Common, Delinquent, and Special: The Institutional Shape of Special EducationRoutledge, 2020 M04 3 - 238 pages 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." |
Contents
| 3 | |
The Dilemma of Compulsory Attendance and | 47 |
Structuring the Rules of Passage | 73 |
The Institutional Shaping of Educational Rights | 147 |
| 209 | |
| 217 | |
Other editions - View all
Common, Delinquent, and Special: The Institutional Shape of Special Education J. Richardson No preview available - 2016 |
Common terms and phrases
acts American apprenticeship Association authority Backward became behavior challenges chapter child claim classification common schooling compulsory attendance consequence constituted construction continued contrast court cultural deaf debates defective defined delinquency dependent disability distinction diversity due process early economic effects empirical enacted enrollment established evidence exceptional children expansion extended formalization given groups growth historical Horace Mann individual industrial institutional instruction interests justice juvenile largely laws learning legislation levels linked means measures mental moral movement natural noted organization origins overrepresentation parental particular pedagogical placement political population practical Press principle problem procedural public education public schools racial reflect reform reformatory relation responsibility retarded rules school systems separate significant social society special class special education status structure substantive theory tracking traditional treatment truancy turn University vocational worlds York youth