3. Special Education and the Charter: The Effect of the Equality Provisions and Charter Litigation on Educational Policy and Practice in Ontario

2010 ◽  
pp. 64-84
Author(s):  
Brenda Bowlby ◽  
Rachel Arbour
Keyword(s):  
Special Education ◽  
Educational Policy ◽  
Policy And Practice ◽  
Educational Policy And Practice

Educational Policy and Practice Contexts

2019 ◽  
pp. 39-66
Author(s):  
Misa Kayama ◽  
Wendy L. Haight ◽  
May-Lee Ku ◽  
Minhae Cho ◽  
Hee Yun Lee
Keyword(s):  
Special Education ◽  
Educational Policy ◽  
Inclusive Education ◽  
Individual Rights ◽  
Education Policies ◽  
Policy And Practice ◽  
Relative Risks ◽  
Culturally Based ◽  
The Individual ◽  
The U.S

Chapter 3 lays the groundwork for understanding how educators incorporate national special education policies into their local, culturally based practices. It examines national disability policies and services in Japan, South Korea, Taiwan, and the U.S. Special education policies in all four nations have been influenced by the contemporary, international trend of inclusive education. Yet the ways in which policymakers and educators have responded to such international initiatives, which reinforce the individual rights of children with disabilities, vary cross-culturally. Such variation partly reflects culturally based differences in how the relative risks of disability labels and the benefits of specialized support are weighted, especially for these children whose functioning is at the border of “typical development” and “having disabilities.”

Conservative Battles for Public Education within America's Culture Wars: poignant lessons for today from the red scare of the 1950s

2004 ◽  
Author(s):  
Stuart J. Foster ◽  
O. L. Davis, Jr
Keyword(s):  
World War Ii ◽  
Public Schools ◽  
Educational Policy ◽  
Culture Wars ◽  
Red Scare ◽  
Policy And Practice ◽  
Economic Interests ◽  
Wide Range ◽  
Educational Policy And Practice ◽  
The 1950S

Historically public schools and public school teachers have been obvious targets for attacks by conservative critics. However, during the post World War II red scare, the rapid emergence of anti-communist sentiment and super-patriotic zeal dramatically increased their vulnerability. In many respects the arch conservatism of the 1950s has obvious parallels with political trends in American education this century. As in the 1950s, contemporary pressures by well-organised and powerful conservative groups, 'think tanks', politicians, and economic interests have been particularly successful in influencing educational policy and practice on a wide range of issues. Attention to the educational context of the 1950s, therefore, reasonably offers contemporary educators important historical insights into the ways in which socio-political forces profoundly shape and dramatically influence educational policy and practice.

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