From segregation to strengths
A personal history of special education
Bibliographic Data
| ID | 21370128 |
|---|---|
| Authors | Michael L Wehmeyer (0000-0001-9220-7508, corresponding author) |
| Year | 2022 |
| Volume | 103 |
| Issue | 6 |
| Pages | 8-13 |
| Publication date | 2022-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Phi Delta Kappan (JOURNAL) |
| Journal identifiers | ISSN: 0031-7217 • E-ISSN: 1940-6487 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00317217221082792 |
| OpenAlex | W4214616367 |
| Language | EN |
| Citations received | 5 |
| References cited | 6 |
Author Michael Wehmeyer began his career in special education shortly after the passage of the 1975 Education for All Handicapped Children Act (which later became the Individuals with Disabilities Education Act, or IDEA). In those early days, he recounts, students with disability were mostly segregated from other children, and many of the adults who worked with them assumed they were uneducable. Since that time, the field has come a long way, and inclusive placements and teaching practices have become widespread. But still, Wehmeyer argues, traces of the old segregationist mindset remain. Perhaps the time has come, he concludes, to rethink the usefulness of “special education” as a category and to focus instead on providing personalized supports and services to all students
Education Act · Mainstreaming · Mindset · Pedagogy · Sociology · Special education · Collaborative Teaching and Inclusion · Diverse Education Studies and Reforms · Education Discipline and Inequality · Psychology
From Specialised Classrooms to Mainstream Classrooms
Families and teachers co-writing classroom culture and content
Special Educators’ Experiences Navigating Tensions When Serving Students Labeled With Emotional/Behavioral Disorders
Reframing the Most Important Special Education Policy Debate in 50 Years
Designing GenAI Tools for Personalized Learning Implementation
| Citations per year | 2.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |