Abstract
Twenty-five years after Dunn (1968) questioned the efficacy of special classes, some are questioning Special Education itself. Dunn's polemical reaction to civil rights concerns was already permeating school reform in the 1960s. His legacy was an ideological cleavage between special education and advocates for minorities. General education created segregationist tendencies for economic reasons. Hence, contemporary rhetoric about “full inclusion” may fail. Couching special education in constitutional terms resulted in gradual substitution of procedural compliance for instructional innovation. Dunn ignored the importance of school context. The present authors focus on Tolerance Theory and analysis of the effects of school environments.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.