[Challenges to the Current Special Education System--Two Analyses.]

Institution	City Univ. of New York, NY. National Center on Educational Restructuring and Inclusion.
Titel	[Challenges to the Current Special Education System--Two Analyses.]
Quelle	2 (1995) 1, (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Definitions; Disabilities; Disability Identification; Disadvantaged Youth; Educational Discrimination; Educational Philosophy; Educational Policy; Educational Trends; Educationally Disadvantaged; Elementary Secondary Education; Ethnic Discrimination; Inclusive Schools; Intelligence; Labeling (of Persons); Minority Groups; Poverty; Special Education; Student Placement; Trend Analysis + Suchen Sie Ihr Suchwort? Begriffsbestimmung; Handicap; Behinderung; Benachteiligter Jugendlicher; Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik; Bildungsentwicklung; Inclusive school; Integrative Schule; Intelligenz; Klugheit; Labeling-Ansatz; Ethnische Minderheit; Armut; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerpraktikum; Trendanalyse
Abstract	This bulletin presents two articles which challenge the current special education system, one in terms of the conceptualization of disability and the second in terms of differential and discriminatory treatment of poor and minority youth. The first article titled "New Trends in Disability Studies: Implications for Educational Policy" (Harlan Hahn) rejects the individual deficit model that undergirds current special education and argues for a sociopolitical definition which sees disability as a consequence of the interaction between individuals and the environment. Inclusion is seen as a fundamental component in the process of altering the educational environment. The second article, by Dorothy Kerzner Lipsky and Alan Gartner, and titled "Special Education: Double Jeopardy for Minority and Poor Youth," surveys national, state, and local data concerning minority youth in special education programs. It documents the continuation of a disproportionate percentage of minority youth in special education and their assignment to those categories that are in the most restrictive placements (mental retardation and emotional disturbance), a policy which results in a form of double segregation. It also addresses the broader societal debate concerning the nature and role of intelligence and concludes that separate special education services sort out minority children, limit their educational achievement, and then provide justification for their failure. (Contains 10 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01