Abstract
Here, I compare historical and contemporary terminology and suggest implications for future understandings of language. Social construction and labelling theory are brought together as interpretative views. I remind readers that disability memoirs and the voices of special students reveal a complex range of views. Discourse and deconstruction are linked as postmodern perspectives. Both analysing concepts; and avoiding misleading language are seen as seeking greater clarity to special education. Key points arising in the book are summarized. I examine the power of language, but also its limitations as an agent of change. Finally, an optimistic future for special education and special students is envisaged.
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Author information
Authors and Affiliations
Copyright information
© 2014 Michael Farrell
About this chapter
Cite this chapter
Farrell, M. (2014). Conclusion. In: Investigating the Language of Special Education. Palgrave Macmillan, London. https://doi.org/10.1057/9781137434715_11
Download citation
DOI: https://doi.org/10.1057/9781137434715_11
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-49304-3
Online ISBN: 978-1-137-43471-5
eBook Packages: Palgrave Language & Linguistics CollectionEducation (R0)