The retreat from inquiry and knowledge in special education

Journal of Special Education

Volumn 34, Issue 4, 2001, Pages 178-193

  Sasso, Gary M ^a  

^a UNIVERSITY OF IOWA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035530634     PISSN: 00224669     EISSN: None     Source Type: Journal    
DOI: 10.1177/002246690103400401     Document Type: Article

References (92)

1. Aiello, B. (1980). The Kids on the Block, Inc. Washington: The Washington Building.
2. Albert, M. (1996). Science, postmodernism and the left. Z Magazine, 9, 64-69.
3. Alcock, J. E. (1996). The propensity to believe. In P. R. Gross, N. Levitt, & M. W. Lewis (Eds.), The flight from science and reason (pp. 64-78). Baltimore: Johns Hopkins University Press.
4. Alcoff, L., & Potter, E. (1993). Feminist epistemologies. London: Routledge.
5. Baker, C., Rude, H., Sasso, G., & Weishahn, M. (1994). Enhancing rural students' attitudes toward handicapped peers: A comparison of interventions. Journal of Rural and Small Schools. 10, 27-36.
6. Baudrillard, J. (1987). Modernity. Canadian Journal of Political and Social Theory, 11, 63-73.
7. Berliner, D. C., & Biddle, B. J. (1995). The manufactured crisis: Myths, fraud, and the attack on America's public schools. New York: Longman.
8. Best, S., & Kellner, D. (1991). Postmodern theory. New York: Guilford Press.
9. Biklen, D. (1997). Science, disability, and voice: A response to Danforth. Mental Retardation, 35, 383-387.
10. Biklen, D., & Cardinal, D. (Eds.). (1997). Contested words, contested science: Unraveling the facilitated communication controversy. New York: Teachers College Press.
11. Biklen, D., & Duchan, J. F. (1994). "I am intelligent": The social construction of mental retardation. Journal of the Association for Persons with Severe Handicaps, 19, 173-184.
12. Boghossian, P. A. (1998). What the Sokal hoax ought to teach us. In N. Koertge (Ed.), A house built on sand: Exposing postmodernist myths about science (pp. 23-31). New York: Oxford University Press.
13. Bunge, M. (1996). In praise of intolerance to charlatanism in academia. In P. R. Gross, N. Levitt, & M. W. Lewis (Eds.), The flight from science and reason (pp. 96-115). Baltimore: Johns Hopkins University Press.
14. Carnine, D. (1987). A response to: False standards, a distorting and disintegrating effect on education, turning away from useful purposes, being inevitably unfulfilled, and remaining unrealistic and irrelevant. Remedial and Special Education, 8, 42-43.
15. Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 13, 116-126.
16. Cole, S. (1996). Voodoo sociology: Recent developments in the sociology of science. In P. R. Gross, N. Levitt, & M. W. Lewis (Eds.), The flight from science and reason (pp. 274-287). Baltimore: Johns Hopkins University Press.
17. Danforth, S. (1997a). On what basis hope? Modern progress and postmodern possibilities. Mental Retardation, 35, 93-106.
18. Danforth, S. (1997b). Power and language in research texts: A rejoinder to Kleinen and Biklen. Mental Retardation, 35, 391-397.
19. Danforth, S., & Navarro, V. (1998). Speech acts: Sampling the social construction of mental retardation in everyday life. Mental Retardation, 36, 31-43.
20. Danforth, S., & Rhodes, W. C. (1997). Deconstructing disability. Remedial and Special Education, 18, 357-366.
21. Dawkins, R. (1998). Unweaving the rainbow: Science, delusion, and the appetite for wonder. Boston: Houghton Mifflin.
22. Derby, K. M., Wacker, D. P., Sasso, G. M., Steege, M., Northup, J., Cigrand, K., & Asmus, J. (1992). Brief functional assessment techniques to evaluate aberrant behaviors in an outpatient clinic: A summary of 79 cases. Journal of Applied Behavior Analysis, 32, 247-267.
23. Derrida, J. (1976). Of grammatology (G. Spivak, Trans.) Baltimore: Johns Hopkins University Press.
24. Derrida, J. (1992). Acts of literature. New York: Routledge.
25. Ellis, J. (1997). Literature lost: Social agendas and the corruption of the humanities. New Haven: Yale University Press.
26. Emery, C. E. (1997, September). Media watch: Dark Skies uses pseudo-Sagan to recast astronomer's motives. Skeptical Enquirer, 21, 1-2.
27. Feyerabend, P. K. (1978). Against method: Outline of an anarchistic theory of knowledge. London: Verso.
28. Feyerabend, P. K. (1992). Atoms and consciousness. Common Knowledge, 1, 28-32.
29. Foucault, M. (1973). The birth of the clinic: An archaeology of medical perception. New York: Random House.
30. Fox, R. (1996). State of the art/science in anthropology. In P. R. Gross, N. Levitt, & M. W. Lewis (Eds.), The flight from science and reason (pp. 327-345). Baltimore: Johns Hopkins University Press.
31. Gallagher, D. J. (1998). The scientific knowledge base of special education: Do we know what we think we know? Exceptional Children, 64, 493-502.
32. Gilligan, C. (1983). In a different voice: Psychological theory and women's development. Cambridge, MA : Harvard University Press.
33. Goldman, A. I. (1999). Knowledge in a social world. Oxford: Clarendon Press.
34. Goodstein, D. (1996). Conduct and misconduct in science. In P. R. Gross, N. Levitt, & M. W. Lewis (Eds.), The flight from science and reason (pp. 31-38). Baltimore: Johns Hopkins University Press.
35. Greene, G., & Shane, H. C. (1994). Science, reason, and facilitated communication. Journal of the Association for Persons with Severe Handicaps, 19, 151-172.
36. Gross, P. R., & Levitt, N. (1998). Higher superstition: The academic left and its quarrels with science. Baltimore: Johns Hopkins University Press.
37. Haack, S. (1996). Concern for truth: What it means, why it matters. In P. R. Gross. N. Levitt, & M. W. Lewis (Eds.), The flight from science and reason (pp. 57-63). Baltimore: Johns Hopkins University Press.
38. Haack, S. (1998). Manifesto of a passionate moderate. Chicago: University of Chicago Press.
39. Habermas, J. (1987). Taking aim at the heart of the present. In D. Couzens Hog (Ed.), Foucault: A critical reader (pp. 103-108). Cambridge, MA: MIT Press.
40. Harding, S. (1986). The science question in feminism. Ithaca, NY: Cornell University Press.
41. Harding, S. (1991). Whose science: Whose Knowledge? Ithaca, NY: Cornell University Press.
42. Haskew, P., & Donnellan, A. M. (1992). Emotional maturity and well-being: Psychological lessons of facilitated communication. Danbury, CT: DRI Press.
43. Horowitz, D. (1999). Hating whitey: And other progressive causes. Dallas, TX: Spence Publishing.
44. Howe, S. (1998). Afrocentrism: Mythical pasts and imagined homes. New York: Verso.
45. Hunt, J. M. (1961). Intelligence and experience. New York: Ronald Press.
46. Iowa Association for Persons with Severe Handicaps. (1987). Guidelines for community integration. Des Moines, IA: Iowa Department of Education.
47. Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27, 197-209.
48. Kauffman, J. M. (1994). Places of change: Special education's power and identity in an era of educational reform. Journal of Learning Disabilities, 27, 610-618.
49. Kauffman, J. M. (1999a). The role of science in behavioral disorders. Behavioral Disorders. 24, 265-272.
50. Kauffman, J. M. (1999b). Today's special education and its message for tomorrow. Journal of Special Education, 32, 244-254.
51. Kauffman, J. M., Lloyd, J. W., Baker, J., & Riedel, T. M. (1995). Inclusion of all students with emotional or behavioral disorders? Let's think again. Phi Delta Kappan, 76, 542-546.
52. Klehr, H. (1974). The heyday of American communism. New York: Basic Books.
53. Koertge, N. (1998). Scrutinizing science studies. In N. Koertge (Ed.), A house built on sand: Exposing postmodernist myths about science (pp. 3-6). New York: Oxford University Press.
54. Kors, A. C., & Silverglate, H. A. (1998). The shadow university: The betrayal of liberty on America's campuses. New York: HarperCollins.
55. Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.
56. Laudan, L. (1990). Science and relativism: Some key controversies in the philosophy of science. Chicago: University of Chicago Press.
57. Lefkowitz, M. (1993). Multiculturalism, uniculturalism, or anticulturalism? Partisan Review, 4, 590-597.
58. Lloyd, J. W. (1987). The art and science of research on teaching. Remedial and Special Education, 8, 44-46.
59. Lyotard, J. F. (1984). The postmodern condition: A report on knowledge. Minneapolis: University of Minnesota Press.
60. Nanda, M. (1998). The epistemic charity of the social constructivist critics of science and why the third world should refuse the offer. In N. Koertge (Ed.), A house built on sand: Exposing postmodernist myths about science (pp. 286-311). New York: Oxford University Press.
61. Peirce, C. S. (1965). How to make our ideas clear. In C. Hartshome & P. Weiss (Eds.), Collected papers of Charles Sanders Peirce. Cambridge, MA: Harvard University Press. (Original work published 1878)
62. Pinker, S. (1997). How the mind works. New York: W. W. Norton.
63. Pollack, W. (1998). Real boys: Rescuing our sons from the myth of boyhood. New York: Holt.
64. Richards, J. R. (1996). Why feminist epistemology isn't. In P. R. Gross. N. Levitt, & M. W. Lewis (Eds.), The flight from science and reason (pp. 385-412). Baltimore: Johns Hopkins University Press.
65. Rorty, R. (1982). Consequences of pragmatism. Sussex, England: Harvester.
66. Roth, A. M. (1996). Building bridges to afrocentrism: A letter to my egyptological colleagues. In P. R. Gross, N. Levitt, & M. W. Lewis (Eds.), The flight from science and reason (pp. 313-326). Baltimore: Johns Hopkins University Press.
67. Ruskai, M. B. (1996). Are "feminist perspectives" in mathematics and science feminist? In P. R. Gross, N. Levitt, & M. W. Lewis (Eds.), The flight from science and reason (pp. 437-441). Baltimore: Johns Hopkins University Press.
68. Sailor, W., & Skrtic, T. M. (1996). School/community partnerships and educational reform. Remedial and Special Education, 17, 267-270.
69. Sasso, G. M., Reimers, T. M., Cooper, L. J., Wacker, D., Berg, W., Steege, M., Kelly, L., & Allaire, A. (1992). Use of descriptive and experimental analysis to identify the functional properties of aberrant behavior in school settings. Journal of Applied Behavior Analysis, 25, 809-821.
70. Scheurich, J. J., & Young, M. D. (1997). Coloring epistemologies: Are our research epistemologies racially biased? Educational Researcher, 26, 4-16.
71. Searle, J. R. (1993). Expression and meaning. Cambridge: Cambridge University Press.
72. Searle, J. R. (1995). The construction of social reality. New York: The Free Press.
73. Searle, J. R. (1998). Mind, language, and society: Philosophy in the real world. New York: Basic Books.
74. Simpson, R. L. (1982). Conferencing parents of exceptional children. Rockville, MD: Aspen.
75. Simpson, R. L. (1999). Children and youth with emotional and behavioral disorders: A concerned look at the present and a hopeful eye for the future. Behavioral Disorders, 24, 284-292.
76. Simpson, R. L., & Kamps, D. (1996). Parental involvement. In E. Megan (Ed.), Exceptional children in today's schools (pp. 195-220). Denver, CO: Love.
77. Simpson, R. L., & Sasso, G. M. (1992). Full inclusion of students with autism in general education settings. Focus on Autistic Behavior, 7, 1-13.
78. Skrtic, T. (1991). Behind special education: A critical analysis of professional culture and school organization. Denver, CO: Love.
79. Skrtic, T. M. (1995). The special education knowledge tradition: Crisis and opportunity. In E. Meyan & T. Skrtic (Eds.). Special education and student disability: Traditional, emerging and alternative perspectives (pp. 609-672). Denver, CO: Love.
80. Skrtic, T. M., & Sailor, W. (1996). School-linked services integration: Crisis and opportunity in the transition to postmodern society. Remedial and Special Education, 17, 271-283.
81. Skrtic, T. M., Sailor, W., & Gee, K. (1996). Voice, collaboration, and inclusion: Democratic themes in educational and social reform initiatives. Remedial and Special Education, 17, 142-157.
82. Smith, P. (1999a). Drawing new maps: A radical cartography of developmental disabilities. Review of Educational Research, 69, 117-144.
83. Smith, P. (1999b). Ideology, politics, and science in understanding developmental disabilities. Mental Retardation, 35, 71-72.
84. Sokal, A. D. (1998). What the social text affair does and does not prove. In N. Koertge (Ed.), A house built on sand: Exposing postmodernist myths about science (pp. 9-22). New York: Oxford University Press.
85. Sokal, A. D., & Bricmont, J. (1998). Fashionable nonsense: Postmodern intellectuals' abuse of science. New York: Picador.
86. Sommers, C. H. (1996). Pathological social science: Carol Gilligan and the incredible shrinking girl. In P. R. Gross, N. Levitt, & M. W. Lewis (Eds.), The flight from science and reason (pp. 369-381). Baltimore: Johns Hopkins University Press.
87. Sommers, C. H. (2000, May). The war against boys. The Atlantic Monthly, 59-74.
88. Spitz, H. H. (1997). Nonconscious movements: From mystical messages to facilitated communication. New York: Lawrence Erlbaum.
89. Townsend, B. L. (2000). The disproportionate discipline of African American learners: Reducing school suspensions and expulsions. Exceptional Children, 66, 381-391.
90. Walker, H. N. (in press). Investigating school-related behavior disorders: Lessons learned from a 30-year research career. Exceptional Children.
91. Webster. Y. O. (1997). Against the multicultural agenda: A critical thinking alternative. London: Praeger.
92. Wilson, E. O. (1998). Consiliance: The unity of knowledge. New York: Vintage Books.