The SAGE Handbook for Research in Education stimulates and encourages students, faculty, and educational practitioners, including individuals in education, government, and the private sector who conduct applied and policy-oriented educational research, to place the pursuit of ideas at the epicentre of their research-from framing meaningful problems to identifying and addressing key challenges to the reporting and dissemination of their findings.
Chapter 10: Reconceptualizing and Recentering Research in Special EDucation
Reconceptualizing and Recentering Research in Special EDucation
The field of special education became a legitimate field of educational inquiry during the 1960s. Modern special education borrowed much of its understanding about the nature of disabilities from other fields, such as medicine and psychology, where it was widely held that
(1) disability is a condition that is inherent among certain individuals, (2) disability labels are useful in making objective distinctions between people with and without disabilities, (3) systems of services that help people with disabilities are rationally conceived and coordinated, and (4) progress toward helping people with disabilities can be made by improving diagnosis and intervention.
Embedded in these assumptions was the belief that research ...