Document Type

Article

Publication Date

2013

Abstract

This paper analyses the descriptions of families of children with disabilities as contained in introductory special education texts over the last 50 years. These text books are typically used in pre-service teacher education courses as surveys of the education of ‘exceptional children’. The textbooks reflect the mainstream professional assumptions of the era about topics such as disability, special education, inclusion, and family/school linkages. However, they also shape the assumptions of the next generation of educators about these same topics. The paper summarises the results of a qualitative document analysis of a sample of these textbooks from two different eras. The paper compares and contrasts how the representations of families by leading scholars in special education have changed over time.

Comments

This is an Accepted Manuscript of an article published in International Journal of Inclusive Education, volume 17, issue 12, in 2013, available online: DOI: 10.1080/13603116.2013.826293

Peer Reviewed

1

Copyright

Taylor & Francis

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.