Context and history of special education evaluations.

The opportunity to participate in this conference is a welcome one. It is an honour to be invited to give a lecture which commemorates the work of an outstanding educator, Des English. To have the needs of special education brought directly to the attention of the Curriculum Development Centre in this way is timely and may well give a focus and an impetus to our thus far modest efforts in this direction. It is noteworthy that the conference has provided for a number of curriculum workshops in which particular dimensions of needs can be addressed. It is important that in those workshops specific needs are related systematically to overall curriculum design and development questions. There is added reason for this in the criticism within special education of the historic tendency to define and categorise qualities and conditions of need according to narrow or highly particularised criteria instead of setting curriculum tasks within a broad framework of aims and a wide and open definition of learning situations. This is perfectly understandable in view of the history of special education and the fact that we are concerned with a particular dimension and aspects of learning. There are institutional constraints, too, which are acknowledged in the Warnock Committee’s statement:

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History of Special Education in South Africa and the Challenges of Inclusive Education

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.434 ◽

2019 ◽

Author(s):

Sigamoney Manicka Naicker

Keyword(s):

South Africa ◽

Special Education ◽

Inclusive Education ◽

Theory And Practice ◽

Structural Level ◽

Single System ◽

Depth Analysis ◽

History Of Special Education ◽

Inclusive System ◽

History Of

Altering a dual system of education (special and ordinary) in South Africa to an inclusive system requires substantial change in terms of thinking and practice. After almost 20 years of implementing Education White Paper 6 (published by South Africa’s Department of Education in 2001), it is very important that theories, assumptions, practices, models, and tools are put under intense scrutiny for such an inclusive policy to work. Such a single system of education should develop the capacity to address barriers to learning if it wants to include all learners into the system. What are the main barriers that deprive learners from access to a single system of education and what changes should take place so that a truly inclusive system can be created? South Africa introduced seven white papers in education but all of them were implemented in ways that were not entirely influenced by the theory and practice of inclusive education. Inclusive education requires the system to change at a structural level so that mainstream education takes ownership of the ideology and practice of inclusive education. This change should bring about consistency in relation to other white papers; for example, curriculum development, early childhood education, and adult education. In implementing inclusive education, South Africa did not take seriously the various barriers to inclusion, such as curriculum, in providing access to learners who experience difficulties. Thus, an in-depth analysis of the history of special education is provided, with a view toward specifying recommendations for attempts to create the right conditions for a truly inclusive system of education in South Africa.

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The History of Special Education: From Isolation to Integration

History of Education Quarterly ◽

10.2307/369282 ◽

1994 ◽

Vol 34 (4) ◽

pp. 489

Author(s):

Joseph L. Tropea ◽

Margaret A. Winzer

Keyword(s):

Special Education ◽

History Of Special Education ◽

History Of

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Outside the Mainstream: A History of Special Education.

The Economic History Review ◽

10.2307/2597056 ◽

1989 ◽

Vol 42 (1) ◽

pp. 133

Author(s):

Michael Sanderson ◽

J. S. Hurt

Keyword(s):

Special Education ◽

History Of Special Education ◽

History Of

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A EDUCAÇÃO ESPECIAL NO BRASIL: LEGISLAÇÃO E BREVE CONTEXTO HISTÓRICO

Professare ◽

10.33362/professare.v7i3.1519 ◽

2018 ◽

Vol 7 (3) ◽

pp. 34

Author(s):

Thiago Ribeiro ◽

Gabriela Mesa Casa

Keyword(s):

Special Education ◽

Inclusive Education ◽

Historical Context ◽

Legal Documents ◽

Brazilian Legislation ◽

History Of Special Education ◽

History Of ◽

First Moment ◽

Education In Brazil ◽

Do So

A inclusão de pessoas com deficiência, a garantia de seus direitos, e consequentemente, o acesso à educação especial, ocorreram de forma muito lenta, tanto em nível mundial quanto no Brasil. Com intuito de contribuir na discussão sobre o tema, o objetivo do artigo é apresentar uma breve contextualização histórica da educação especial, enfatizando com maior atenção o histórico da educação especial no Brasil, além de elencar as principais legislações brasileiras referentes ao tema. Para tanto, no primeiro momento será apresentado os principais tópicos da história mundial relacionados as discussões sobre deficiência e educação inclusiva. Em seguida, será pontuado os principais momentos da educação especial no Brasil. No último tópico, nosso objetivo será apresentar uma breve exposição sobre os principais documentos legais referentes a educação especial no Brasil. Para a realização do trabalho o método utilizado foi o dialético e a pesquisa bibliográfica.Palavras-chave: Educação especial. Legislação brasileira. Contexto histórico. ABSTRACTThe inclusion of people with disabilities, the guarantee of their rights, and consequently, access to special education, occurred very slowly, both in the world and in Brazil. In order to contribute to the discussion about the theme, the purpose of this article is to present a brief historical context of special education, emphasizing with more attention the history of special education in Brazil, besides listing the main Brazilian legislations related to the theme. To do so, in the first moment will be presented the main topics of world history related to the discussions on disability and inclusive education. Next, the main moments of special education in Brazil will be punctuated. In the last topic, our objective will be to present a brief exposition about the main legal documents referring to special education in Brazil. For the accomplishment of the work the method used was the dialectic and the bibliographical research.Keywords: Special education. Brazilian legislation. Historical context.

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