[Re]Claiming "Inclusive Education" toward Cohesion in Educational Reform: Disability Studies Unravels the Myth of the Normal Child

Autor/inn/en	Baglieri, Susan; Bejoian, Lynne M.; Broderick, Alicia A.; Connor, David J.; Valle, Jan
Titel	[Re]Claiming "Inclusive Education" toward Cohesion in Educational Reform: Disability Studies Unravels the Myth of the Normal Child
Quelle	In: Teachers College Record, 113 (2011) 10, S.2122-2154 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Educational Practices; Educational Change; Educational Principles; Critical Theory; Children; Disabilities; Inclusion; Special Education; Discourse Analysis; Misconceptions; Heuristics; Social Behavior; Behavior Standards + Suchen Sie Ihr Suchwort? Bildungspraxis; Bildungsreform; Bildungsprinzip; Kritische Theorie; Child; Kind; Kinder; Handicap; Behinderung; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Diskursanalyse; Missverständnis; Heuristik; Social behaviour; Soziales Verhalten
Abstract	Background/Context: This article calls attention to the restrictive notions of inclusive education promulgated within the discourse of special education in the United States and asserts the value of using disability studies in education to support broader conceptualizations of inclusion that potentially incorporate all students. Purpose/Objective/Research Question/Focus of Study: By dismantling the myth of the typical/average child, the authors reveal ways in which educational practices actively contribute to creation of "normalcy" and discuss the harmful effects that this can have on all citizens. They illustrate selected practices that help constitute the normative center of schools by using the organizing principle of disability as a heuristic device to enable multiple simultaneous critical standpoints. Research Design: Analytic essay. Conclusions/Recommendations: The authors call for the dissolution of the normative center of schools through an interdisciplinary alliance between disability studies and other criticalist fields that share the aim of claiming value in human diversity over standardization. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10