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Item Information       Summary     More Content     More by this author     Ong-Dean, Colin.     Subjects     Children with disabilities -- Education -- United States.     Special education -- Parent participation -- United States.     Browse Catalog     by author:      Ong-Dean, Colin.       by title:      Distinguishing disab...         MARC Display

Distinguishing disability [electronic resource] : parents, privilege, and special education / Colin Ong-Dean. by Ong-Dean, Colin. Chicago ; London : University of Chicago Press, 2009. Subjects Children with disabilities -- Education -- United States.   Special education -- Parent participation -- United States. Electronic Resource http://hawaii.lib.overdrive.com/ContentDetails.htm?ID=CED83818-CAEA-4B96-A275-6671A584EBFE This title is available online; click here to access ISBN:  9780226630021 (electronic bk.) 0226630021 (electronic bk.) Description:  1 online resource (x, 203 p.) : ill. Contents:  From social reform to technical management: the legal evolution of the Education for all Handicapped Children Act of 1975 -- Disabled children's parents -- High roads and low roads to disability -- Looking for answers: the literature on disability -- Whose voices are heard? Due process hearings and parents' challenge to special education evaluations and placements -- Reflections on disability and social reproduction. Requests:  0 Summary:  Students in special education programs can have widely divergent experiences. For some, special education amounts to a dumping ground where schools unload their problem students, while for others, it provides access to services and accommodations that drastically improve chances of succeeding in school and beyond. This work argues that this inequity in treatment is directly linked to the disparity in resources possessed by the students' parents. Since the mid-1970s, federal law has empowered parents of public school children to intervene in virtually every aspect of the decision making involved in special education. However, the author reveals that this power is generally available only to those parents with the money, educational background, and confidence needed to make effective claims about their children's disabilities and related needs. He documents this class divide by examining a wealth of evidence, including historic rates of learning disability diagnosis, court decisions, and advice literature for parents of disabled children. In an era of expanding special education enrollment, this book is a timely analysis of the way this expansion has created new kinds of inequality.   Copy/Holding information No Item Information

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