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Notes on contributors | ||
1 | Introducing the issue of theorising | 1 |
2 | Would it work in theory?: arguments for practitioner research and theorising in the special needs field | 7 |
3 | Permission to speak?: theorising special education inside the classroom | 21 |
4 | From theory to practice: special education and the social relations of academic production | 32 |
5 | Medical and psychological models in special needs education | 44 |
6 | Models of complexity: theory-driven intervention practices | 61 |
7 | The poverty of special education: theories to the rescue? | 79 |
8 | Embracing the holistic/constructivist paradigm and sidestepping the post-modern challenge | 90 |
9 | Decision making in uncertainty | 106 |
10 | From Milton Keynes to the middle kingdom: making sense of special education in the 1990s | 116 |
11 | The politics of theorising special education | 126 |
12 | Conflicting perspectives on learning disabilities | 137 |
13 | Theorising special education: time to move on? | 156 |
References | 174 | |
Index | 193 |
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Theorising Special Education, The field of special needs education is well established, and although it continues to develop in exciting and controversial ways, involving some of education's leading thinkers, many people feel it is lacking a coherent theoretical analysis of its own.
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Theorising Special Education, The field of special needs education is well established, and although it continues to develop in exciting and controversial ways, involving some of education's leading thinkers, many people feel it is lacking a coherent theoretical analysis of its own.
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