International Voices on Disability and Justice (Studies in Inclusive Education Series)

Index 191 The Bell Curve, 175 Best, S., 64 Biklin, D., 2 Bishop, R., 174 Blanchot, 70 Blatt, B., 114 Bø, I., 126 Board of Trustees, 36, 37, 41 Booth, T., 1–1, 2, 3, 7, 140–151, 154, 170, 175, 176 Botica, F., 86 ‘bottom set’ classes, 148 bottom up management, 169 Boyle, I.R., 95 Boyne, R., 70 Brantlinger, E., 174 Bray, A., 33 Bringhurst, K., 153 Brown, C, 6, 29–77, 79 Brown, H., 114, 174 Brown, S., 169 Buck, D., 176 buddy system, 111 bullying, 147 Burgess-Limerick, T., 98 Burns, M., 153 Burrows, L., 33 Butler, J., 70 career expectations, 103 catalytic authenticity, 5 cerebral palsy, 120 Chaplain, R., 150 charity discourses, 72 charity view of disability, 39 –40 Cherryholmes, C., 69 Chewning, B., 85 Child Development Unit, 42 Children’s Hospital Education Research Institute (CHERI), 82 Christian, B.J., 95 chronic illness, 82 –96 Circle of Friends, 63, 151 civil rights, 60 Clandinin, D.J., 5, 98 Clark, C., 1, 154, 162, 164, 165, 168 Clifton, J., 176 Clough, P., 3, 156, 163, 172 cluster sites, 46 Codd, J.A., 169

Index 192 commendation certificates, 147 competition between schools, 168 computerized IEPs, 54 –55 confidentiality, 187 Connelly, P.M., 5, 98 contest, 163 contestation, 70 control, 145 –149 Cook, S., 169 Cooley, V., 153 Corbett, J., 76, 79 Correspondence School, 34 cost of advocacy, 37 –39 critical dialogues, 44 –44 Cross, D.G., 86 Crow, L., 114, 173 curriculum differentiation, 144 cystic fibrosis, 82 –96 D’Auria, J.P., 95 debriefing, 33 defence mechanisms, 102 defensive strategies, 77 Denmark, 127 Denzin, N.K., 98 detentions, 147 Dewey, 171, 176 di sant’Agnese, P.A., 95 differentiation, 144 discipline, 147 –147 disclosure, 92 discourse-practices, 76 discrimination, 2, 33, 105, 169 disempowerment, 187 disqualified knowledge, 47 Donmoyer, R., 171, 175 Douglas, R., 176 Down syndrome, 32, 46, 59, 148 dyslexia, 21 Dyson, A., 1, 5, 7, 140–151, 153–166, 168, 171, 175 Education Act 1989, 30 educative authenticity, 5 effective schools, 168, 169 Elbaz, F., 171 Ellis, C, 47–47, 54 employment, 128, 157–157, 161 ethic of permanent resistance, 78

Index 193 ethical dilemmas, 118 ethical issues, 150 failure anxiety, 13, 17 family, 91 Ferguson, D.L., 175 Ferguson, P., 2, 174 Ferguson, P.M., 175 Fielding, M, 150 Finkelstein, V., 77 Flaherty, M.G., 47, 54 Florian, L., 163 Forest, M., 63, 151 Foucault, M., 47, 64, 68–69, 78 –79 Fowler, M.G., 89 French, S., 76 friends, 106, 108, 109, 114, 142, 151 hospitalization, 89, 90, 93, 95 professionals, 123–4 special schools, 61–2 teacher influence, 101 Fulcher, G., 4, 34, 79, 163, 170, 175 Galbraith, J.K., 176 Galloway, D., 76 Gartner, A., 46 gender differences, 148 gender discrimination, 169 genealogical approach, 64 gesellschaft qualities, 127 Giangreco, M.F., 2 Gitlin, A., 153 Goffman, E., 72 Goodley, D., 105 Gortmaker, S.L., 84 Gould, S.J., 176 grace and favour model, 36 Grace, M., 98 grand theory, 163 group work, 143 Grumet, M.R., 115 Guba, E.G., 5 Gustafson, K.E., 84 Gustavsson, A., 127 Harbord, M.G., 86 Hartman, J.E., 47 Haug, P., 127

Index 194 hearing loss, 125 Helgeland, L, 117 Hernstein, R.J., 176 Heshusius, L., 44, 53 hidden voices, 140 –151 hierarchical leadership, 171 Highly Reliable Organisation, 170 Holm, P., 127 Hoist, J., 189 homework, 144 Hopkins, D., 150 hospitalization, 82–96, 100, 188 house style of teaching, 143 Houtsonen, J., 127 Howarth, S., 56, 65 human rights, 59 humour, 71 –71 Huotelin, H., 127 Hutchings, K., 78 IEP see Individual Education Plan/ Programme IFSP see Individual Family Service Plan Inclusive Schooling Means Belonging, 46 independence, 75 –75 Individual Education Plan/Programme (IEP), 31, 51, 53–53, 54 –56 Individual Family Service Plan (IFSP), 47, 51 individual projects, 143 individualism, 171, 176 information access, 107 –108 institutions, 117 Integration Act see Norwegian Education Act for Compulsory Education intellectual disability, 29–43, 103–108, 117 –148 intelligence, 178 isolation, 105, 113 Israelite, N.K., 172 Johnson, M.P., 89 Johnson, P., 176 justice, 29–59, 60 Kauppila, J., 127 Keepes, B., 175 Kellner, D., 64 Kelsey, J., 176 Kristiansen, S., 128 Kulczycki, L.L., 95 Kvale, S., 118

Index 195 labelling, 82, 114 Lane, H., 174 Lather, P., 98 Layder, D., 163 league tables, 168 lessons, 142 –144 Ligget, H., 79 Limerick, B., 98 Lincoln, Y.S., 5, 98, 150 Lipsky, D.K., 46 Llewellyn, A., 105 Lloyd, M., 70 local education authorities, 158 loneliness, 96 Lundgren, U.P., 127 Mac Arthur, J., 33 McDonald, T., 6, 98–151 Madan-Swain, A., 85 Maling, J., 175 MAPS, 151 market model, 169 Martin, A.J., 86 medical model, 1, 40–40, 85, 169, 175 medication, 88, 93 Meijer, C.J.W., 10, 11, 16 Meijnen, G.W., 11 Mercer, G., 5, 172, 173 Millican, F., 95 Millward, A., 1, 7, 153–166, 168, 171 Ministry of Education, 41 Mordal, K.N., 118 Morris, J., 172 Murray, A., 176 Murray, C, 176 Myers, B., 153 National Curriculum, 164 Nes, K., 6, 117 –130 Netherlands, 10 –27 Nevin, A.I., 163 New Zealand, 1, 6, 29–43, 98–115, 151, 176 Noddings, N., 175 normalization, 126, 127 normalization ratings, 126 –126 Norway, 6, 117–128, 130 –166 Norwegian Education Act for Compulsory Education, 117

Index 196 O’Brien, J., 63, 151 Olasky, M., 176 Oliver, M., 77, 79, 114, 156, 172 Olsen, S.B., 127 Olssen, M., 175 ‘one-stop’ shops, 158 parallel development, 174 parallel instruction, 57 Parent Advisory Council, 44 parents child hospitalization, 90 choice, 51 deficits, 75 viewpoint, 43–66 voices, 28–42 Pearpoint, J., 63, 151 pedagogic strategies, 71 –71 peer awareness, 70, 92 Perlt, B., 127 Pignatelli, F., 76, 80 Pijl, S.J., 6, 10 –27 Pijl, Y.J., 6, 10 –27 Polanyi, M., 115, 171, 175 Poplin, M., 150 ‘Positive Behaviour’, 144 post-compulsory education, 159 power, 78, 79, 98 pre-service teachers, 64 Price, K., 153 punishment, 147 –147 quality of life, 126 racism, 148 Rae, A., 172 reactive provision, 156 Record of Needs, 68–68, 74, 75 Reed, J., 85 referrals, teachers’ motives, 10 –27 reflective discourse, 170 Reger, R., 1 Reinharz, S., 2 research method politics, 171 rewards, 145, 191 Reynolds, D., 159, 168, 170 Reynolds, M.C., 163 Richardson, L., 47–47, 54

Index 197 Riddell, S., 169 rights discourse, 38, 40 Robson, S., 154 Roman, L.G., 172 Roth, J., 79 Rouse, M., 163 Rudduck, J., 150 Russell, R., 153 Sack, S., 95 Sapon-Shevin, M., 163 Saul, J.R., 176 Scheerens, J., 11 Scheurich, J.J., 5, 98 Schön, D.A., 98 school council, 146 school reform, 168 –170 Schrift, A., 70 Schroeder, C, 85 science, 100 –100 Scotland, 68 –182 self-esteem, 126 self-image, 123 setting, 144 –144 Sexson, S.B., 85 sexuality, 102, 123 Shakespeare, T., 4, 174 Shapiro, J., 72 Simons, J., 70, 78 Simonsen, O., 126 Sinason, V., 76 Skidmore, D., 154 Skrtic, T.M, 2, 117, 127, 163, 169, 170, 176 Sleath, B., 85 Slee, R., 163, 168 Smith, H., 114, 174 Smith, J.K., 54 Smith, S., 56 Smyth, J., 169 Sobsey, D., 105 social contacts, 126 social encounters, 142 social exclusion, 158 –159 social individualism, 175 social justice, 59, 60 social participation, 160–161, 162 social relations, 101 socialization, 52, 58, 192

Index 198 Sonntag, E., 1 special education administrators, 44 Special Education Advisory Council, 44, 45 Special Education Service, 41 Special Needs Committee, 40 spina bifida, Susan, 68, 72–72, 75 –75 sport, 61–61, 62, 92, 107, 112 Stainback, S., 163 Stainback, W., 163 Stambolovic, V., 85 Stangvik, G., 126, 160 stereotypes, 122 streaming, 144 –144 strengths perspective, 62 stress, 38 Strømstad, M, 6, 127, 130 –138 struggle, 163 –163 student setting, 143 –144 subjectification, 64 subjective knowledge, 47 subjectivity, 69, 79 subjugated knowledge, 47 support, 147–147, 151 support agencies, 112 support lessons, 121 support systems, 101, 103, 151 task completion, 143 teacher aides, 37, 40–41, 111, 113 teachers child hospitalization, 86, 89–90, 94, 95 concern, 92, 94 discrimination, 169 effect of, 101 expectations, 127 needs discourse, 67–8, 76 relationships with, 141–4 singling out, 110–11 special education referrals, 10–27 strictness, 144–6 training, 64, 112 transgression, 72–6 violence, 104 team sports, 59–61, 112 technical problem, 168 technicist account, 163, 164 technologies of the self, 68 technology, 103

Index 199 telling strategy, 92 temporary suspension, 148 Thacker, A., 70 Thomas, S., 126 Thompson, R.J., 84 Thousand, J.S., 163 Tiess, P., 153 tiredness, 91–91, 194 Tomlinson, S., 10 transgression, 68 –80 Transition Council, 45 transitional arrangements, 158 Tripp, D.H., 98 Tweddle, D.A., 164 Udvari-Solner, A., 163 Umwelt, 72 UN Standard Rules, 160 UNESCO, 159 university, 112 van den Bos, K.P., 5, 10 –27 van Uzendoorn, W.J.E., 16 vanity, 75 Villa, R.A., 61, 163 violence, 116 Vislie, L., 117 visual disability, 68, 70–71, 74–74, 76, 108–113, 148 Walford, G., 169 Walker, R., 174 Wallace, G., 150 Wang, M.C., 163 Ware, L., 5, 44 –67 Watson, D., 85 Watson, M, 33 Weeres, J., 150 Weick, K.E., 156 Weitzman, M., 94 West, M., 150 wheelchairs, 101–101–101 –194 Williams, G., 174 Wills, R., 31–31, 38 withdrawal from class, 147 withdrawal programme, 120 Witherell, C, 175 Wolcott, H.F., 4 Wolcott, H.J., 99

Index 200 Wolfensberger, W., 126 Wood, R., 172 work experience, 106 Zigmond, N., 164