Since Margret A. Winzer wrote her landmark work The History of Special Education, much has transpired in this field, which she again has captured in a remarkable display of scholarship. Winzer’s new study From Integration to Inclusion: A History of Special Education in the 20th Century focuses chiefly on the significant events of the twentieth and early twenty-first centuries in the United States and Canada. Its key dynamics consist of a retrospective overview of the paradigms that emerged from and shaped special education; a critical assessment of past progress and reform, including failures and disappointments; and an analysis of the theoretical diversity within the discipline.
In this stand-alone volume, Winzer juxtaposes the historical study of disability and of special schooling and service provision with reference to broader social systems, protocols, and practices. She documents how prevailing emotional and intellectual climates influence disability and schooling, and also takes into account the social, political, and ideological factors that affect educational theory and practice. Winzer recognizes that reform has been the Zeitgeist of the history of special education. Crucial problems such as defining exceptional conditions and separating them from one another were formulated in contexts organized along moral, theological, legislative, medical, and social dimensions. Many of these reforms failed for various reasons, which Winzer thoroughly explains in her study. Most of these reforms evolved from the long and honorable pedigree that the field of special education has possessed since its earliest antecedents, now admirably brought up to date by this outstanding work.
Margret A. Winzer and Kas Mazurek combine two disciplines in this collection, comparative and international studies and special education, to explore the ways that diverse nations respond to persons who are exceptional. Their learned contributors also explore the changing parameters of special education, employing comparative studies theories and methods to document, explore, discuss, and analyze social and educational inclusion.
International Practices in Special Education: Debates and Challenges travels the world to examine the progress of special education, from inclusive reform in Canada, “education for all” in the United Kingdom, the reform-restructure-renew movement in Poland to the journey from awareness to action in the United States. Chapters describe the challenges and opportunities in the United Arab Emirates; conflicts regarding educational welfare in South Korea; new perspectives on special needs and inclusive education in Japan; facing inclusion in India; making the invisibles visible in Pakistan; problems and prospects in Nigeria; special needs education in Ethiopia; and the developments, prospects, and demands of special education in a rising China. “One step forward, two steps backward” describes Israel’s special education issues. Germany’s special education receives an international perspective; and education policy and pedagogy for students with disabilities in Australia, completes the analyses in this remarkable, comprehensive work of scholarship.
In the late 20th century, a tidal wave of calls for reform and inclusion of special needs students swept over public special education. The current debates over implementing these themes today are authoritatively addressed by 19 distinguished scholars in this thorough volume. Organized into three cohesive sections, it begins with the issues of educational reform and the emerging discourses of disability and integration in the inclusion movement. Respective chapters appraise specific arguments for inclusion and the federal legislation and litigation surrounding and supporting special education.
The second part features the thorny issue of assessment, the technological revolution in special education, and the disposition of teacher training. The third section scrutinizes the inclusion of various populations of students with exceptional needs, particularly how teachers can make an easy transition from ideology to educational practice.
Special Education in the 21st Century sets the standard for extrapolating future directions by wisely weighing classroom practices for different groups and the technical problems of resources, management, social groupings, instructional design, and the supposition that teachers will automatically change to accommodate an even greater diversity of learners.
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