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New Perspectives in Special Education: Contemporary Philosophical Debates

Michael Farrell
Format
Book
Published
London ; New York : Routledge, 2012.
Language
English
ISBN
9780415504218 (hbk.), 041550421X (hbk.), 9780415504225 (pbk.), 0415504228 (pbk.), 9780203128459 (ebk.), 0203128451 (ebk.)
Summary
"Opens the door to the fascinating and vitally important world of theory that informs contemporary special education. It examines theoretical and philosophical orientations such as 'positivism', 'poststructuralism' and 'hermeneutics', relating these to contemporary global views of special education. Offering a refreshingly balanced view across a broad range of debates, this topical text guides the reader through the main theoretical and philosophical positions that may be held with regard to special education, and critically examines positions that often go unrecognised and unquestioned by practitioners and academics alike. It helps the reader to engage with and question the positions taken by themselves and others, by providing thinking points and suggestions for further reading at the end of each chapter."--
Description
xviii, 258 p. ; 24 cm.
Notes
Includes bibliographical references (p. [229]-247) and index.
Technical Details
  • Access in Virgo Classic
  • Staff View

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    a| New perspectives in special education : b| contemporary philosophical debates / c| Michael Farrell.
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    a| London ; a| New York : b| Routledge, c| 2012.
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    a| xviii, 258 p. ; c| 24 cm.
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    a| Includes bibliographical references (p. [229]-247) and index.
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    a| "Opens the door to the fascinating and vitally important world of theory that informs contemporary special education. It examines theoretical and philosophical orientations such as 'positivism', 'poststructuralism' and 'hermeneutics', relating these to contemporary global views of special education. Offering a refreshingly balanced view across a broad range of debates, this topical text guides the reader through the main theoretical and philosophical positions that may be held with regard to special education, and critically examines positions that often go unrecognised and unquestioned by practitioners and academics alike. It helps the reader to engage with and question the positions taken by themselves and others, by providing thinking points and suggestions for further reading at the end of each chapter."-- c| Provided by publisher.
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