details

  • ISBN-13: 9780415147507
  • Publisher: Taylor & Francis
  • Publication date: 6/26/1998
  • Pages: 216
  • Product dimensions: 6.14 (w) x 9.21 (h) x 0.50 (d)

Table of Contents

Notes on contributors
1 Introducing the issue of theorising 1
2 Would it work in theory?: arguments for practitioner research and theorising in the special needs field 7
3 Permission to speak?: theorising special education inside the classroom 21
4 From theory to practice: special education and the social relations of academic production 32
5 Medical and psychological models in special needs education 44
6 Models of complexity: theory-driven intervention practices 61
7 The poverty of special education: theories to the rescue? 79
8 Embracing the holistic/constructivist paradigm and sidestepping the post-modern challenge 90
9 Decision making in uncertainty 106
10 From Milton Keynes to the middle kingdom: making sense of special education in the 1990s 116
11 The politics of theorising special education 126
12 Conflicting perspectives on learning disabilities 137
13 Theorising special education: time to move on? 156
References 174
Index 193
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