Public school special education services may follow or be at variance with professional advocates, as is illustrated relative to Dunn and Deno. The tendency to overgeneralize from one population to another, especially to the socially and emotionally maladjusted, is seldom warranted and violates the individualized mandate of special education. Underlying issues in inclusion are discussed: extruded education as flawed, special/regular education responsibilities, the nature of individual differences, the role of caring in special education, and help for the classroom teacher. Several hopeful signs are reviewed.
Get full access to this article
View all access options for this article.
References
1.
Bem, D. J. (1979). Assessing persons and situations with the template matching technique. In L. R. Kahle (Ed.), Methods for studying person-situation interactions (pp. 1–17). San Francisco: Jossey-Bass.
2.
Deno, E. (1970). Special education as developmental capital. Exceptional Children, 37, 229–237.
3.
Dunn, L. (1968). Special education for the mildly retarded---Is much of it justifiable?Exceptional Children, 35, 5–22.
4.
Epstein, M. H., Quinn, K., Nelson, C. M., Polsgrove, L., & Cumblad, C. (1993). Serving students with emotional and behavioral disorders through a comprehensive community-based approach. OSERS, 5(1), 19–23.
5.
Gardner, H. (1991). The unschooled mind: How children think and schools should teach. New York: Basic Books.
6.
Guess, D., & Sailor, W. (1993). Chaos theory and the study of human behavior: Implications for special education and developmental disabilities. The Journal of Learning Disabilities, 27(1), 16–34.
7.
Knitzer, J., Steinberg, Z., & Fleisch, B. (1990). At the school house door. New York: Bank Street School.
8.
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954–969.
9.
Morse, W. C. (1992). Mental health professionals and teachers: How do the twain meet. Beyond Behavior, 3(2), 12–20.
10.
Morse, W. C. (1993). Ecological approaches. In T. R. Kratochwill & R. J. Morris (Eds.), Handbook of psychotherapy with children and adolescents (pp. 320–356). Boston: Allyn & Bacon.
11.
Nelson, C. M., & Pearson, C. A. (1991). Integrating services for children and youth with emotional and behavioral disorders. Reston, VA: Council for Exceptional Children.
12.
Noddings, N. (1992). The challenge to care in the schools: An alternative approach to education. New York: Teachers College Press.
13.
Sarason, S. B. (1985). Caring and compassion in clinical practice. San Francisco: Jossey-Bass.
14.
Schlenger, W. E. et al. (1992). The evaluation of state efforts to improve systems of care for children and adolescents with severe emotional disturbances: The CASSP initial cohort study. The Journal of Mental Health Administration, 19, 131–143.
15.
Skrtic, T. M. (1991). The special education paradox: Equity as the way to excellence. Harvard Educational Review, 61, 85–99.
16.
Stroul, B. (1985). The child and adolescent service system program (CASSP) system change strategies. Washington DC: CASSP Technical Center at Georgetown University.
17.
Tompkins, J. R., & Tompkins-McGill, P. L. (1993). Surviving in schools in the 1990s. Lanham, MD: University Press of America.
