chapter  19
20 Pages

Reforming special education: beyond 'inclusion'

However, it is a simple fact that some children, for a variety of reasons, are handicapped as learners by a complex interaction of individual characteristics and circumstances, on the one hand, and constraints imposed by social structures or material scarcities, on the other. Their observed trajectory of development and learning is atypical, sometimes profoundly so. Mass public

subversive to the extent that accommodation of extreme individual differences tends to undermine those structures within schools that have evolved to satisfy both expectations of tolerable similarity among children as well as the several social and political purposes of schools.