The Crisis in Special Education Knowledge: A Perspective on Perspective

Abstract

Special education is a conglomeration of a number of sub-fields.Historically, the sub-fields have been organized around so-called categories of "exceptionality" or "disa• bility."As such, each sub-specialty within special education has its own professional knowledge, which reflects the presumed differences among the categories of exceptionality.Nevertheless, behind the surface differences each of the sub-fields subscribes to a basic foundation of general special education knowledge.What is of interest here is this tradition of general special education knowledge, which, for convenience sake, we will refer to simply as special education knowledge.Another challenge in discussing special education knowledge is deciding on whose version to accept as the genuine article.To draw a crude analogy, asking the special education community about the nature of its professional know ledge is like asking a school of fish about the nature of water.Neither group can be depended upon for an adequate answer because these matters are so basic to them that they are largely taken for granted.Thus, bringing a number of perspectives to bear upon the subject will be helpful.The best way to do this is to consider some of the criticisms of traditional special education knowledge.There is no shortage of such criticism.Special education knowledge follows a threefold model of professional knowledge (Schein, 1972, p. 43):1.An underlying discipline or basic science component upon which the practice rests or from which it is developed.2.An applied science or "engineering" component from which many of the day-to-day diagnostic procedures and problem-solutions are derived.3. A skills and attitudinal component that concerns the actual performance of services to the client, using the underlying basic and applied knowledge.

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