Common, delinquent, and special : the institutional shape of special education
Author(s)
Bibliographic Information
Common, delinquent, and special : the institutional shape of special education
(Studies in the history of education, v. 9)(Garland reference library of the humanities, v. 1446)
Falmer Press, 1999
Available at 4 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 bibliographical references (p. 177-207) and index
Description and Table of Contents
Description
This book explores the historical origins and institutional shape of special education across the American states. It begins with the decade of the 1840s as states anticipated the legislation of compulsory attendance laws. With these laws, the institutional beginnings of special education emerge defined by the exemption of physically and mentally handicapped youth and by the power of schools to exclude juvenile delinquent youth as well. With the passage of these laws states formalized the "rules of access" to a common schooling, thereby structuring the school age population into three segments: the common, delinquent, and special. As the worlds of delinquency and exceptionality progressively encroached upon public schools, their inclusion has been the central force behind the expansion of special education; as a structure of handicapping categories and as a professional field within education generally. This institutional expansion of special education has occurred over the past thirty years, and has reshaped public education by defining the "rules of passage."
Table of Contents
Tables -- Acknowledgments -- Introduction -- Part 1: Formalizing the Rules of Access -- 1 Common Schooling in the New Nation: European Roots on American Soil -- 2 Compulsory Attendance and Special Exemptions: Formalizing the Rules of Access -- 3 The Dilemma of Compulsory Attendance and the Construction of the Special Class -- Part 2: Structuring the Rules of Passage -- 1 The Non-normative Expansion of Special Education -- 2 The Dramatistic Sequences of Special Education: A Theoretical Reflection -- 3 The Institutional Shaping of Educational Rights Epilogue -- References -- Subject Index -- Name Index.
by "Nielsen BookData"