You Can Lose What You Never Had

Autor/in	Cobb, Cam
Titel	You Can Lose What You Never Had
Quelle	In: International Journal of Inclusive Education, 20 (2016) 1, S.52-66 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2015.1073376
Schlagwörter	Foreign Countries; Special Education; Special Needs Students; Student Needs; Disability Identification; Educational Policy; Inclusion; Needs Assessment; Access to Education; Social Bias; Educational Legislation; Individualized Education Programs; Canada + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Politics of education; Bildungspolitik; Inklusion; Bedarfsermittlung; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsrecht; Schulgesetz; Individualized education program; Individualisierendes Lernen; Kanada
Abstract	An often-used idiom states: "you can't lose what you never had." Yet contrary to this expression, it "is" possible to lose what you never had--at least when special education support is concerned. In Ontario, as in other jurisdictions, special education exists as a codified system. An ever-changing nexus of discourses and documents--including normalisation, legislation, regulations, and memoranda--set out how special education is to function in the province. The documents themselves articulate how learners' needs are to be formally identified, as well as how students are to be supported. Within this network a phenomenon of "non-identification" has arisen whereby some students do not get identified and yet would have qualified for special education support had they gone through the process. Yet what leads to this phenomenon? To what does the phenomenon itself lead? Should Ontario's special education system be readjusted to address the phenomenon of non-identification, or is identification itself an inherently flawed practice? To explore these three questions, this paper will analyse Ontario's identification policy, examining what it allows, what it dictates, as well as the challenges it creates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01