An Investigation of Agency and Marginality in Special Education

Autor/in	McOuat, Robert C.
Titel	An Investigation of Agency and Marginality in Special Education
Quelle	In: Journal of the American Academy of Special Education Professionals, (2008), S.95-103 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Special Education; Disabilities; Program Effectiveness; Special Education Teachers; Self Contained Classrooms; Professional Isolation; Social Capital; Social Isolation; Equal Education; Rural Schools; Barriers; Interviews; Teacher Attitudes; Student Characteristics; Mainstreaming; Elementary Schools; Middle Schools; High Schools; Governance; Qualitative Research; Case Studies + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Sozialkapital; Soziale Isolation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Interviewing; Interviewtechnik; Lehrerverhalten; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Qualitative Forschung; Case study; Fallstudie; Case Study
Abstract	A qualitative case study design was used to investigate the extent that special education program serves the student or serves the organization. If special education serves the student, then a researcher should be able to identify resulting agency and emancipation among the students. However, if special education is serving the organization, then a different picture could be painted. Special education could be serving the functionalist needs of sorting and tracking students. An unintended finding of the study was the apparent neglect and subsequent isolation and marginality of special education teachers, especially teachers who work in self-contained classes. Responses clearly reflect a deficit in social capital. With regard to students, most responses reflect a functionalist approach to serving students in the special education program in that the program sorts challenging students from the mainstream who might impede the progress of other children. These findings are discussed relative to reform for special education, including learning communities. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01