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Barriers to Inclusion offers a comparative and historical account
of the rise of special education over the twentieth century in the
United States and Germany. This institutional analysis demonstrates
how categorical boundaries, professional groups, social movements,
and education and social policies shaped the schooling of children
and youth with disabilities. It traces the evolution of special
education classification, explores growing special education
organizations, and examines students' learning opportunities and
educational attainments. Highlighting cross-national differences
over time, the author also investigates demographic and geographic
variability within the federal democracies, especially in
segregation and inclusion rates of disabled and disadvantaged
children. Germany's elaborate system of segregated special school
types contrasts with diverse American special education classrooms
mainly within regular schools. Joining historical case studies with
empirical indicators, this book reveals persistent barriers to
school integration as well as factors that facilitate inclusive
education reform in both societies.
Winner of the 2017 Award for Significant Research on International
Higher Education (CIHE/ASHE) Winner of the 2018 American Publishers
Awards for Professional & Scholarly Excellence: Education
Theory In The Century of Science, a multicultural, international
team of authors examine the global rise of scholarly research in
science, technology, engineering, mathematics, and health (STEM+)
fields. This insightful text provides historical and sociological
understandings of the ways that higher education has become an
institution that, more than ever before, shapes science and
society. Case studies, supported by the most historically and
spatially extensive database on STEM+ publications available, of
selected countries in Europe, North America, East Asia, and the
Middle East, emphasize recurring themes: the institutionalization
and differentiation of higher education systems to the
proliferation of university-based scientific research fostered by
research policies that support continued university expansion
leading to the knowledge society. Growing worldwide, research
universities appear to be the most legitimate sites for knowledge
production. The chapters offer new insights into how countries
develop the university-based knowledge thought fundamental to
meeting social needs and economic demands. Despite repeated
warnings that universities would lose in relevance to other
organizational forms in the production of knowledge, these findings
demonstrate incontrovertibly that universities have become more-not
less-important actors in the world of knowledge. The past hundred
years have seen the worldwide triumph of the research university.
In today's schools the number of students who receive additional
resources to access the curriculum is growing rapidly, and the
ongoing expansion of special education is among the most
significant worldwide educational developments of the past century.
Yet even among developed democracies the range of access varies
hugely, from one student in twenty to one student in three. In
contemporary conflicts about educational standards and
accountability, special education plays a key role as it draws the
boundaries between exclusion and inclusion.
"Comparing Special Education" unites in-depth comparative and
historical studies with analyses of global trends, with a
particular focus on special and inclusive education in the United
States, England, France, and Germany. The authors examine the
causes and consequences of various institutional and organizational
developments, illustrate differences in forms of educational
governance and social policy priorities, and highlight the
evolution of social logics from segregation of students with
special educational needs to their inclusion in local schools.
Winner of the 2017 Award for Significant Research on International
Higher Education (CIHE/ASHE) Winner of the 2018 American Publishers
Awards for Professional & Scholarly Excellence: Education
Theory In The Century of Science, a multicultural, international
team of authors examine the global rise of scholarly research in
science, technology, engineering, mathematics, and health (STEM+)
fields. This insightful text provides historical and sociological
understandings of the ways that higher education has become an
institution that, more than ever before, shapes science and
society. Case studies, supported by the most historically and
spatially extensive database on STEM+ publications available, of
selected countries in Europe, North America, East Asia, and the
Middle East, emphasize recurring themes: the institutionalization
and differentiation of higher education systems to the
proliferation of university-based scientific research fostered by
research policies that support continued university expansion
leading to the knowledge society. Growing worldwide, research
universities appear to be the most legitimate sites for knowledge
production. The chapters offer new insights into how countries
develop the university-based knowledge thought fundamental to
meeting social needs and economic demands. Despite repeated
warnings that universities would lose in relevance to other
organizational forms in the production of knowledge, these findings
demonstrate incontrovertibly that universities have become more-not
less-important actors in the world of knowledge. The past hundred
years have seen the worldwide triumph of the research university.
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