Veracity in Special Education

Autor/inn/en	Kauffman, James M.; Farkas, George
Titel	Veracity in Special Education
Quelle	In: Exceptionality, 30 (2022) 1, S.43-56 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farkas, George)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2021.1938066
Schlagwörter	Special Education; Beliefs; Ethics; Students with Disabilities; Opinions; Social Justice; Public Opinion; Evidence; Bias; Misconceptions; Data Interpretation; Disproportionate Representation; Racism; Social Influences; Public Policy + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Belief; Glaube; Ethik; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrmeinung; Soziale Gerechtigkeit; Öffentliche Meinung; Evidenz; Missverständnis; Data evaluation; Datenauswertung; Rassismus; Sozialer Einfluss; Öffentliche Ordnung
Abstract	Beliefs may be described as Type A, scientific and verifiable (objective), or Type B, not verifiable and personal (subjective). Type B might be considered subjective opinion, something other than empirically confirmed, objective truth. Nevertheless, Type B is asserted as truth by some and can be valued over Type A. Both kinds of belief are important in special education, and both have advantages and disadvantages. When Type A belief is available, it must be given precedence over Type B for informing and determining public policies and for choosing special education interventions. Unjust treatment of disabilities, including children with exceptionalities, is one predictable consequence of ignoring Type A belief, although it is also possible for injustice to be the result of ignoring Type B. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01