Abstract
-
1.
The ideology and discourse of ‘special education’ can still be found in thinking, policy and practice in education despite almost 50 years of critique in relation to the arbitrary nature of the term and its negative impact on disabled children and young people.
-
2.
Neoliberal ideologies and the rationalization of some teacher education programmes mean that disability can be left out of discussions in teacher education about social justice.
-
3.
Initial teacher education (ITE) and postgraduate (PG) teacher education programmes can be designed and taught in ways that interrupt students’ received truths, and trouble normative thinking and deficit ideologies inherent in ‘special’ education.
-
4.
Teacher education programmes that work at the nexus of disability studies and childhood studies can support students to challenge ideas about ‘special’ and uphold children’s agency, competence and rights as a foundation for teaching and learning.
-
5.
Inclusive pedagogies and approaches such as Learning Without Limits (LWL) and Universal Design for Learning (UDL) turn teachers’ attention to the use of teaching approaches that are designed for all students.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ainscow, M. (2005). Developing Inclusive Education Systems: What Are the Levers for Change? Journal of Educational Change, 6(2), 109–124.
Alcorn, N. (2014). Teacher Education in New Zealand 1974–2014. Journal of Education for Teaching: International Research and Pedagogy, 40(5), 447–460.
Ball, S. J. (2003). The Teacher’s Soul and the Terrors of Performativity. Journal of Education Policy, 18(2), 215–228.
Ballard, K. (2012). Inclusion and Social Justice: Teachers as Agents of Change. In S. Carrington & J. MacArthur (Eds.), Teaching in Inclusive School Communities (pp. 65–87). Milton: John Wiley Publishers.
Bartolomé, L. I. (2007). Introduction: Beyond the Fog of Ideology. In L. I. Bartolomé (Ed.), Ideologies in Education: Unmasking the Trap of Teacher Neutrality (pp. ix–xxi). New York: Peter Lang Publishing, Inc.
Bourke, R., Holden, B., & Curzon, J. (2005). Using Evidence to Challenge Practice: A Discussion Paper. Wellington: Ministry of Education.
Brantlinger, E. A. (2006). Conclusion: Whose Labels? Whose Norms? Whose Needs? Whose Benefits? In E. A. Brantlinger (Ed.), Who Benefits from Special Education? Remediating (Fixing) Other People’s Children (pp. 430–458). Mahwah: Lawrence Erlbaum Associates, Inc..
Carrington, S., MacArthur, J., Kearney, A., Kimber, M., Mercer, L., Morton, M., & Rutherford, G. (2012). Towards an Inclusive Education for All. In S. Carrington & J. MacArthur (Eds.), Teaching in Inclusive School Communities (pp. 3–38). Milton: John Wiley and Sons Australia.
Cooper, P., & McIntyre, D. (2006). The Crafts of the Classroom: Teachers’ and Students’ Accounts of the Knowledge Underpinning Effective Teaching and Learning in Classrooms. Research Papers in Education, 10(2), 181–216.
Curran, T., & Runswick-Cole, K. (2014). Disabled Children’s Childhood Studies: A Distinct Approach? Disability & Society, 29(10), 1617–1630.
Dunn, L. M. (1968). Special Education for the Mildly Retarded: Is Much of it Justifiable? Exceptional Children, 35, 5–22.
Education Counts. (2015). Number of Schools. Available at: https://www.educationcounts.govt.nz/statistics/schooling/number-of-schools. Date Accessed 24 Aug 2015.
Florian, L. (2010). Special Education in an Era of Inclusion: The End of Special Education or a New Beginning? The Psychology of Education Review, 34(2), 22–29.
Florian, L., & Black-Hawkins, K. (2011). Exploring Inclusive Pedagogy. British Educational Research Journal, 37(5), 813–828.
Florian, L., & Graham, A. (2014). Can an Expanded Interpretation of Phronesis Support Teacher Professional Development for Inclusion? Cambridge Journal of Education, 44(4), 465–478.
Florian, L., & Rouse, M. (2009). The Inclusive Practice Project in Scotland: Teacher Education for Inclusive Education. Teaching and Teacher Education, 25, 594–601.
Florian, L., Young, K., & Rouse, M. (2010). Preparing Teachers for Inclusive and Diverse Educational Environments: Studying Curricular Reform in an Initial Teacher Education Course. International Journal of Inclusive Education, 14(7), 709–722.
Gonsalves, R. E. (2007). Hysterical Blindness and the Ideology of Denial: Preservice Teachers’ Resistance to Multicultural Education. In L. I. Bartolome (Ed.), Ideologies in Education: Unmasking the Trap of Teacher Neutrality (pp. 3–28). New York: Peter Lang Publishing, Inc.
Hart, S., & Drummond, M. J. (2014). Learning Without Limits: Constructing a Pedagogy Free from Determinist Beliefs About Ability. In L. Florian (Ed.), The Sage Handbook of Special Education (pp. 439–458). London: Sage Publications.
Higgins, N., MacArthur, J. & Reitveld, C. (2006) ‘Higgledy-Piggledy Policy: Confusion About Inclusion’,Childrenz Issues, 10, 1, 30–36.
James, A., & Prout, A. (Eds.). (1997). Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood (2nd ed.). London: Routledge Falmer.
Kearney, A., & Kane, R. (2006). Inclusive Education Policy in New Zealand: Reality or Ruse? International Journal of Inclusive Education, 10(2–3), 201–219.
Lalvani, P., & Broderick, A. A. (2015). Teacher Education, InExclusion, and the Implicit Ideology of Separate but Equal: An Invitation to a Dialogue. Education, Citizenship and Social Justice, 10(2), 168–183.
Mentis, M., Kearney, A., & Bevan-Brown, J. (2012). Interprofessional Learning and Its Contribution to Inclusive Education. In S. Carrington & J. MacArthur (Eds.), Teaching in Inclusive School Communities (pp. 296–312). Milton: John Wiley & Sons Publishers.
Mills, C. (2008). Making a Difference: Moving Beyond the Superficial Treatment of Diversity. Asia-Pacific Journal of Teacher Education, 36(4), 261–275.
Minister for Disability Issues. (2016). New Zealand Disability Strategy. Available at: http://www.odi.govt.nz/nzds/. Date Accessed 24 Aug 2015.
Ministry of Education. (n.d.). Success for All – Every School, Every Child. Available at: http://www.education.govt.nz/assets/Documents/School/Inclusive-education/SuccessForAllEnglish.pdf. Date Accessed 18 Dec 2015.
Ministry of Education. (1996). Special Education 2000 Policy. Wellington: Ministry of Education.
Ministry of Education. (2007). The New Zealand Curriculum. Wellington: Author.
Ministry of Education. (1998/2015). Managing the Special Education Grant: A Handbook for Schools. Available at: http://www.education.govt.nz/school/student-support/special-education/managing-the-special-education-grant-a-handbook-for-schools/. Date Accessed 24 Aug 2015.
Ministry of Education. (2015a). Inclusive Education. Available at: http://www.education.govt.nz/school/running-a-school/inclusive-education/. Date Accessed 24 Aug 2015.
Ministry of Education. (2015b). Day Special Schools for Students with High Needs. Available at: http://www.education.govt.nz/school/student-support/special-education/day-special-schools-for-students-with-high-needs/. Date Accessed 24 Aug 2015.
O’Neill, J. (2012). Rationality and Rationalisation in Teacher Education Policy Discourse in New Zealand. Educational Research, 52(2), 225–237.
Powell, J. J. W. (2006). Special Education and the Risk of Becoming Less Educated. European Societies, 8(4), 577–599.
Purdue, K. (2006). Children and Disability in Early Childhood Education: ‘Special’ or Inclusive Education? Early Childhood Folio, 10, 12–15.
Rose, D. H., Gravel, J. W., & Gordon, D. T. (2014). Universal Design for Learning. In L. Florian (Ed.), The Sage Handbook of Special Education (pp. 475–489). London: Sage Publications.
Rouse, M. (2008). Developing Inclusive Practice: A Role for Teachers and Teacher Education. Education in the North, 16(1), 6–13. Available at: http://www.abdn.ac.uk/eitn/uploads/files/issue16/EITN-1-Rouse.pdf. Date Accessed 24 Aug 2015.
Runswick-Cole, K. (2011). Time to End the Bias Towards Inclusive Education? British Journal of Special Education, 38(3), 112–119.
Runswick-Cole, K., & Hodge, N. (2009). Needs or Rights? A Challenge to the Discourse of Special Education. British Journal of Special Education, 36(4), 198–203.
Rutherford, G. (2008). Different Ways of Knowing? Understanding Disabled Students’ and Teacher Aides’ School Experiences Within a Context of Relational Social Justice. Dunedin: University of Otago. Available at: http://hdl.handle.net/10523/357. Date Accessed 24 Aug 2015.
Shakespeare, T. (2009). Re-Imagining Disability. Available at: https://vimeo.com/5161684. Date Accessed 24 Aug 2015.
Shulman, L. S. (2004). The Wisdom of Practice: Essays on Teaching, Learning, and Learning to Teach. San Francisco: Jossey-Bass.
Slee, R. (2000). Reflection. In P. Clough & J. Corbett (Eds.), Theories of Inclusive Education: A Students’ Guide (pp. 125–128). London: Sage Publications.
Slee, R. (2004). Meaning in the Service of Power. In L. Ware (Ed.), Ideology and the Politics of (in)Exclusion (pp. 46–60). New York: Peter Lang.
Slee, R. (2011). The Irregular School: Exclusion, Schooling and Inclusive Education. London: Routledge.
Smith, A. B. (2013). Understanding Children and Childhood (5th ed.). Wellington: Bridget Williams Books Ltd.
Spratt, J., & Florian, L. (2015). Inclusive Pedagogy: From Learning to Action. Supporting Each Individual in the Context of “Everybody”. Teaching and Teacher Education, 49, 89–96.
Te Kete Ipurangi. (2015). Inclusive Education: Guides for Schools. Available at: http://inclusive.tki.org.nz/. Date Accessed 24 Aug 2015.
United Nations. (1989). United Nations Convention on the Rights of the Child. Available at: https://treaties.un.org/pages/viewdetails.aspx?src=treaty&mtdsg_no=iv-11&chapter=4&lang=en-title=UNTC-publisher. Date Accessed 24 Aug 2015.
United Nations. (2006). United Nations Convention on the Rights of Persons with Disability. Available at: http://www.un.org/disabilities/convention/conventionfull.shtml. Date Accessed 24 Aug 2015.
Acknowledgements
Gill and Jude: We wish to acknowledge the thoughtful work of our students. We value your contributions, and we celebrate the good work you are doing in school communities. Thank you for your contribution to this chapter. We learn from you.
Jude: I wish to acknowledge the hard work and support of the staff at Massey University and the University of Canterbury who have developed and/or teach on the Postgraduate Diploma in Specialist Teaching. In particular, Associate Professors Mandia Mentis and Alison Kearney, Wendy. Holley-Boen and Dr Laurie McLay who have developed content in the area of ‘complex educational needs’ with me. You all sit behind part of this work.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Copyright information
© 2018 The Author(s)
About this chapter
Cite this chapter
Rutherford, G., MacArthur, J. (2018). What’s Wrong with ‘Special’? Thinking Differently in New Zealand Teacher Education About Disabled Children and Their Lives. In: Runswick-Cole, K., Curran, T., Liddiard, K. (eds) The Palgrave Handbook of Disabled Children’s Childhood Studies. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-54446-9_24
Download citation
DOI: https://doi.org/10.1057/978-1-137-54446-9_24
Published:
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-54445-2
Online ISBN: 978-1-137-54446-9
eBook Packages: Social SciencesSocial Sciences (R0)