Permission to speak?: Theorising special education inside the classroom

Julie Allan; Sally Brown; Sheila Riddell

doi:10.4324/9780203979563-8

Permission to speak? Theorising special education inside the classroom

Julie Allan, Sally Brown, Sheila Riddell

Disability, Inclusion and Special Needs

Research output: Chapter in Book/Report/Conference proceeding › Chapter

4 Citations (Scopus)

Abstract

We have reached a crisis in special education where theorising has at best proved inadequate for understanding individuals' experiences and at worst has been alienating because it has made them, not participating subjects, but objects upon which research is done. Researchers seem unable to shake off the 'methodological individualism' inherent in positivist social research (Oliver, 1992a:107) and consequently, there have been many calls over the last fifteen years or so for research in special education which is more sensitive to the experience of learning difficulties (Schindele, 1985; Clough and Barton, 1995).

Original language	English
Title of host publication	Theorising Special Education
Publisher	Taylor and Francis
Pages	21-31
Number of pages	11
ISBN (Electronic)	0203979567, 9781134754786
ISBN (Print)	0415147514, 9780415147514
DOIs	https://doi.org/10.4324/9780203979563-8
Publication status	Published - 1 Jan 2005

Bibliographical note

Publisher Copyright:
© 1998 Catherine Clark, Alan Dyson and Alan Millward, selection and editorial matter; individual chapters, the contributors.

ASJC Scopus subject areas

General Social Sciences

Access to Document

10.4324/9780203979563-8

Cite this

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