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Special Education and Social Control: Invisible Disasters
First published in 1982. Between 1955 and 1980 the number of pupils in special needs schools in Britain increased tenfold. Between 1970 and 1977 the number of units for ‘difficult’ pupils also increased tenfold and went on increasing. Some observers saw this as a welcome advance in special education, others as an extension of discrimination. The authors of this study highlight the dangers of such a provision being used as a form of social control, which may be imposed on children whose only failure is an inability to fit into the stereotype of the ideal student.

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Special Education and Social Control: Invisible Disasters
First published in 1982. Between 1955 and 1980 the number of pupils in special needs schools in Britain increased tenfold. Between 1970 and 1977 the number of units for ‘difficult’ pupils also increased tenfold and went on increasing. Some observers saw this as a welcome advance in special education, others as an extension of discrimination. The authors of this study highlight the dangers of such a provision being used as a form of social control, which may be imposed on children whose only failure is an inability to fit into the stereotype of the ideal student.

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Special Education and Social Control: Invisible Disasters

Special Education and Social Control: Invisible Disasters

Special Education and Social Control: Invisible Disasters
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Special Education and Social Control: Invisible Disasters

Special Education and Social Control: Invisible Disasters

Overview

First published in 1982. Between 1955 and 1980 the number of pupils in special needs schools in Britain increased tenfold. Between 1970 and 1977 the number of units for ‘difficult’ pupils also increased tenfold and went on increasing. Some observers saw this as a welcome advance in special education, others as an extension of discrimination. The authors of this study highlight the dangers of such a provision being used as a form of social control, which may be imposed on children whose only failure is an inability to fit into the stereotype of the ideal student.

Product Details

ISBN-13: 9781138590137
Publisher: Taylor & Francis
Publication date: 08/16/2018
Series: Routledge Library Editions: Special Educational Needs , #19
Pages: 194
Product dimensions: 5.44(w) x 8.50(h) x (d)

About the Author

Julienne Ford, Denis Mongon, Maurice Whelan

Table of Contents

Notes About the Authors; 1. Introduction 2. Special Education and the State: 1880-1980 3. Social Control Through a Medical Model 4. The Range of Special Education in Britain 5. Classroom Diagnoses 6. The Decision to Refer 7. Children Referred 8. Praxis?; Bibliography; Index

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