In this article, the authors focus on the continued marginalization of students to peripheral educational programs, such as special education programs, at-risk programs, and English as a second language programs, and the theoretical connections perpetuating the educational status quo. As the repercussions of No Child Left Behind (NCLB) have time to make an impact, educators will have marginalized even more students to remedial programs in the name of educational accountability. The authors delineate the theoretical and pathological premises that have enabled an educational model that alienates and oppresses groups of children in our public schools and, hence, society. Most important, the authors address the use of voice through critical pragmatism in efforts to confront oppression and reconstruct our educational services for all learners in the name of social justice.
American Youth Policy Forum and Center on Education Policy. (2002). Twenty-five years of educating children with disabilities: The good news and the work ahead. Washington, DC: Author.
2.
Barry, M. (2004). Connecting the charter school dots: A view on Wisconsin charter schools. Unpublished manuscript.
3.
Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradiction of economic life. New York: Basic Books.
4.
Brown v. Board of Education, 347 U.S. 483 (1954).
5.
Burello, L., Lashley, C., & Beatty, E. (2001). Educating all students together: How school leaders create unified systems. Thousand Oaks, CA: Corwin.
6.
Capper, C., Frattura, E., & Keyes, M. (2000). Meeting the needs of all abilities: How leaders go beyond inclusion. Thousand Oaks, CA: Corwin.
7.
Center for Special Education Finance. (2002). Washington, DC: Author.
8.
Dewey, T. (1916). Democracy and education: An introduction to the philosophy of education. New York: Free Press.
9.
Endres, B. (1997). Ethics and the critical theory of education. Philosophy of Education. Retrieved October 31, 2003, from http://www.ed.uiuc.edu/EPS/PESyearbook/97_docs/endres.html
10.
Eric Clearinghouse on Disabilities and Gifted Education. (2001, April). Educating exceptional children: A statistical profile. Arlington, VA: Council for Exceptional Children.
11.
Ferguson, P., & Ferguson, D. (1995). The interpretivist view of special education and disability: The value of telling stories. In T. Skrtic (Ed.), Disability and democracy: Restructuring special education for postmodernity (Chap. 4). New York: Teachers College Press.
12.
Foucault, M. (1970). The order of things: An archaeology of the human sciences. New York: Random House.
13.
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
14.
Gatto, J. (2002). Dumbing us down: The hidden curriculum of compulsory schooling. Gabriola, Canada: New Society.
15.
Gravel, J. (2003). Portrayals of disability in the professional preparation of speech-language pathologists. Portland, OR: Portland State University. Retrieved November 21, 2003, from http://wwwlib.umi.com/dissertations
16.
Haberman, S. (1993). Pension funding: The effect of changing the frequency of valuations. Insurance: Mathematics and Economics, 13, 263-370.
17.
Hahn, H. (1989). The politics of special education. In D. Lipsky & A. Gartner (Eds.), Beyond separate education: Quality education for all (Chap. 12). Baltimore: Paul Brookes.
18.
Hahn, H. (1997). New trends in disability studies: Implications for educational policy. In D. Lipsky & A. Gartner (Eds.), Inclusion and school reform: Transforming America’s classrooms (Chap. 23). Baltimore: Paul Brookes.
19.
Hahn, H. (2003). Toward a politics of disability: Definitions, disciplines, and policies.Retrieved November 4, 2003, from http://www.independentliving.org/docs4/hahn2l
20.
Hall, W. (1998). A critical essay on special education in the postmodern era: A new perspective on special education. Retrieved October 24, 2003, from http://web.utk.edu/-wdhall/essayonspecialeducation.html
21.
Kellner, D. (2003). Toward a critical theory of education. Retrieved October 31, 2003, from http://www.gseis.ucla.edu/faculty/kellner/papers/edCT2003.htm
22.
Ladson-Billings, G. (1998). Preparing teachers for diverse student populations: A critical race theory perspective. Review of Research in Education, 24.
23.
Linton, S. (1998). Claiming disability: Knowledge and identity. New York: University Press.
24.
Lipsky, D., & Gartner, A. (1989). Beyond separate education: Quality education for all. Baltimore: Paul Brookes.
25.
National Council on Disability. (2002, July 5). Individuals with Disabilities Education Act reauthorization: Where do we really stand? Retrieved November 2, 2003, from http://www.ncd.gov/newroom/publications/synthesis_07-05-02.html
26.
N.O.D./Harris Surveys of Americans with Disabilities. (2000). Washington, DC: Author.
27.
Parrish, T. (2001). Disparities in the identification, funding, and provision of special education. Unpublished manuscript.
28.
Peterson, M. J., & Hittie, M. M. (2003). Inclusive teaching: Creating effective schools for all learners. Boston: Allyn & Bacon.
29.
Plessy v. Ferguson, 163 U.S. 537, 16 S.Ct.1138, 41 L.Ed. 256 (1896).
30.
Skrtic, T. (1995). Disability and democracy: Restructuring special education for postmodernity. New York: Teachers College Press.
31.
Sleeter, C. (1995). Radical structural perspectives on the creation and use of learning disabilities. In T. Skrtic (Ed.), Disability and democracy: Restructuring special education for postmodernity (Chap. 7). New York: Teachers College Press.
32.
Suransky, V. (1982). The erosion of childhood. Chicago: University of Chicago Press.
33.
Thurlow, M. L., Elliott, J. L., & Ysseldyke, J. E. (1998). Testing students with disabilities: Practical strategies for complying with district and state requirements. Thousand Oaks, CA: Corwin.
34.
U.S. Department of Education. (2000). To assure the free public education of all children with disabilities. Twenty-second annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC.
35.
U.S. Department of Education Study of Personnel Needs in Special Education. (2002). Washington, DC: Author.
36.
Villa, R., & Thousand, J. (2000). Restructuring for caring and effective education: Piecing the puzzle together. Baltimore: Paul Brookes.
37.
Villa, R., Thousand, J., Stainback, W., & Stainback, S. (1992). Restructuring for caring and effective education: An administrative guide to creating heterogeneous schools. Baltimore: Paul Brookes.
38.
Ysseldyke, J. (2001). Reflections on a career: 25 years of research on assessment and instruction decision making. Exceptional Children, 67(3), 295-309.
39.
Zhang, D., & Katsiyannis, A. (2002). Minority representation in special education. Remedial and Special Education, 23(3), 180-187.
