Special education and social context

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Abstract
The structural elements of special education, that is the way that teaching is organized, the principles of teaching and the selected groups, are social products which must be viewed in terms of the social and political context, and of the social functions, which the special education activity plays in that particular context. Furthermore, acknowledgement of the social and political conditions of special education calls for a wide concept of intervention, which does not restrict special education to methods of individual help, but also includes social innovation and social action. The problems associated with the implementation of the principles of integration and normalization clearly show the constraints put upon special education by the social context and make the need for social action paramount.

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