The Retreat From Inquiry and Knowledge in Special Education

Abstract

Postmodern and cultural relativist doctrines have long been a part of the humanities, social sciences, and natural sciences. However, relatively little critical attention has been paid to postmodern intellectual currents in special education. This article describes postmodern and cultural relativist ideas in some of their forms, provides examples of how the adoption of these doctrines are dangerous and destructive to students with special needs, and explores possible resolutions.

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