| Title: |
Orthodoxy, Heresy and the Inclusion of American Students Considered to Have Emotional/Behavioural Disorders |
| Language: |
English |
| Authors: |
Danforth, Scot; Morris, Pamela |
| Source: |
International Journal of Inclusive Education. Mar 2006 10(2-3):135-148. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Physical Description: |
PDF |
| Page Count: |
14 |
| Publication Date: |
2006 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Inclusive Schools; Disabilities; Special Education Teachers; Special Education; Mainstreaming; Emotional Disturbances; Behavior Disorders; Special Needs Students; Regular and Special Education Relationship; Postmodernism; Social Influences; Educational Philosophy; Social Attitudes; Educational Research |
| DOI: |
10.1080/13603110500264529 |
| ISSN: |
1360-3116 |
| Abstract: |
The special education profession in the USA has witnessed a recent struggle between researchers who defend a positivistic approach to knowledge and practice and "postmodern" special educators who challenge that approach. An analysis based on a sociological theory of heresy provides insight into the social and professional dynamics operating in conflict between postmodern heresy and positivist orthodoxy. This struggle for power within the profession has implications for inclusive education in the USA. Specifically, given the preponderance of the orthodox group within the American sub-field of emotional/behavioural disorders, this paper explicates the implications for the inclusive education of students labelled emotional/behavioural disorders in American schools. |
| Abstractor: |
As Provided |
| Number of References: |
55 |
| Entry Date: |
2009 |
| Accession Number: |
EJ831951 |
| Database: |
ERIC |