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Special Education in the Complex Institutional Environment of Health Care and Social Work — Structural Frame and Empirical Reality

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Promoting Psychological Well-Being in Children and Families

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Abstract

Special Education has become a much-discussed topic, in particular in issues concerning Inclusive Education. Too often, disputes are characterized by vague ideas and poorly reflected characteristics of systems in both General and Remedial Education (cf. e.g., Brown & Smith, 1992; Thomas & Loxley, 2001; Hinz, 2013). There is increased societal interest in facilitating the integration of children and adolescents with ‘disabilities’ in all areas of living including schools, by concerted efforts to support and offer empowerment for families and communities. Such efforts are claimed to enhance communication and social skills, augment favourable peer group interactions, facilitate individualized educational target programmes, post-school adjustment, and so on. Moreover, inclusion encourages more positive attitudes and deepens social connection with persons with disabilities as well as increasing their perceived social status through affiliation with non-disabled peers (Wikipedia, 2014).

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Authors
  1. Peter Nenniger
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  2. Mathias Mejeh
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Editors and Affiliations

  1. International Centre for the Study of Occupational and Mental Health, Düsseldorf, Germany

    Bruce Kirkcaldy (Director) (Director)

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© 2015 Peter Nenniger and Mathias Mejeh

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Nenniger, P., Mejeh, M. (2015). Special Education in the Complex Institutional Environment of Health Care and Social Work — Structural Frame and Empirical Reality. In: Kirkcaldy, B. (eds) Promoting Psychological Well-Being in Children and Families. Palgrave Macmillan, London. https://doi.org/10.1057/9781137479969_13

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