Article1991

The Special Education Paradox: Equity as the Way to Excellence

379 citations0/0 files storedHarvard Educational Review

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Collaborative Teaching and Inclusion Education Pedagogy and Practices Education Discipline and Inequality

Abstract

In this article, Thomas M. Skrtic analyzes and critiques the special education system in the United States, focusing on its policies, practices, and grounding assumptions. He provides an expansive and in-depth literature review, applying a form of criticism he calls

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References

1977Institutionalized Organizations: Formal Structure as Myth and Ceremony 1984The Postmodern Condition: A Report on Knowledge 1972A Garbage Can Model of Organizational Choice 1976Educational Organizations as Loosely Coupled Systems 1927The Public and its Problems 201558. Contingency, Irony and Solidarity 1977The Role of Institutionalization in Cultural Persistence 1979On Studying Organizational Cultures

Cited by

2000History, Rhetoric, and Reality 2006Inclusive education ten years after Salamanca: Setting the agenda 2002Culturally responsive teaching in special education for ethnically diverse students: Setting the stage 2006Inclusion and the standards agenda: negotiating policy pressures in England 1998The Disproportionate Representation of African Americans in Special Education 2003Special Education's Changing Identity: Paradoxes and Dilemmas in Views of Culture and Space 1996Inclusion, School Restructuring, and the Remaking of American Society 2007The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers

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