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The Retreat From Inquiry and Knowledge in Special Education

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Cited by

2012Simply academic? Why children with special educational needs don’t like school132 cited
2003Bringing Research to Bear on Practice: Effecting Evidence-Based Instruction for Students with Emotional or Behavioral Disorders101 cited
2006From Epistemology to Democracy93 cited
2002Mainstreaming to Full Inclusion: From orthogenesis to pathogenesis of an idea93 cited
2002Some Conceptual Problems with Critical Pedagogy90 cited
2005A Political Economy of Learning Disabilities88 cited
2006Toward Ending Cultural and Cognitive Relativism in Special Education81 cited
2020Inclusive Vision Versus Special Education Reality78 cited
2011Down the Rabbit Hole71 cited
2016Special Education at the Crossroad: An Identity Crisis and the Need for a Scientific Reconstruction63 cited
2005The Pursuit of Evidence-Based Practice in Special Education for Children with Emotional or Behavioral Disorders59 cited
2013How We Might Make Special Education for Students with Emotional or Behavioral Disorders Less Stigmatizing48 cited
2006Effective teaching practices for students with and without learning difficulties: Issues and implications surrounding key findings and recommendations from the national inquiry into the teaching of literacy48 cited
2013Toward a social relational model of Deaf childhood47 cited
2006Effective teaching practices for students with and without learning difficulties: Constructivism as a legitimate theory of learning AND of teaching?35 cited
2006Rejoinder: Certainty, Doubt, and the Reduction of Uncertainty33 cited