Legitimating School Segregation. The Special Education Profession and the Discourse of Learning Disability in Germany

Autor/inn/en	Pfahl, Lisa; Powell, Justin J. W.
Titel	Legitimating School Segregation. The Special Education Profession and the Discourse of Learning Disability in Germany
Quelle	In: Disability & Society, 26 (2011) 4, S.449-462 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-7599
Schlagwörter	School Segregation; Learning Disabilities; Discourse Analysis; Foreign Countries; Special Education; Inclusion; Special Schools; Individualized Instruction; Educational Development; Educational Practices; Educational Research; Literature Reviews; Educational Policy; Germany + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Diskursanalyse; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Special school; Sonderschule; Individualisierender Unterricht; Bildungsentwicklung; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Deutschland
Abstract	School segregation continues to be understood as legitimate in Germany. To explain why, we chart the development of the learning disability discourse and the special education profession, providing insights into the ongoing expansion of segregated special schooling. The discourse analysis of articles published between 1908 and 2004 in the special education professional association journal, "Zeitschrift fur Heilpadagogik," uncovers the knowledge base of special education that led to the rise of its main category, "learning disability," and school type, the support school (then: "Hilfsschule," now: "Forderschule"). Despite critical junctures over the twentieth century, special education's dominant discourse and school structures exhibit remarkable continuity. We find professional authority with respect to "learning disability" is a key factor in the persistence and continued growth of segregated special education. Scientific discourse continues to legitimate the classification of pupils as "learning disabled" and their subsequent allocation to segregated schools. (Contains 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10