chapter  7
19 Pages

Case Studies of Mainstreaming: a Symbolic Interactionist Approach to Special Schooling

With a few notable exceptions, research in special education has been atheoretical,or, more accurately, it has operated within the unconscious assumptions of the field's practitioners (Rist and Harrell, 1982; Tomlinson, 1982). These assumptions are: (1) disability is a condition that individuals have; (2) disabled/typical is a useful and objective distinction; (3) special education is a rationally conceived and co-ordinated system of services that help children labelled disabled; (4) progress in the field is made by improving diagnosis, intervention and technology.