Disability, education and social change in England since 1960

History of Education

Volumn 36, Issue 4-5, 2007, Pages 551-568

  Armstrong, Felicity ^a  

^a NONE

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EID: 34748852612     PISSN: 0046760X     EISSN: 14645130     Source Type: Journal    
DOI: 10.1080/00467600701496849     Document Type: Article

References (77)

1. For example, In A History of English Education from 1760, first published in 1947, with a 2nd edn in 1966, Barnard devoted approximately three pages out of 334 to special education.
2. See Barnard, H. C. A History of English Education from 1760. London: University of London Press, 1947.
3. Altenbaugh, Richard J. "Where are the disabled in the History of Education? The Impact of Polio on Sites of Learning." History of Education 35, no. 6 (2006) 705-30.
4. Segregation trends - LEAs in England 2002-2004. Bristol: Centre for Studies on Inclusive Education, 2005;
5. Department for Education and Skills First Release. Special Educational Needs in England, January 2006. Department for Education and Skills, National Statistics, SFR 23/2006.
6. Pritchard, D. Education and the Handicapped 1760-1960. London: Routledge & Kegan Paul, 1963.
7. McCulloch, G., and W. Richardson. Historical Research in Educational Settings. Buckingham: Open University Press, 2000: 30.
8. Parker, C. The English Historical Tradition since 1850. Edinburgh: John Donald, 1.990: 199-200, cited in McCulloch and Richardson, ibid.
9. Foucault, M Archaeology of Knowledge. London: Tavistock, 1972.
10. O'Brien, P. "Michel Foucault's History of Culture." In The New Cultural History, edited by Lynn Hunt. California: University of California Press, 1989.
11. O'Brien, P. Ibid, 38.
12. Billington, T. Separating, Losing and Excluding Children: Narratives of Difference. London: RoutledgeFalmer, 2000.
13. Desan, S. "Crowds, Community, and Ritual in the work of E. P. Thompson and Natalie Davis." In The New Cultural History, edited by Lynn Hunt. California: University of California Press, 1989.
14. Sutherland, G. "The origins of special education." In The Practice of Special Education, edited by Will Swann. Oxford: Basil Blackwell, 1981: 94.
15. Hurt, J. S. Outside the Mainstream: A History of Special Education. London: Batsford, 1988.
16. One example of this was the Starcross asylum near Exeter, which was later developed as a residential special school. See Dale, P. "Tension in the voluntary-statutory alliance: 'Lay professionals' and the planning and delivery of mental deficiency services, 1917-1945." In Mental Illness and Learning Disability since 1850: Finding a Place for Mental Disorder in the United Kingdom, edited by P. Dale and J. Melling. London: Routledge, 2006.
17. Dale, P. "Special Education at Starcross before 1948." History of Education, 36, no 1 (2007): 17-44.
18. Report of the Royal Commission on the Blind, the Deaf, the Dumb and Others of the United Kingdom (The Egerton Report). London: HMSO, 1889.
19. Quoted in Tomlinson, S. A Sociology of Special Education. London: Routledge & Kegan Paul, 1982: 13.
20. Potts, P. "Medicine, Morals and Mental Deficiency: the contribution of doctors to the development of special education in England." Oxford Review of Education 9, no. 3 (1983): 181-96.
21. Barker, D. "How to Curb the Fertility of the Unfit: The Feeble-minded in Edwardian Britain." Oxford Review of Education 9, no, 3 (1983): 197-211.
22. Department of Education and Science. Special Educational Needs. Report of the Committee of Enquiry into the Education of Handicapped Children and Young People (Warnock Report). London: HMSO, 1978.
23. This is well expressed in C. W. Hutt's Crowley's Hygiene of School Life. London: Methuen, 1910: 16-17.
24. 'The newer views and outlook upon life which this opening century has brought, the increased development of social consciousness and of communal responsibility, together with the publication of the results of investigations by various observers, have ... served to arouse and even alarm the public. In addition, the great fact is steadily becoming admitted that these conditions of defective physique are the results of causes ... capable of removal and therefore to be removed.' Insight into the eugenicist thinking of the time can be found in C. W. Saleeby's book The Progress of Eugenics. London: Cassell, 1914: 208-09. 'For the greater number of cases where the principle of negative eugenics apply, permanent care or segregation of the individual is the remedy, if only because the individual would require such treatment even were he sterile, or were his defect not hereditary. No problem arises, therefore, except to silence stupid legislators. Nor does the question of possible sterilisation arise, for there is no such need where the individual will be permanently cared for. But the case is entirely different when we consider, (a) the "impure dominant" and (b) the "recessive", whose defect, such as deafness, does not need segregation on individual grounds, and whole segregation on eugenic grounds cannot be seriously contemplated. In some types of case, if sterilisation without mutilation or personal injury be found perfectly feasible, the choice between segregation and such sterilisation-a far more humane and less severe measure-might conceivably be offered to the individual. But I should be inclined to rely far more upon the spread of eugenic-knowledge, upon the creation of a eugenic conscience, and upon the self-control which we might hope such individuals would exercise.'
25. Report of the Minister of Education's Central Advisory Council. Half Our Future (The Newsom Report). London: HMSO, 1963.
26. McCulloch, G. Failing the Ordinary Child? The Theory and Practice of Working-class Secondary Education. Buckingham: Open University Press, 1998.
27. Hurt, ibid.
28. Jones, Neville J. "Policy Change and Innovation for Special Needs in Oxfordshire." Oxford Review of Education 9, no. 3 (1.983): 241-54.
29. For example, Swann, W. The Practice of Special Education. Oxford: Basil Blackwell/Open University Press, 1981.
30. Shakespeare, T. "Disabled people's self-organisation: a new social movement?" In Overcoming Disabling Barriers: 18 years of Disability and Society, edited by L. Barton. London: Routledge, 2006.
31. Hirsch, K. "Culture and Disability: the role of oral history." In The Oral History Reader, edited by R. Perks and A. Thomson. London: Routledge, 1998.
32. Moore, M., S. Beazley, and J. Maelzer. Researching Disability Issues. Buckingham: Open University Press, 1998;
33. Shakespeare, T. "Rules of engagement: doing disability research." Disability and Society 11, no. 1 (1996): 115-19.
34. Fuller, M. Historical Theory. London: Routledge, 2002: ix.
35. The 'social model' of disability stresses the social construction of disability in contrast to the 'medical model', which focuses on individual impairment. See Hahn, H. "Adjudication or empowerment: contrasting experiences with a social model of disability." In Disability, Politics and the Struggle for Change, edited by L. Barton. London: David Fulton, 2001.
36. Borsay, A. "History, Power and Identity." In Disability Studies Today, edited by C. Barnes, M. Oliver and L. Barton. Cambridge: Polity Press, 2002.
37. See Hall, J. T. Social Devaluation and Special Education: The Right to Full Mainstream Inclusion and an Honest Statement. London: Jessica Kingsley, 1997;
38. Copeland, I. The Making of the Backward Pupil in Education in England. London: Woburn Press, 1999;
39. Race, D. G., ed. Learning Disability-A Social Approach. London: Routledge, 2002;
40. Armstrong, D. Experiences of Special Education: Re-evaluating Policy and Practice through Life Stories. London: RoutledgeFalmer, 2003;
41. Armstrong, F. Spaced Out: Policy, Difference and the Challenge of Inclusive Education. London: Kluwer, 2003.
42. Potts, P. "Medicine, morals and mental deficiency: the contribution of doctors to the development of special education in England." In Oxford Review of Education, 9, no. 3 (1983): 181-96.
43. Read, J., and J.Walmsley. "Historical Perspectives on Special Education, 1890-1970." Disability and Society, 21, no. 5 (2006): 455-69.
44. Myers, K., and A. Brown. "Mental Deficiency: The Diagnosis and After-care of Special School Leavers in Early Twentieth Century Birmingham (UK)." Journal of Historical Sociology, 18, nos 1/2 (2005): 72-98.
45. Ibid., 73.
46. Ibid., 73.
47. Burke, P. What is Cultural History? Cambridge: Polity Press, 2004.
48. See, for example, Copeland, I. The Making of the Backward Pupil in Education in England. London: Woburn Press, 1999;
49. Armstrong, F. Spaced Out: Policy, Difference and the Challenge of Inclusive Education. London: Kluwer, 2003.
50. Committee of Enquiry into the Education of Handicapped Children and Young People, Special Educational Needs (Warnock Report). London: HMSO, 1979.
51. Pritchard, op. cit., 209.
52. Ibid., 209.
53. Barnes, C., G. Mercer, and T. Shakespeare. Exploring Disability: A Sociological Introduction. Cambridge: Polity Press, 1999.
54. Ibid.
55. Anderson, E. M. The Disabled Schoolchild: A Study of Integration in Primary Schools. London: Methuen, 1973.
56. Heaton-Ward, W. A. Mental Subnormality. Bristol: John Wright and Sons, 1975.
57. Cole, T. Apart or a Part? Integration and the Growth of British Special Education. Milton Keynes: Open University Press, 1989.
58. Tomlinson, S. A Sociology of Special Education. London: Routledge & Kegan Paul, 1982.
59. Finkelstein, V. Attitudes and Disabled People. New York: World Rehabilitation Fund, 1980.
60. Scull, A. T. Museums of Madness: The Social Organization of Insanity in Nineteenth Century England. London: Penguin Books, 1979.
61. Oliver, M. Understanding Disability from Theory to Practice. London: Macmillan Press, 1996: 127.
62. Peim, N. "The history of the present: towards a contemporary phenomenology of the school." History of Education, 30, no. 2 (2001): 177-90.
63. Corbett, J. Bad Mouthing. London: Falmer Press, 1996.
64. Copeland, I. The Making of the Backward Pupil in Education in England. London: Woburn Press, 1999;
65. Armstrong, F. "The Historical Development of Special Education: Humanitarian Rationality or 'Wild Profusion of Entangled Events'?" History of Education, 31, no. 5 (2002) 437-56.
66. Armstrong, D. Experience of Special Education: Re-evaluating Policy and Practice through Life Stories. London: RoutledgeFalmer, 2003: 23.
67. Thomas, C. "Disability Theory: Key Ideas, Issues and Thinkers." In Disability Studies Today, edited by C. Barnes, M. Oliver and L. Barton. Cambridge: Polity Press, 2002: 38-57.
68. See, for example, Booth, T., and W. Booth. Growing Up With Parents Who Have Learning Difficulties. London: Routledge, 1998,
69. and Goodley, D. Self-advocacy in the Lives of People with Learning Difficulties. Buckingham: Open University Press, 2000.
70. Wilmot, F., and P. Saul. A Breath of Fresh Air: Birminghams's Open-Air Schools 1911-1970. Chichester: Phillimore, 1998.
71. Goodley, ibid.
72. Murray, P., and J. Penman. Telling Our Own Stories: Reflection on Family Life in a Disabling World. Sheffield: Parents With Attitude, 2000.
73. Burke, P. What is Cultural History? Cambridge: Polity Press, 2004: 43-44.
74. For example, Morris, J. Encounters with Strangers: Feminism and Disability. London: Women's Press, 1996.
75. Thomas, C. "Narrative Identity in the Disabled Self." In Disability Discourse, edited by M. Corker and S. French. Buckingham: Open University Press, 1999: 55.
76. Popkewitz, T., B. M. Franklin, and M. A. Pereyra, eds. Cultural History and Education. London: RoutledgeFalmer, 2001: 11.
77. Goodley, ibid.