The conflict within: Resistance to inclusion and other paradoxes in special education

David J. Connor, Beth A Ferri

Research output: Contribution to journalArticle

60 Citations (Scopus)

Abstract

In the 30 years since the passage of the Education of All Handicapped Children Act (PL. 94-142) in 1975 (subsequently the Individuals with Disabilities Education Act) special education in the USA as an institutionalized practice has become solidified. Over the years, however, the practice of segregating students because of disability has come under increased scrutiny. Beginning in the late 1980s, an increasing number of parents advocated that their children with disabilities be put in mainstream general education classes. Emotionally charged debates over the inclusion of students with disabilities in general education classrooms ensued. In this paper we look at the public debates over inclusion and expose some of the paradoxes within special education that serve to hinder the integration of individuals with disabilities into general classes and, by extension, society at large.

Original languageEnglish (US)
Pages (from-to)63-77
Number of pages15
JournalDisability and Society
Volume22
Issue number1
DOIs
StatePublished - Jan 1 2007

Fingerprint

Special Education
special education
disability
inclusion
Education
Disabled Children
general education
Students
act
handicapped child
Parents
education
parents
student
Conflict (Psychology)
classroom

ASJC Scopus subject areas

  • Rehabilitation
  • Health Professions(all)
  • Social Sciences(all)

Cite this

The conflict within : Resistance to inclusion and other paradoxes in special education. / Connor, David J.; Ferri, Beth A.

In: Disability and Society, Vol. 22, No. 1, 01.01.2007, p. 63-77.

Research output: Contribution to journalArticle

@article{ed73e462b26e4f4f9fc7b7aa5fc800bf,
title = "The conflict within: Resistance to inclusion and other paradoxes in special education",
abstract = "In the 30 years since the passage of the Education of All Handicapped Children Act (PL. 94-142) in 1975 (subsequently the Individuals with Disabilities Education Act) special education in the USA as an institutionalized practice has become solidified. Over the years, however, the practice of segregating students because of disability has come under increased scrutiny. Beginning in the late 1980s, an increasing number of parents advocated that their children with disabilities be put in mainstream general education classes. Emotionally charged debates over the inclusion of students with disabilities in general education classrooms ensued. In this paper we look at the public debates over inclusion and expose some of the paradoxes within special education that serve to hinder the integration of individuals with disabilities into general classes and, by extension, society at large.",
author = "Connor, {David J.} and Ferri, {Beth A}",
year = "2007",
month = "1",
day = "1",
doi = "10.1080/09687590601056717",
language = "English (US)",
volume = "22",
pages = "63--77",
journal = "Disability and Society",
issn = "0968-7599",
publisher = "Routledge",
number = "1",

}

TY - JOUR

T1 - The conflict within

T2 - Resistance to inclusion and other paradoxes in special education

AU - Connor, David J.

AU - Ferri, Beth A

PY - 2007/1/1

Y1 - 2007/1/1

N2 - In the 30 years since the passage of the Education of All Handicapped Children Act (PL. 94-142) in 1975 (subsequently the Individuals with Disabilities Education Act) special education in the USA as an institutionalized practice has become solidified. Over the years, however, the practice of segregating students because of disability has come under increased scrutiny. Beginning in the late 1980s, an increasing number of parents advocated that their children with disabilities be put in mainstream general education classes. Emotionally charged debates over the inclusion of students with disabilities in general education classrooms ensued. In this paper we look at the public debates over inclusion and expose some of the paradoxes within special education that serve to hinder the integration of individuals with disabilities into general classes and, by extension, society at large.

AB - In the 30 years since the passage of the Education of All Handicapped Children Act (PL. 94-142) in 1975 (subsequently the Individuals with Disabilities Education Act) special education in the USA as an institutionalized practice has become solidified. Over the years, however, the practice of segregating students because of disability has come under increased scrutiny. Beginning in the late 1980s, an increasing number of parents advocated that their children with disabilities be put in mainstream general education classes. Emotionally charged debates over the inclusion of students with disabilities in general education classrooms ensued. In this paper we look at the public debates over inclusion and expose some of the paradoxes within special education that serve to hinder the integration of individuals with disabilities into general classes and, by extension, society at large.

UR - http://www.scopus.com/inward/record.url?scp=33845295840&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=33845295840&partnerID=8YFLogxK

U2 - 10.1080/09687590601056717

DO - 10.1080/09687590601056717

M3 - Article

AN - SCOPUS:33845295840

VL - 22

SP - 63

EP - 77

JO - Disability and Society

JF - Disability and Society

SN - 0968-7599

IS - 1

ER -