Why Special Education Isn 't Special
- 1 December 1974
- journal article
- Published by Harvard Education Publishing Group in Harvard Educational Review
- Vol. 44 (4) , 437-458
- https://doi.org/10.17763/haer.44.4.kn473331q325g167
Abstract
Special education has developed in recent years to diagnose more effectively and teach children who, for a wide variety of reasons, cannot learn from a regular curriculum. In this article, the author notes that despite their increasing size and sophistication, special education programs have not been successful for the majority of their students. He suggests that one reason for their ineffectiveness may be the ways in which special educators-teachers,psychologists and administrators-relate to the regular personnel of schools. Because special education is marginal to public school operation, political and organizational obstacles may infringe on the autonomy, funds, and quality of programs special educators can provide.Keywords
This publication has 4 references indexed in Scilit:
- Student Classification, Public Policy, and the CourtsHarvard Educational Review, 1974
- Legal Reform of Special Education: Empirical Studies and Procedural ProposalsCalifornia Law Review, 1974
- Amphetamines in the Treatment of Hyperkinetic ChildrenHarvard Educational Review, 1973
- Schools as Sorters: The Constitutional and Policy Implications of Student ClassificationUniversity of Pennsylvania Law Review, 1973