A Critical Examination of the Implicit Assumptions in Special Education: Introduction to the Special Section

Katowitz, David S.; Thurman, S. Kenneth

doi:10.1007/s10566-016-9385-7

Cited by 2 publications

(4 citation statements)

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“…I used special education as an experiential framework as special education is the system in which I work and the system in which students learn. The constraints of this system require teachers and students to operate under a specific set of rules and assumptions implicit in how special education services are delivered (Katowitz & Thurman, 2017). The concept of special education stems from the medical model, where experts use psychological measurements to identify and classify those that deviate from the norm (Danforth, 2006).…”

Section: Special Educationmentioning

confidence: 99%

“…This process is done through "standardized and normative referenced assessments that are not culturally sensitive, designed to identify strengths or skills for those with individual differences and cannot explain why an individual may obtain a certain score" (Katowitz & Thurman, 2017, p. 158). Once students are identified as in need of special education services, those in the profession help the students adapt to existing social conditions through services designed to treat and increase areas of functionality (Katowitz & Thurman, 2017). Professionals provide services based on goals that emphasize individual change and progress, instead of change in the system that encompasses the child (Katowitz & Thurman, 2017).…”

Section: Special Educationmentioning

confidence: 99%

“…Once students are identified as in need of special education services, those in the profession help the students adapt to existing social conditions through services designed to treat and increase areas of functionality (Katowitz & Thurman, 2017). Professionals provide services based on goals that emphasize individual change and progress, instead of change in the system that encompasses the child (Katowitz & Thurman, 2017). While there is a call to create access and fully include students in general education environments, the experiences of marginalization and social injustice of people with disabilities in the schooling system (Danforth, 2006) and "the gap for individuals with disabilities in graduation, employment, postsecondary enrollment, and functional skills compared to that of their typically developing peers" (Katowitz & Thurman, 2017, p. 159) have not been addressed.…”

Section: Special Educationmentioning

confidence: 99%

“…Within the current educational system, little emphasis is placed on changing the system that encompasses the student (Katowitz & Thurman, 2017). As researchers and educators continue to support the inclusion of more diverse people within the educational system, the educational system needs to continue to evolve.…”

Section: Research Questionsmentioning

confidence: 99%

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Community College Success of Students with Disabilities

Brophy-Felbab¹

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To my committee-Dawn, Margaret, and Meredith. Dawn, thank you for all of your support and encouragement along the way, especially during my credentialing and master's program. Your response when I told you I wanted to get a Ph.D. one day was exactly what I needed to hear to ensure that I followed through with my goal. Margaret, thank you for your support in developing the key methods in my research. Our work together during the independent study was what helped my dissertation take shape. Meredith, thank you for your valuable insight into students in community college. Your questions have helped me develop into a better researcher. To the faculty who has mentored me-Dawn, Rachel, Margie, Amy, and Trisha. Thank you for all of your guidance along the way. You have made me a better critical thinker, researcher, and professor. To my family-the Brophys, the Connors, and the Felbabs. Thank you for being my sounding board when things got tough and thank you for reminding me you were proud, no matter the outcome. Special thanks to my husband Joey, who was always there to remind me of what was important and help me through the particularly frustrating times, like when my computer crashed and the document I needed could not be recovered. To my friends-the SDGs, CLAS, and WOMD. Thank you for being an outlet when I needed a break or needed advice. Your friendship has been integral to my success. To my participants-thank you dedicating your time to this project. Your insight is beyond valuable.

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Section: Special Educationmentioning

confidence: 99%

Section: Special Educationmentioning

confidence: 99%

Section: Special Educationmentioning

confidence: 99%

Section: Research Questionsmentioning

confidence: 99%

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Community College Success of Students with Disabilities

Brophy-Felbab¹

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Inclusion and Special Education

2020

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The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. A review of historical trends, special education laws, and key constructs showed that there were both positives and negatives aspects. It also revealed that the absence of a clear definition, standards, and objectives for inclusion and least restrictive environment is just one of the roots of the problem. Moreover, the lack of empirical studies on the effectiveness of inclusion and the lack of knowledge and awareness of the provisions of special education laws by stakeholders contribute to the issues surrounding inclusion implementation. Recommendations include that all stakeholders should have historical awareness and discriminative ability, in-depth comprehension of special education laws, and adapting the same definition, standards and clear objectives in implementing inclusion programs.

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A Critical Examination of the Implicit Assumptions in Special Education: Introduction to the Special Section

Cited by 2 publications

References 2 publications

Community College Success of Students with Disabilities

Community College Success of Students with Disabilities

Inclusion and Special Education

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