Outside the mainstream : a history of special education
Author(s)
Bibliographic Information
Outside the mainstream : a history of special education
Batsford, 1988
Available at 3 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes index
Description and Table of Contents
Description
Despite widespread concern about special education in recent years, there has not hitherto been any comprehensive survey of its origins. Even more than in other branches of education, however, an understanding of how it has evolved in the past is essential to any full appreciation of the social and educational issues it raises in the present. In 1791 the School of Instruction for the Indigent Blind was established in Liverpool; 1978 saw the publication of the Warnock Report, which called for a major policy initiative to bring handicapped children back into the mainstream of education. These two events provide appropriate starting and finishing points for Dr Hurt's account of the growth of educational provision for children with special needs - whether these stem from poverty, behavioural problems or mental or physical handicap. The categories of course frequently overlap, and in the early days little distinction was made between the problems of particular groups. Gradually, however, with increased medical knowledge and changing social attitudes to the disabled or delinquent, there was a growing recognition of the requirements of different forms of handicap.
A major theme of the book, too, is the constantly shifting balance throughout the period between the priorities of social control, treatment and education, which materially affected the nature and funding of the various branches of special education. The book is wide-ranging in its treatment and will be of interest as much to students of social policy and welfare as to social historians and historians of education.
Table of Contents
- Institutional life for the children of the poor - workhouse schools before 1870
- the workhouse and beyond
- vagrant and delinquent children
- the education of blind and deaf children before 1893
- the feeble-minded child before 1890
- the defective child, 1888-1918
- inter-war years
- from Butler to Warnock.
by "Nielsen BookData"