Brantlinger discusses the current medical and legal trends in sterilization with special emphasis on people with disabilities. She explores the issues surrounding sterilization decisions from the perspectives of judges, lawyers, social workers, doctors, family planners, as well as the families and individuals themselves. Woven throughout the book are case studies of individuals ranging from mild to severe retardation.

Brantlinger discusses the current medical and legal trends in sterilization with special emphasis on people with disabilities. She explores the issues surrounding sterilization decisions from the perspectives of judges, lawyers, social workers, doctors, family planners, as well as the families and individuals themselves.

Woven throughout the book are case studies of individuals ranging from mild to severe retardation. She illustrates how ethical issues related to sterilization are framed and which moral values are called upon during decision-making. She ends with guidelines for decision-making. As the most comprehensive and up-to-date work on the subject, this book will be invaluable to professionals in the social services and mental health fields as well as researchers in law, special education, social work, and public health. Individuals confronting these concerns will find the volume instructive as well.

Who Benefits From Special Education?: Remediating (Fixing) Other People's Children addresses the negative consequences of labeling and separating education for students with "disabilities," the cultural biases inherent in the way that we view children's learning difficulties, the social construction of disability, the commercialization of special education, and related issues. The theme that unifies the chapters is that tension exists between professional ideology and practice, and the wishes and expectations of the recipients of professional practice--children, adolescents, and adults with disabilities and their families. These voices have rarely taken center stage in formulating important decisions about the quality and characteristics of appropriate practice. The dominant view in the field of special education has been that disability is a problem in certain children, rather than an artifact that results from the general structure of schooling; it does not take into consideration the voices of people with disabilities, their families, or their teachers. Offering an alternative perspective, this book deconstructs mainstream special education ideologies and highlights the personal perspectives of students, families, and front-line professionals such as teachers and mental health personnel. It is particularly relevant for special education/disabilities studies graduate students and faculty and for readers in general education, curriculum studies, instruction theory, and critical theory.

"Who Benefits From Special Education?: Remediating (Fixing) Other People's Children" addresses the negative consequences of labeling and separating education for students with "disabilities," the cultural biases inherent in the way that we view children's learning difficulties, the social construction of disability, the commercialization of special education, and related issues.
The theme that unifies the chapters is that tension exists between professional ideology and practice, and the wishes and expectations of the recipients of professional practice--children, adolescents, and adults with disabilities and their families. These voices have rarely taken center stage in formulating important decisions about the quality and characteristics of appropriate practice. The dominant view in the field of special education has been that disability is a problem in certain children, rather than an artifact that results from the general structure of schooling; it does not take into consideration the voices of people with disabilities, their families, or their teachers. Offering an alternative perspective, this book deconstructs mainstream special education ideologies and highlights the personal perspectives of students, families, and front-line professionals such as teachers and mental health personnel. It is particularly relevant for special education/disabilities studies graduate students and faculty and for readers in general education, curriculum studies, instruction theory, and critical theory.