Comparing Special Education: Origins to Contemporary Paradoxes

By John G. Richardson; Justin J. W Powell | Go to book overview

CHAPTER 8
BETWEEN GLOBAL
INTENTIONS AND
NATIONAL PERSISTENCE
From Special Education to
Inclusive Education?

IN THIS FINAL CHAPTER, WE DISCUSS THE language of special education, addressing again the classification systems and categories that forcefully reveal both continuity and change in education systems. We review the links between historical sequences and the relationships between punitive and paternalist benevolence in countries influential in establishing preeminent models of special education. Then, we broaden the perspective toward global dynamics and national persistence. We chart responses, even resistance, toward this mainly Western model of special and inclusive education that has diffused around the world—to be embraced, adapted, or rejected in countries of Africa and Asia. Only rarely has special education research, even the explicitly comparative, gone beyond its own cultural boundaries, yet a major goal of comparative and historical analysis is to call into question cultures and structures of special education that are taken for granted. Extending explicit comparisons with a perspective

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